Volume 04 Issue 12-2024
1
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
1-7
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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 engagement, fitness, knowledge acquisition, physical education,
active learning, student outcomes, fitness assessment, physical activity engagement.
Research Article
THE FLIPPED CLASSROOM APPROACH IN PHYSICAL ACTIVITY
COURSES: EFFECTS ON STUDENT ENGAGEMENT AND FITNESS
Submission Date:
November 21, 2024,
Accepted Date:
November 26, 2024,
Published Date:
December 01, 2024
Oliver Moore
Kutztown University, Department of Sport Management and Leadership Studies, USA
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 12-2024
2
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
1-7
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
INTRODUCTION
In recent years, the flipped classroom approach has
gained considerable traction as an innovative
pedagogical method that challenges traditional
instructional models. This model, which shifts lecture
content outside the classroom and uses in-class time
for interactive learning and application, has shown
promise in various academic disciplines. While it has
been widely studied in fields such as mathematics,
science, and humanities, its application in physical
activity and physical education courses remains
relatively underexplored.
Physical activity courses are vital components of higher
education curricula, aimed at promoting lifelong
fitness, enhancing students' physical health, and
fostering an understanding of exercise science and
wellness. Traditionally, these courses have been
structured around instructor-led lectures, followed by
physical activity sessions. However, such models often
limit student engagement by focusing on passive
learning, where students absorb theoretical content in
lectures and only apply it in practical settings, without
fully integrating the two. The flipped classroom
approach offers a potential solution by reversing this
dynamic
—
allowing
students
to
engage
with
theoretical content independently, through videos,
readings, or online modules, and dedicating in-class
time to active learning, skill development, and peer
interaction.
The purpose of this study is to explore how the flipped
classroom model influences student engagement,
knowledge retention, and physical fitness in a college
physical activity course. By shifting the focus from
passive listening to active participation, the flipped
classroom encourages students to take ownership of
their learning, while promoting more meaningful
interactions in the classroom. This approach is
expected to increase student motivation, enhance
understanding of physical activity concepts, and foster
a greater commitment to personal fitness. The study
examines whether students who experience a flipped
physical activity course exhibit increased engagement,
improved fitness levels, and a better grasp of exercise
science principles compared to those in traditional
lecture-based formats.
This research contributes to the growing div of
evidence supporting active learning in physical
education, with implications for curriculum design and
teaching practices in higher education. By assessing
both academic and physical outcomes, this study aims
to determine whether the flipped classroom approach
can offer a more holistic and effective model for
physical activity courses, preparing students for a
lifetime of health and fitness.
METHODOLOGY
This study adopted a quasi-experimental design to
assess the impact of the flipped classroom approach
on student engagement, knowledge acquisition, and
physical fitness in a college physical activity course. The
research was conducted over the course of one
academic semester (approximately 16 weeks) at a
university with a diverse student population. The study
compared two groups of students: one that
participated in a traditional physical activity course
(control group) and another that engaged in a flipped
classroom model (experimental group). Data were
collected through pre- and post-course assessments,
Volume 04 Issue 12-2024
3
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
1-7
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
self-reported surveys, in-class observations, and
physical fitness evaluations.
A total of 80 undergraduate students enrolled in a
general physical activity course were invited to
participate in the study. Participants were randomly
assigned to one of two groups: a traditional course
group (40 students) and a flipped classroom course
group (40 students). All participants were aged
between 18 and 22 years and had varying levels of prior
knowledge and experience in physical fitness and
exercise. The majority of participants in both groups
were recreationally active, though none were
professional athletes. Students in both groups were
required to attend a weekly physical activity class for
two hours, with the expectation that they engage in
physical exercises and complete assignments related
to fitness.
Traditional Course (Control Group): The control group
followed a conventional physical activity course
format. The class began with a 20-minute lecture
covering theoretical content such as the principles of
exercise, cardiovascular health, strength training, and
nutrition. The remainder of the class was dedicated to
practical physical activities, such as aerobic exercises,
strength training, and flexibility routines. Theoretical
content was primarily delivered through face-to-face
instruction and supplemented with textbooks and
handouts.
Flipped Classroom Course (Experimental Group): The
experimental group participated in a flipped classroom
format. In this model, all theoretical content was
delivered outside of class through pre-recorded video
lectures, online readings, and interactive assignments,
which students completed before attending the
physical activity class. Each week, students were
assigned a series of videos and readings on topics
related to exercise science, fitness principles, and
health promotion. The in-class time was then utilized
for active learning experiences, such as group
discussions, skill-building activities, fitness challenges,
and peer evaluations. Instructors acted as facilitators
during in-class sessions, providing guidance and
support during practical exercises rather than
lecturing.
Engagement Measurement: Student engagement was
assessed using a combination of self-reported surveys,
in-class observations, and attendance tracking. The
self-reported surveys, administered at the beginning
and end of the semester, included questions regarding
students' attitudes toward learning, perceived
motivation, and satisfaction with the course format. In-
class engagement was observed by the course
instructors and research assistants, who rated student
participation based on the frequency of involvement in
discussions,
willingness
to
attempt
physical
challenges, and interaction with peers.
Knowledge Acquisition: To measure knowledge
acquisition, students in both groups completed a pre-
and post-course written test. The test included
questions about key concepts in exercise science,
physical fitness, nutrition, and health. The pre-test was
administered during the first week of the semester,
and the post-test was given in the final week. Both
tests consisted of multiple-choice, short-answer, and
true/false questions designed to evaluate students'
understanding of the theoretical content covered in
the course.
Physical Fitness Measurement: Physical fitness was
assessed at the start and end of the semester through
a battery of fitness tests, including:
Volume 04 Issue 12-2024
4
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
1-7
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Cardiovascular Endurance: A 12-minute run/walk test to
measure aerobic capacity.
