Flipped Learning to improve students' motivation in Physical Education

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/116649
Información del item - Informació de l'item - Item information
Title: Flipped Learning to improve students' motivation in Physical Education
Authors: Botella, Ángela G. | García Martínez, Salvador | Molina García, Nuria | Olaya-Cuartero, Javier | Ferriz Valero, Alberto
Research Group/s: Research in Physical Education, Fitness and Performance (RIPEFAP)
Center, Department or Service: Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas
Keywords: Flipped classroom | Methodology | Parkour | Edpuzzle | ICTs
Knowledge Area: Didáctica de la Expresión Corporal
Issue Date: 15-Jul-2021
Publisher: Palacký University Olomouc
Citation: Acta Gymnica. 2021, 51: e2021.012. https://doi.org/10.5507/ag.2021.012
Abstract: Background: Active methodologies have emerged in which they focus their importance of the teaching-learning process in students and not only on the result. In this way, research has been conducted using the active methodology Flipped Learning (FL) in all areas of Primary, Secondary and Higher Education. Objective: The current study aims to analyze the effect on student motivation after an intervention with the FL teaching technique, using a Parkour Didactic Unit in primary school students. Methods: One hundred students of 6th grade of Primary (11-12 years old) participated in this study, of which, 45 were girls and 55 were boys. It was randomly decided that 6ºB and 6ºD would follow the teaching styles that were already used in the center regularly (TRAD group) and otherwise, the 6ºA and 6ºC groups used FL teaching technique by watching videos created by the principal investigator for the present investigation (FLIP group). The Motivation Questionnaire in Physical Education in primary education and personal interview were applied before and after intervention. Results: The results showed an increase of intrinsic motivation (p < .001), identified motivation (p < .001) and introjected motivation (p < .001) in FLIP group. Moreover, external motivation, as well as the amotivation of the students, has decreased after the intervention. Regarding the TRAD group, a significant decrease in intrinsic motivation and identified motivation was observed. According to qualitative results, the most remarkable thing is that students consider FL as more fun, efficient, accepted and motivating. Conclusions: Intrinsic motivation increased significantly and amotivation values decrease in FL group. FL approach allows using more time in Physical Education classes and, consequently, it is perceived as more fun for the students.
URI: http://hdl.handle.net/10045/116649
ISSN: 2336-4912 (Print) | 2336-4920 (Online)
DOI: 10.5507/ag.2021.012
Language: eng
Type: info:eu-repo/semantics/article
Rights: © 2021 The Author(s). Published by Palacký University Olomouc. This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. This license does not cover any third-party material that may appear with permission in the article.
Peer Review: si
Publisher version: https://doi.org/10.5507/ag.2021.012
Appears in Collections:INV - EDUCAPHYS - Artículos de Revistas
INV - SCAPE - Artículos de Revistas

Files in This Item:
Files in This Item:
File Description SizeFormat 
ThumbnailBotella_etal_2021_ActaGymnica.pdf527,76 kBAdobe PDFOpen Preview

This item is licensed under a Creative Commons License Creative Commons