Methodological application flipped classroom in the non-university students of physical education: A systematic review
Gosálbez-Carpena, P.A.; García-Martínez, Salvador; García-Jaén, Miguel; Østerlie, Ove; Ferriz-Valero, Alberto
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/3035983Utgivelsesdato
2022Metadata
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- Institutt for lærerutdanning [3816]
- Publikasjoner fra CRIStin - NTNU [38672]
Originalversjon
Journal of Sport and Health Research. 2022, 14 (2), 171-186.Sammendrag
In recent years, teaching styles that gave responsibility support, participation and autonomy support to the student have gained popularity in physical education. Therefore, active methodologies such as the Flipped Classroom, an innovative pedagogical model within the field of the physical education, although less novel in other subjects. This systematic review aims to analyse both the effects and the effectiveness of the same pedagogical approach in scientific publications in the field of the physical education, within nonuniversity education. The search includes studies published from 2015 to present, using the web databases of Web of Science, Scopus, Dialnet and Academic Google. Flipped classroom, flipped learning, physical education, primary, secondary education or high-school were key words used for the search combined with boolean searchers. Studies that were not in English or Spanish and articles that did not address intervention in the field of physical education were excluded. Eight articles were finally selected. During this review, different variables such as motivation, motor commitment time or autonomy are analysed. The results achieved indicate that the Flipped Classroom pedagogy model has a multitude of benefits in the students with regard to the use of a traditional methodology. However, further studies are needed to demonstrate and give strength to these conclusions.