FLIPPED LEARNING IN PHYSICAL EDUCATION: LEARNING, MOTIVATION AND MOTOR PRACTICE TIME

Abstract

Flipped Learning (FL) methodology is emerging as a pedagogical and innovative approach, enriching the teaching-learning process through the use of ICT. This study aims to evaluate the effects derived from its practical application in PE Secondary Education classes. For that purpose, the same teaching unit about Valencian ball was developed in 7 different groups of 1ºESO, applying two different methodologies: FL approach (FLIP) or traditional approach (TRAD). The level of learning, motivation and motor practice time were evaluated pre and post intervention. Results showed no significant differences between both methodologies, regarding motivation and level of learning (p = 0,633). However, the motor practice time of FLIP groups was higher than TRAD groups (p = 0,034). In conclusion, FL approach students achieved a higher motor time during PE classes despite having the same levels of learning and motivation.