Flipped Classroom for Motor Skills: What Factors Influence College Students’ Learning Effect?

Zhang, Fengyan; Ma, Baojuan; Ren, Wengang

doi:10.1155/2021/2148905

Cited by 3 publications

(6 citation statements)

References 25 publications

(35 reference statements)

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“…In this study, findings showed that students' health knowledge and exercise skills improved significantly, and enabled students to engage in various types of physical activity inside and outside the classroom. Likewise, other studies report that motor learning with technical action video displays, student technical action video feedback, and teaching interactions have a significant positive influence on the learning effect (Zhang et al, 2021).…”

Section: Discussionmentioning

confidence: 89%

“…The findings demonstrated that students' health knowledge and exercise skills were significantly improved, and the course allowed students to be engaged in various types of physical activity inside and outside the classroom. (Zhang et al, 2021) Motor Skills…”

Section: Methodsmentioning

confidence: 99%

“…Likewise, the notable input of FL to the more specific disciplines in PE such as basketball, volleyball, taijiquan, gymnastics, and dance is also undergoing investigation. FL has a positive effect on university students' understanding and learning in PE, and FL produces a positive change on students' autonomy and in how value PE (Hinojo Lucena et al, 2019;Østerlie et al, 2022;Vaughn et al, 2019;Zhang et al, 2021).…”

Section: Introductionmentioning

confidence: 96%

“…Despite the significant positive impact of FL in PE such as on the effects of students' motor skills learning in the flipped classroom on technical action video displays, student technical action feedback videos, and teaching interactions, a study has not provided a strong recommendation that teachers can use the recording method. videos to display technical actions of motor skills, then students can use video feedback to communicate with teachers about motor skills learning, and flipped classrooms need to pay attention to teaching interactions between teachers and students (Zhang et al, 2021). Likewise, another study reported that positive results were found in a trial of implementing FL in the PE Dance course at the university (Dimarucot, 2022).…”

Section: Introductionmentioning

confidence: 99%

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An Investigation of the Flipped Learning Method to Physical Education Classes in the University: Systematic Review

Dafun Jr.,

Nurhasan,

Muhammad

et al. 2024

Retos

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This study aims to provide a synthesis of available scientific articles on the use of FL as a promising methodology in university sports teaching through a systematic review. This research is a type of systematic review research using searches from various journal databases such as Science Direct, Pubmed and Web of Science. The inclusion criteria in this research are journals published in the last 5 years that discuss Flipped Learning, physical fitness and physical education. Furthermore, the exclusion criteria in this research are journals that are not reputable or indexed by Scopus and Web of Science. In the first stage, 1538 articles from the Science direct, Pubmed and web of science databases were identified. Next, in the second stage, 49 articles were screened based on the suitability of the title and abstract. In the third stage, 26 articles were ordered for further processing. At this stage we filter based on the complete suitability of the article. Then, in the final stage, 10 articles that met the inclusion criteria were selected and analyzed for this systematic observation. This systematic review study reports that the FL method combined with other new techniques in teaching sports in universities provides good results. In all aspects of learning such as cognitive, affective and motoric learning in several sports disciplines such as basketball, martial arts, gymnastics and dance, FL provides very positive results. Therefore, based on the results of this investigation, it is hoped that more research needs to be carried out on FL in connection with optimizing physical education teaching and of course realizing the higher goals of physical education, namely increasing students' levels of physical activity, knowledge and sports. techniques aimed at encouraging and growing participation. physical activity inside and outside the classroom and throughout their lifespan. Keywords: Flipped Learning, Physical Fitness, Physical Education

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Section: Discussionmentioning

confidence: 89%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

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An Investigation of the Flipped Learning Method to Physical Education Classes in the University: Systematic Review

Dafun Jr.,

Nurhasan,

Muhammad

et al. 2024

Retos

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“…(3) Training length. The shortest length of all the studies was 3 weeks [52], the longest length was 26 weeks [49] and the mode of length was 16 weeks [50,54,55,57,65]. (4) Training duration.…”

Section: Intervention Characteristicsmentioning

confidence: 99%

Effects of Blended Learning in Physical Education among University Students: A Systematic Review

et al. 2022

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(1) Background: Blended learning (BL) models have attracted the attention of university teachers and students worldwide in recent years. However, systematic reviews related to the effectiveness of BL in university physical education are lacking. (2) Purpose: Therefore, this study aimed to evaluate the effects of BL in physical education among university students. (3) Methods: Searches were conducted in the following five databases: Web of Science, Scopus, PubMed, EBSCOhost (SPORTDiscus), and China National Knowledge Infrastructure (CNKI), and 18 articles met the inclusion criteria and were selected. The PEDro scale was used to assess the methodological quality of the selected studies and the quality of this study was fair (range 4–5). (4) Results: All reported sports included basketball (n = 6), badminton (n = 3), dance (n = 3), volleyball (n = 1), yoga (n = 1), aerobics (n = 1), Taiji (n = 1), swimming (n = 1), and tennis (n = 1). Seventeen studies described the effect of BL on students’ motor skills, and the results showed that BL had a greater effect on basic skills, but the improvement was not significant for combination techniques. There were three studies related to physical fitness. Studies have observed significant effects on lung capacity (n = 1), sit and reach (n = 1), pull-ups (n = 1), 1000 m (n = 3), and 800 m (n = 1). However, there was no significant difference in body weight (n = 1) or standing long jump (n = 1). In addition, two articles examined the impact of BL on sitting up, but the findings were the opposite. Six studies reported on exercise attitude and the results demonstrated that BL can significantly improve students’ learning attitude, target attitude, behavioral cognition, and emotional experience. However, the two articles produced different results in behavioral habits. Other results, such as satisfaction and interest in learning, were also popular topics regarding BL and were found to have improved significantly.

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Engaging and motivating crowd-workers in gamified crowdsourcing mobile apps in the context of logistics and sustainable supply chain management

Behl,

Jayawardena,

Pereira

et al. 2023

Ann Oper Res

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Flipped Classroom for Motor Skills: What Factors Influence College Students’ Learning Effect?

Cited by 3 publications

References 25 publications

An Investigation of the Flipped Learning Method to Physical Education Classes in the University: Systematic Review

An Investigation of the Flipped Learning Method to Physical Education Classes in the University: Systematic Review

Effects of Blended Learning in Physical Education among University Students: A Systematic Review

Engaging and motivating crowd-workers in gamified crowdsourcing mobile apps in the context of logistics and sustainable supply chain management

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