Aula Invertida en Educación Física: Aprendizaje, Motivación Y Tiempo De Práctica Motriz

Campos-Gutiérrez, Luis María; Sellés, Sergio; García-Jaén, Miguel; Férriz-Valero, Alberto

doi:10.15366/rimcafd2021.81.005

Cited by 11 publications

(12 citation statements)

References 24 publications

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“…On the other hand, and somewhat opposing the findings in the present study, scholars like Chiang et al (2018) found girls to take better advantage of the FL approach, as they were more likely to use the opportunity to see instructional videos, online, outside school hours. Finally, one must interpret the findings in the present study with findings that both diverge and converge in their conclusions, such as the results from Ferriz-Valero et al (2017), Campos-Gutiérrez et al (2021), and Gómez-García et al (2019, who found FL not to affect student motivation and/or learning in PE. This variety in findings might be caused by the reality that FL in PE is still in its very infancy, both in practice and in research, and that most studies still evolve around fragmented parts of the subject PE, and for shorter time of periods.…”

Section: Discussionsupporting

confidence: 55%

“…The present investigation is based on a natural experiment with a non-randomized controlled design with a pre-and a post-measure (Verjans-Janssen et al, 2018). The design reflected the layouts in similar studies (Botella et al, 2021;Campos-Gutiérrez et al, 2021;Cuenca-Ruano et al, 2021;Østerlie and Mehus, 2020). The study was approved by the University of Alicante´s Research Ethics Committee on 2 September 2020, and given the code UA-2020-09-02.…”

Section: Methodsmentioning

confidence: 99%

“…Some results are performed in primary stage (Gómez-García et al, 2020;Hinojo et al, 2020), or in secondary school students (Østerlie and Kjelaas, 2019;Østerlie and Mehus, 2020). However, Campos-Gutiérrez et al (2021) and Gómez-García et al (2019) did not observe differences in motivation, but only in physical activity time. Botella et al (2021) stated that, after applying FL in PE, intrinsic motivation understood as an activity giving satisfaction per se (described in detail in the cognitive evaluation theory or CET; Ryan and Deci, 2017) increased significantly, and that amotivation (the total lack of motivation) values decreased in the FL group.…”

Section: Introductionmentioning

confidence: 95%

“…They realized that in addition to contributing effectively to the learning of these students, they had more time to respond to the educational needs of each student (Bergmann and Sams, 2012). From this educational approach, a double objective could be achieved: 1) to attract students' attention by using new technologies that they live with daily, and to take advantage of the greatest active practice time in the PE class (Campos-Gutiérrez et al, 2021). For this valuable reason, professionals are interested in contrasting the results applied with this approach in PE, increasing their students' physical activity time in classes.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students

et al. 2022

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New technologies are increasingly linked to the educational world. It is necessary to develop pedagogical approaches such as flipped learning so that education and technology improve the quality of teaching to contribute to quality and sustainable education. Over the years this pedagogical approach has developed quite a bit; however, the scientific literature in physical education is still limited. The objective of the present study was to quantitatively evaluate the effects of the application of flipped learning in the acquisition of the conceptual contents of sport, in the case of the present study through volleyball. A total of 265 upper secondary school students participated in the study (126 boys: 47.9% and 137 girls: 52.1%). The total sample set was divided into two treatment groups. The first experimental treatment group received lessons with the support of flipped learning, through the Edpuzzle platform. The second treatment group or control group received the same content as the first group through traditional methodology. The findings showed that upper secondary students benefited from flipped learning in their cognitive learning about volleyball in physical education, compared to the control group. Further, the findings showed the same results on motivation, although certain differences appeared according to sex, where boys seemed to develop autonomous motivation more than girls.

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Section: Discussionsupporting

confidence: 55%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

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The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students

et al. 2022

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“…Al respecto, los contenidos teóricos desarrollados a través de clases magistrales por los docentes durante la sesión cambian y serán estudiados previamente por el estudiantado. Este proceso mediado por TIC en un entorno virtual de aprendizaje permite que el tiempo sincrónico de la sesión sea utilizado para evacuar dudas, generar actividades de mediación activa, con el propósito de aplicar los conocimientos teóricos previos y consolidar el aprendizaje de forma participativa y colaborativa en el grupo de estudiantes (Campos-Gutiérrez et al, 2021;Kuzminska et al, 2017).…”

Section: Reflexiones Y Experiencias Investigativas Para La Innovaciónunclassified

Formación bimodal universitaria de profesionales en Ciencias del Movimiento Humano: un aporte desde el modelo de aprendizaje invertido con el apoyo de las Tecnologías de la Información y la Comunicación (TIC)

Azofeifa-Mora

Martínez

2023

InnovEd

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El presente artículo tiene como objetivo implementar un modelo de mediación pedagógica apoyada en el uso de las Tecnologías de la Información y la Comunicación (TIC) por medio de los principios del aprendizaje invertido en un curso bimodal para la formación universitaria de profesionales en Ciencias del Movimiento Humano. Para ello, se utilizó una metodología sociocrítica, bajo un enfoque de investigación-acción con un grupo de 21 personas estudiantes universitarias de la carrera del Bachillerato en la Enseñanza de la Educación Física, Deporte y Recreación que matriculan el curso Entrenamiento Contrarresistencia. El trabajo parte de una etapa diagnóstica que permite detectar la problemática. En etapas posteriores, se implementa el curso y se evalúa. Los resultados muestran valoraciones de satisfacción positivas sobre la formación recibida durante el curso, la metodología implementada y los materiales multimedia aplicados. En conclusión, un modelo de mediación pedagógica apoyado en el aprendizaje invertido y en el uso de las TIC constituye una adecuada alternativa para la implementación en cursos bimodales, dotando de mayor flexibilidad curricular al estudiante y permitiendo aprovechar los momentos presenciales con actividades activas de mediación.

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Flipped learning in physical education: A scoping review

Østerlie

Sargent

Killian

et al. 2022

European Physical Education Review

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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.

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Aula Invertida en Educación Física: Aprendizaje, Motivación Y Tiempo De Práctica Motriz

Cited by 11 publications

References 24 publications

The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students

The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students

Formación bimodal universitaria de profesionales en Ciencias del Movimiento Humano: un aporte desde el modelo de aprendizaje invertido con el apoyo de las Tecnologías de la Información y la Comunicación (TIC)

Flipped learning in physical education: A scoping review

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