THE FLIPPED CLASSROOM APPROACH IN PHYSICAL ACTIVITY COURSES: EFFECTS ON STUDENT ENGAGEMENT AND FITNESS
Abstract
The flipped classroom model, where traditional lecture-based instruction is replaced with student-driven learning activities and content delivery outside the classroom, has gained increasing attention in educational settings. This study explores the effects of the flipped classroom approach on student engagement, knowledge acquisition, and physical fitness in a college-level physical activity course. Over one semester, students participated in a flipped format where theoretical content related to physical activity was delivered through online videos and readings, while in-class time was dedicated to hands-on physical exercises and interactive activities. Pre- and post-course assessments measured students' knowledge of physical fitness concepts, engagement in course activities, and self-reported physical activity levels. The results indicated a significant increase in student engagement and a positive impact on knowledge retention, with students reporting higher levels of physical activity outside of class. Additionally, students demonstrated improved fitness levels, including increased cardiovascular endurance and strength. The findings suggest that the flipped classroom approach can effectively enhance both the academic and physical components of physical activity courses, providing a dynamic and engaging learning experience that promotes long-term health benefits.
Keywords
Flipped classroom, physical activity courses, student engagementHow to Cite
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