The Perception of Adolescents’ Encounter With a Flipped Learning Intervention in Norwegian Physical Education

Abstract

Objective: The discrepancy between observed and suggested levels of physical activity among adolescents urges society to obtain more knowledge and insight into how physical education (PE) in school can be beneficial for all individuals. The purpose of the present study was to examine the perceptions of adolescents of a flipped learning (FL) framework, applied to enhance student motivation and learning in PE. Methods: Ten students, from 13 to 17 years of age, were recruited from one secondary school and one upper secondary school from two different counties in Norway during the spring of 2016. The data were generated using semi-structured interviews, reduced, analyzed, and interpreted by constructivist grounded theory and stepwise-deductive induction traditions through constructivist and situated learning lenses. Results: It was demonstrated that the video format is preferred as preparation material over text material, that instructions on class activities are preferably given in the preparation material and not in class, and that the students did not report any negative aspects of FL. The students showed a positive perception of preparing for PE classes if the preparation material is in the form of a video, and if it has a clear connection to the upcoming class content and outcome aim(s). FL has a positive effect on student understanding and learning in PE, and FL produces a positive change in how students value PE. Conclusion: A clearly positive perception of FL in PE was demonstrated. FL seems to facilitate deep learning in PE, facilitated by motivation, knowledge, and the nature of the learning framework.

Academic Effects of the Use of Flipped Learning in Physical Education

“…An ad hoc questionnaire was used to collect the data, taking some validated instruments on the state of the matter [64,77,78]. The questionnaire consisted of 42 items.…”

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

“…The concept of FL in PE includes obtaining more time for practical activity and arranging for more physical and cognitive learning by the students in preparing prior to class. This preparation is preferably a video specific to the upcoming class and includes both practical information about the activities and theoretical knowledge underpinning the class topic/aim [67]. Very little research has been undertaken into the FL approaches [68] included in PE [69].…”

“…Casey et al [70] argue that there is a lack of research on how digital technologies are used and how they affect motivation and learning in PE. However, there are studies suggesting that FL has a positive impact on student motivation in secondary school PE [71], especially among girls [72,73], and that both cognitive learning and perceived value of the subject are positively affected when a FL framework is applied in PE [67]. In a Chinese study of teaching basketball in PE, Chiang et al [74] concluded that female students benefit more from flipped learning strategies compared to boys.…”

Effects on Personal Factors Through Flipped Learning and Gamification as Combined Methodologies in Secondary Education

“…In short, different recent high-impact researches show the potentialities of the instructional approaches previously presented (Luong, 2019;Østerlie and Kjelaas, 2019;Quintas et al, 2020;Sargent and Casey, 2020). The novelty that this study presents concerning the existing literature focuses on the simultaneous integration of both training methodologies for the approach of contents linked to the subject of Physical Education.…”