This study, based in Norway bought to determine if and how the introduction of a flipped
learning (FL) framework could affect student situational motivation and health-related fitness knowledge (HRFK) in secondary school physical education (PE). using a control group of 121 students and an intervention group of 85 students the study aimed to examine whether the use of integrating information communication technology (ICT) through the use of online videos would result in any signifiant changes in student learning. The intervention that took place was a flipped classroom design that consisted of a video assigned for viewing prior to the class, one in class lesson delivered by the teacher and a teacher’s guide. Students in the flipped class had access to the video prior to their in class session. The video was about 12 minutes long and gave an age-appropriate presentation of the upcoming class. In class lessons were strongly linked to the video content. Short quizzes were imbedded into the videos to enhance student motivation to continue watching the videos and to enhance comprehension. In class content was the same for both the control group and the intervention group. The activity selected for the intervention was related to strength, coordination and endurance and varied from the typical sport focused themes of the normal PE programs at the school. Results found a significant reduction in intrinsic motivation (IM) for the boys in the control group while it remained stable in the intervention group. The intervention group for girls saw a slight increase in intrinsic motivation while the girls in the control group remained stable. Data suggested that the intervention group learned more in terms of HRFK during the period. The authors believe that introducing HRFK in this manner could result in a more meaningful frame of knowledge and understanding in terms of why PE activity is important to student health. Reflection The results of the study suggest that a flipped classroom concept can positively affect the motivation of male students especially when the subject matter is one that would potentially reduce intrinsic motivation. This is an intriguing thought as it could allow for a couple of improvements to the way I have been running my upper elementary PE programs the last couple of years. With this years use of Google Classroom, students are now in a position to be more capable and responsible for their learning at home. By incorporating a series of at home assignments that pre-date the in class activity it may be possible to achieve two positive outcomes:
The most appealing aspect of this study is the IM changes shown in students using the flipped lesson concept. Often times the introduction of mini-lessons on HRF, SRF, rules, boundaries and strategies are accompanied by questions like “when will we play the game?” and “what are we playing today?”. By shifting this learning to the student at a time of their choosing prior to the lesson these potential interruptions to the teaching can be removed. Does anyone else see a benefit to using the flipped classroom concept in their context now that we have exposed the students to online learning and Google classroom? Osterlie, O., & Mehus, I. (2020). The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education. Education Sciences, 10(4), NA. Retrieved on July 7th, 2021 from https://link.gale.com/apps/doc/A630408746/PROF?u=capebret&sid=bookmark-PROF&xid=3015f30c Comments are closed.
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