The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Ove Østerlie,Ingar Mehus

doi:10.3390/educsci10040110

Abstract

The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students’ motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.

Highlights

In the Norwegian curriculum of physical education (PE), an important goal is to provide students with the necessary knowledge and motivation to ensure that participation in PE should translate into a life-long participation in physical activity (PA) [1]
Zhu et al [34] found gender differences, with girls displaying a higher growth rate compared to boys, when implementing a curriculum tailored to enhance health-related fitness knowledge (HRFK). Contradictory to these findings, the present study demonstrates that boys developed a higher level of HRFK compared to girls
As the motivation for participating in PE is demonstrated to decline as young adults go through secondary school, research must put light on this issue, and possibly suggest proper measures to halt this decline

Summary

Introduction

In the Norwegian curriculum of physical education (PE), an important goal is to provide students with the necessary knowledge and motivation to ensure that participation in PE should translate into a life-long participation in physical activity (PA) [1]. Motivation for participation in PE is considered important as motivation has, theoretically and empirically, been linked to several positive outcomes, such as intentions to be physically active outside of class [2,3,4,5]. Such research lends support to the trans-contextual model suggested by Hagger et al [6], in which an autonomy- supportive teacher style creates autonomous motivation and leisure time PA among students, suggesting that PE may play a role in shaping young people’s beliefs and behavior concerning PA outside school hours. Only 34% of European adolescents aged 13–15 years are active enough to meet the current guidelines of 60 minutes of moderate physical activity per day [8], and in the USA only 27.1% meet these recommendations [9]

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Discussion

Conclusion