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.
Author(s): Ove Østerlie, Chad Killian, Julia Sargent
Series: Routledge Focus on Sport Pedagogy
Publisher: Routledge
Year: 2022
Language: English
Pages: 134
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Contents
Figures
Tables
Acknowledgements
1. Introduction to Flipped Learning in Physical Education
Introduction and rationale behind the book
Key terms and definitions
Chapter overviews
Chapter 1: Introduction to flipped learning in physical education
Part I: Opportunities for flipped learning in physical education
Chapter 2: 'Global' physical education
Chapter 3: Flipped learning in (physical) education
Chapter 4: Flipped learning and physical activity
Chapter 5: Flipped learning and learning
Chapter 6: Flipped learning and motivation
Part II: Applications of flipped learning in physical education
Chapter 7: When flipped learning ambition meets physical education tradition
Chapter 8: Guiding principles for flipped learning in a variety of contexts
Chapter 9: How do I start with flipped learning in physical education, and where could it lead?
Chapter 10: Towards a definition of flipped learning in physical education - summary and concluding thoughts
Note
References
Part I: Opportunities in Flipped Learning in Physical Education
2. 'Global' Physical Education
Purposes of PE
Educational outcomes and challenges
Health-related learning
Outsourcing
Sport
Pedagogical 'trends'
Online and digital technology in PE
References
3. Flipped Learning in (Physical) Education
FL defined
FL format
FL approach
FL in PE
What does the research say?
References
4. Flipped Learning and Physical Activity
Physical education and youth physical activity promotion
Common barriers to quality PE
FL to support quality PE opportunities
A theoretical support for FL to support physical activity opportunities in PE
What does FL have to do with TEO?
Expanding physical activity opportunities with FL
Enhancing physical activity opportunities with FL
Extending physical activity opportunities with FL?
Research on the TEO and FL
Implications for whole school approaches to physical activity promotion
References
5. Flipped Learning and Learning
Learning in physical education
Situated learning
The teacher's role in student learning in PE
Transforming PE to a subject of learning using FL
FL and deep learning in PE
References
6. Flipped Learning and Motivation
Motivation in physical education
How can flipped learning be positive for student motivation in PE?
Does FL motivate all students?
Motivation through context
Motivation through autonomy
References
Part II: Applications of Flipped Learning in Physical Education
7. When Flipped Learning Ambition Meets Physical Education Tradition
From theory and ambitions to practice
Motivation to change
Preparations to flip
Adoption of pedagogy
Flexible environment
Learning culture
Intentional content
Professional educator
Reflections on the benefits and challenges of adoption
Challenges and common obstacles
Support strategies
References
8. Guiding Principles for Flipped Learning in a Variety of Contexts
Flipped learning case studies
Case 1 - Middle school in the United States
Case 2 - Secondary school in Norway
Case 3 - Examination PE in the UK
A comparison of the three cases
Guiding principles for achieving high-quality FL in PE
Planning to optimise impact
Establishing routines and culture setting
Empowering students
Creation of digital learning communities and integration of technology-based instruction
Class expansion of knowledge, reviewing student learning and understanding
References
9. How Do I Start with Flipped Learning in Physical Education, and Where Could It Lead?
Considerations for novices or how to begin iterating: Focus on the pre-flip
Determine student readiness and support for digital learning in PE
Choose lessons that will maximise FL benefits
Identify existing, high-quality digital resources for content delivery
Supporting students' buy-in and use of FL in PE
Embedding simple assignments and assessments
Apply an action research approach
Considerations for intermediate users or how to continue iterating: Building on the pre-flip
Practice developing your own digital content
Developing and embedding richer assignments and assessments
Considerations for experienced teachers or how to more fully implement FL
Plan with a (the FL) purpose in mind
Establish routines for optimal impact
Tailor active learning based on student assignment/assessment performance
A holistic, comprehensive FL approach
Digital learning policies
Leverage digital instruction to promote at-home physical activity and household engagement
References
10. Towards a Definition of Flipped Learning in Physical Education: Summary and Concluding Thoughts
Start small, aiming for high quality
Seek to extend rather than replicate
Champion the culture change and meaningful routine of 'homework'
A working definition
Ove
Chad
Julia
Concluding thoughts
Reference
Index
