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Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons.

Publication ,  Journal Article
Killian, CM; Espinoza, SM; Webster, CA; Long, B; Urtel, M; Mays Woods, A; D'Agostino, EM
Published in: Int J Environ Res Public Health
November 17, 2022

BACKGROUND: Physical activity (PA) is related to a variety of positive outcomes for youth and physical education (PE) represents a primary school-based environment where students can engage in moderate-to-vigorous physical activity (MVPA). Limitations exist in secondary schools with low socio-economic status, where MVPA engagement is generally below the recommended 50% of lesson time. Growing evidence suggests that using a flipped learning approach (FLA) may naturally enhance PE lessons as outlined by The Theory of Expanded, Extended, and Enhanced Opportunities for Youth Physical Activity Promotion. PURPOSE: The purpose of this study was to compare the impact of the FLA to traditional instruction on student MVPA, lesson context, and teacher involvement during middle school PE lessons. METHODS: Participants were 56 male students from two 7th-grade classes from a low-SES, suburban school. This study employed the System for Observing Fitness Instruction Time (SOFIT). Data were examined through descriptive statistics. Linear regression models were used to predict SOFIT outcomes as a function of FLA versus traditional instruction. RESULTS: Students in the FLA class spent significantly more class time in MVPA (p < 0.01). Regression models predicted participants in FLA classes would spend 55% more class time in MVPA (p < 0.01). After adjusting for covariates, models showed students in FLA classes would spend almost 18 more minutes in MVPA than students in traditional classes (p < 0.01). DISCUSSION/CONCLUSION: The FLA may be a practical lesson enhancement strategy to increase student MVPA and improve PE opportunities for students in low SES schools when compared to the use of traditional instruction. The results of this study demonstrated positive potential of using FLA in PE but should be considered within the context of their limitations. Further examination of the FLA is warranted.

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Published In

Int J Environ Res Public Health

DOI

EISSN

1660-4601

Publication Date

November 17, 2022

Volume

19

Issue

22

Location

Switzerland

Related Subject Headings

  • Toxicology
  • Students
  • Social Class
  • Schools
  • Physical Education and Training
  • Male
  • Humans
  • Exercise
  • Adolescent
 

Citation

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Killian, C. M., Espinoza, S. M., Webster, C. A., Long, B., Urtel, M., Mays Woods, A., & D’Agostino, E. M. (2022). Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons. Int J Environ Res Public Health, 19(22). https://doi.org/10.3390/ijerph192215188
Killian, Chad M., Sarah M. Espinoza, Collin A. Webster, Belden Long, Mark Urtel, Amelia Mays Woods, and Emily M. D’Agostino. “Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons.Int J Environ Res Public Health 19, no. 22 (November 17, 2022). https://doi.org/10.3390/ijerph192215188.
Killian CM, Espinoza SM, Webster CA, Long B, Urtel M, Mays Woods A, et al. Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons. Int J Environ Res Public Health. 2022 Nov 17;19(22).
Killian, Chad M., et al. “Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons.Int J Environ Res Public Health, vol. 19, no. 22, Nov. 2022. Pubmed, doi:10.3390/ijerph192215188.
Killian CM, Espinoza SM, Webster CA, Long B, Urtel M, Mays Woods A, D’Agostino EM. Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons. Int J Environ Res Public Health. 2022 Nov 17;19(22).

Published In

Int J Environ Res Public Health

DOI

EISSN

1660-4601

Publication Date

November 17, 2022

Volume

19

Issue

22

Location

Switzerland

Related Subject Headings

  • Toxicology
  • Students
  • Social Class
  • Schools
  • Physical Education and Training
  • Male
  • Humans
  • Exercise
  • Adolescent