133 pages · 2022
Flipped Learning in Physical Education
Opportunities and Applications
By Ove Østerlie · Chad Killian · Julia Sargent
- Published
- August 31, 2022
- Imprint
- Routledge
- Edition
- 1st Edition
- ISBN
- 9781003203377
Overview
About this book
This is the first book to introduce flipped learning in the context of physical education. It is a timely exploration of pedagogical approaches that draw on digital technologies that can allow learning online and at a distance to support important learning time for physical activity.
The book discusses the role of online and digital technology in education, and physical education more specifically, and examines the key features that define flipped learning, its boundaries, and its format. Drawing on modern learning theories, the book explains why educators and practitioners may choose to use flipped learning and how the approach can improve physical activity opportunities. It also considers the challenges and the guiding principles involved in implementing flipped learning in different countries, cultures, and contexts.
Full of practical guidance, and drawing on cutting-edge research, this book is invaluable reading for all students, researchers, pre-service and in-service teachers, and coaches working in physical education or youth sport.
Subjects
Education, Sports and Leisure
Inside the book
Table of contents
Select a chapter to read its abstract.
Chapter 1Introduction to Flipped Learning in Physical Education
Pages: 6
In this chapter, we offer the context and rationale behind this book. We briefly discuss a synopsis of each of the chapters and give an overview of what you can expect as you move throughout the contents. It will also define key terms used in the book (e.g., curriculum, flipped learning) to create a shared understanding.
Part IOpportunities in Flipped Learning in Physical Education
Pages: 61
No chapter abstract available.
Chapter 2‘Global’ Physical Education
Pages: 9
This chapter explores some of the main features or ambitions for physical education that exist globally. For example, it considers questions such as what are some of the main (and perhaps contested) purposes of physical education? What outcomes are physical educators trying to achieve for their students? What challenges exist for physical education internationally? Given the context of flipped learning, this chapter also briefly explores the role of online and digital technology in education, and physical education more specifically. Alongside these goals, this chapter attends to the global pedagogical trends in physical education in order to lead into the third chapter, which explores how flipped learning is defined in detail, questioning how it fits in with broader educational trends and pedagogical approaches in education and physical education.
Chapter 3Flipped Learning in (Physical) Education
Pages: 13
This chapter considers what is currently recognised as flipped learning both outside and inside the physical education context. We look into key features in terms of seeking to define flipped learning, its boundaries, and its format. In Chapter 10, we will propose from this starting point a (tentative) definition of flipped learning in physical education.
Chapter 4Flipped Learning and Physical Activity
Pages: 15
This chapter explores some of the reasons why educators and practitioners may choose to use flipped learning to support physical activity opportunities. It will explain how the approach might improve the quality of face-to-face physical education as well as promote engagement outside of class using the Theory of Expanded, Extended, and Enhanced Opportunities for Youth Physical Activity Promotion. An overview of how flipped learning can be used to support whole school approaches to physical activity promotion is also provided.
Chapter 5Flipped Learning and Learning
Pages: 12
This chapter explores flipped learning and what type of learning this pedagogical approach supports. For example, the concepts of surface and deep learning are investigated, and we attend to the role of the teacher in promoting learning. What is relevant is the shift from thinking solely about activity in PE to thinking about learning in PE. This enhancement in learning is understood and explained through situated learning and cooperative learning, and the design-oriented didactical theory lenses.
Chapter 6Flipped Learning and Motivation
Pages: 10
This chapter explores the flipped learning approach and its relation to addressing and improving motivation. Self-determination theory and expectancy-value theory are used to explain and understand this change in motivation and to underpin our arguments that FL seems to benefit all students regarding motivation in PE. Topics like contextualisation and autonomy are discussed alongside gender, age, and school level.
Part IIApplications of Flipped Learning in Physical Education
Pages: 49
No chapter abstract available.
Chapter 7When Flipped Learning Ambition Meets Physical Education Tradition
Pages: 11
This chapter explores some of the ambitions and theoretical underpinnings behind flipped learning, how they can be interpreted, and considerations for implementation in practice. It considered aspects such as motivations, preparations, learning environments, and cultures. Some of the challenges and common obstacles to putting our ambitions of flipped learning into practice are discussed before bringing together some of the support strategies that can aid educators in addressing or overcoming such challenges.
Chapter 8Guiding Principles for Flipped Learning in a Variety of Contexts
Pages: 15
This chapter explores some of the guiding principles to consider when implementing high-quality flipped learning in practice. Using three case studies from the author's contexts (UK, United States, and Norway), we explore the different variations in using flipped learning in physical education to attend to different learning outcomes.
Chapter 9How Do I Start with Flipped Learning in Physical Education, and Where Could It Lead?
Pages: 15
This chapter maps out flipped learning starting points for teachers to consider as they begin or continue to implement the approach. We offer step-by-step strategies and considerations that can be used to guide iterative implementation of flipped learning from a single class to incorporating it within a whole physical education course. It is meant to spur potential users of the approach into ways in which they can begin to deploy reflective, exploratory, and impactful uses of flipped learning to begin to develop and apply their interpretations of the approach.
Chapter 10Towards a Definition of Flipped Learning in Physical Education: Summary and Concluding Thoughts
Pages: 6
This chapter will conclude by presenting a summary of the topics covered and key arguments discussed within them. Each of the authors considers some concluding thoughts of ways in which the ideas presented can be taken forward and the next steps for practitioners, teachers, and researchers to consider. This includes a working definition of flipped learning in physical education.