Flipping the PE classroom to increase physical activity

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jeffrey Dennis Akers (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Pam Brown

Abstract: The purpose of this study was to determine the extent to which a flipped classroom of online programming in physical education would increase classroom moderate to vigorous physical activity (MVPA). In addition, this project sought student perceptions toward physical education from the flipped classroom approach. Other disciplines are currently utilizing a variety of instructional designs and methods such as the flipped classroom for improved academic performance and motivation. Physical education, however, has the added responsibility of meeting both academic and physical activity performance standards. Physical activity (PA) levels for adolescents remain dangerously low and have been associated with health problems that track into adulthood. For many students, physical education classes may be the only time they are active, serving as a place to not only develop skills and efficacy for lifelong exercise benefits and enjoyment, but also maximize PA minutes. The approach taken for this study included an intervention of internet programming (flipped classroom) in which MVPA minutes were statistically compared to those of traditional programming within the same subjects. It was hypothesized that by modernizing the way physical education is taught, students would spend more time being active in physical education. The results of a 2 x 2 mixed ANOVA indicated a significant main effect between traditional and flipped approaches, F(1,48) = 40.69, p <.001, ?p2=.46. MVPA was significantly higher in the flipped approach (M=.426, SD=.09) than traditional (M=.329, SD=.11). Student responses on questionnaires at the end of each two-week intervention and post intervention indicated positive perceptions of flipped learning. The results indicate that leveraging screen time in PE through the flipped classroom approach may be a valuable resource in the struggle to increase physical activity of adolescents. Further study is warranted to confirm the findings. [This abstract has been edited to remove characters that will not display in this system. Please see the PDF for the full abstract.]

Additional Information

Language: English
Date: 2021
Asynchronous learning, Curriculum, Flipped learning, Health, Moderate to vigorous physical activity
Physical education for children $x Computer-assisted instruction
Motivation in education
Web-based instruction

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