Flipped Learning in Physical Education: A Scoping Review

Autor/inn/en	Østerlie, Ove; Sargent, Julia; Killian, Chad; Garcia-Jaen, Miguel; García-Martínez, Salvador; Ferriz-Valero, Alberto
Titel	Flipped Learning in Physical Education: A Scoping Review
Quelle	In: European Physical Education Review, 29 (2023) 1, S.125-144 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Østerlie, Ove) ORCID (Sargent, Julia) ORCID (Killian, Chad) ORCID (Ferriz-Valero, Alberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X221120939
Schlagwörter	Flipped Classroom; Physical Education; Technology Integration; Educational Technology; Blended Learning; COVID-19; Pandemics; Foreign Countries; Elementary Secondary Education; Postsecondary Education; Motivation; Program Effectiveness; Personal Autonomy; Psychomotor Skills; Prior Learning; Satisfaction; Student Evaluation; Interaction; Intervention; United States; South Korea; Taiwan; United Kingdom; Norway; Spain + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; Körpererziehung; Sportunterricht; Unterrichtsmedien; Ausland; Post-secondary education; Tertiäre Bildung; psychologische; Motivation (psychologisch); Individuelle Autonomie; Psychomotorische Aktivität; Vorkenntnisse; Zufriedenheit; Schulnote; Studentische Bewertung; Interaktion; USA; Korea; Republik; Großbritannien; Norwegen; Spanien
Abstract	The integration of digital technology into educational settings is expanding rapidly. One emerging didactical approach is flipped learning (FL), which leverages digital, internet-based technologies to deliver key instructions prior to classes. It then uses active learning opportunities during face-to-face meetings that encourage students to apply what they previously learned online. The format of FL naturally expands active learning during classes, which aligns well with the movement-based foundations of physical education (PE). Given the relative novelty of the approach within this subject, however, the purpose of this scoping review was to identify existing research, offer an initial FL approach for PE, and suggest directions for future study. Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews guidelines directed this review, and four databases were searched. A total of 16 studies qualified for inclusion. Study contexts and methods varied widely, but a majority focused on motivation and learning as the primary outcome measures. Ten studies reported how the use of FL positively impacted student motivation, while nine studies illustrated how FL might be able to support student learning. Other studies indicated the potential of FL to increase motor skill development opportunities and autonomy during classes, although further research is necessary. Overall, FL in PE appears to have a positive impact on student variables. Research on the design and implementation of both the digital and in-class instructional components will be necessary to guide best practice more appropriately. Further, rigorous research is also necessary to extend understanding of the influence of FL on student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01