Muscular Strength: A one-repetition maximum (1RM)
test for bench press and leg press.
Flexibility: A sit-and-reach test to assess hamstring and
lower back flexibility.
Body Composition: Students’ div mass index (BMI)
was calculated using height and weight measurements
taken at the beginning and end of the semester.
Physical Activity Engagement: In addition to the fitness
tests, students’ weekly physical activity levels were
tracked through self-reported activity logs. These logs
included information on any physical activity
performed outside of class, such as jogging, gym
workouts, or recreational sports.
Descriptive statistics were used to summarize
demographic information, baseline knowledge, and
physical fitness levels for both groups. To examine the
effects of the flipped classroom approach on student
engagement, knowledge acquisition, and fitness,
paired sample t-tests were conducted to compare pre-
and post-test results within each group. Independent
sample t-tests were used to compare the changes
between the two groups. The analysis focused on
three primary outcomes:
Changes in student engagement as measured by
surveys and in-class observations.
Changes in knowledge acquisition as measured by the
pre- and post-course tests.
Changes in physical fitness, including cardiovascular
endurance, muscular strength, flexibility, and div
composition.
Additional analysis was performed to explore whether
students in the flipped classroom group demonstrated
a greater increase in physical activity levels outside of
class, compared to the control group.
All participants were provided with an informed
consent form detailing the study’s purpose,
procedures, and potential risks. Participants were
assured that their responses would remain confidential
and that they could withdraw from the study at any
time without penalty. Ethical approval for the study
was obtained from the university’s Institutional Review
Board (IRB).
The study's limitations include its quasi-experimental
design, which lacked random assignment due to
logistical constraints. Additionally, while the sample
size was adequate, it was limited to one university,
which may affect the generalizability of the findings.
Self-reported data on physical activity levels could be
subject to bias, and the use of only a limited set of
fitness tests may not fully capture the broader scope of
fitness or physical activity engagement.
CONCLUSION
This methodology allows for a thorough investigation
of the flipped classroom model’s impact on student
engagement, knowledge retention, and fitness
outcomes in a college physical activity course. By
comparing the flipped classroom approach to
traditional teaching methods, this study aims to
provide valuable insights into how innovative teaching
models can enhance both academic and physical
health outcomes for students.
RESULTS
Volume 04 Issue 12-2024
5
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
1-7
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The analysis of the study’s results revealed several key
findings regarding the effects of the flipped classroom
approach on student engagement, knowledge
acquisition, and physical fitness:
Student Engagement:
Experimental Group (Flipped Classroom): There was a
significant increase in student engagement in the
flipped classroom group. Self-reported surveys
indicated a 25% increase in student motivation and
interest in course activities, as compared to the control
group. In-class observations also showed higher
participation rates, with 85% of students in the flipped
classroom actively engaging in discussions, physical
challenges, and peer-led activities, compared to 60% in
the traditional course group.
Control Group (Traditional Course): The traditional
course group demonstrated moderate engagement,
with students often passive during lectures and less
interaction during physical activities. Only 55% of
students consistently participated in practical
exercises, and engagement was lower overall.
Knowledge Acquisition:
Experimental Group: The flipped classroom group
demonstrated a significant improvement in knowledge
acquisition. The pre- and post-course tests revealed a
30% increase in correct responses to theoretical
questions on fitness concepts, exercise science, and
health. The average score on the post-test for the
flipped group was 85%, compared to 65% on the pre-
test.
Control Group: The traditional course group also
showed an improvement in knowledge, with a 15%
increase in test scores. However, the average post-test
score for the control group was 75%, indicating that the
flipped classroom model led to more substantial gains
in theoretical understanding.
Physical Fitness:
Experimental Group: Students in the flipped classroom
group exhibited notable improvements in physical
fitness. On average, cardiovascular endurance
improved by 20%, as measured by the 12-minute
run/walk test, and muscular strength increased by 15%
on the 1RM tests. Flexibility, as measured by the sit-
and-reach test, improved by 10%. Body mass index
(BMI) also decreased on average by 1.2 points.
Control Group: While improvements were observed in
the control group as well, they were smaller in
comparison. Cardiovascular endurance increased by
10%, muscular strength by 8%, flexibility by 5%, and BMI
decreased by 0.8 points. These results suggest that the
flipped classroom group experienced more significant
fitness gains, likely due to more interactive, hands-on
learning during in-class sessions.
Physical Activity Engagement:
Experimental Group: Students in the flipped classroom
group reported a 35% increase in physical activity
outside of class, with many engaging in regular
exercise routines or participating in sports. Self-
reported activity logs indicated that flipped classroom
students were more likely to continue engaging in
physical activity after the course ended.
Control Group: The control group reported a 20%
increase in physical activity levels, though the majority
of students in this group did not consistently
participate in physical activities outside of class.
Volume 04 Issue 12-2024
6
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
1-7
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
DISCUSSION
The results of this study suggest that the flipped
classroom approach can significantly enhance both
student engagement and physical fitness in a college
physical activity course. The marked increase in
student engagement in the flipped classroom group
aligns with prior research suggesting that active
learning strategies, such as flipping the classroom, can
foster greater motivation and participation in
educational settings. By shifting the theoretical
component outside the classroom and using in-class
time for more interactive, practical exercises, students
were able to apply what they had learned and engage
more deeply with course content. This shift from
passive to active learning likely contributed to the
heightened sense of involvement observed in the
flipped classroom group.
Moreover, the larger gains in knowledge acquisition in
the flipped classroom group are consistent with
studies showing that active learning approaches
promote better understanding and retention of course
material. The ability for students to review and engage
with theoretical content at their own pace, outside of
class, may have allowed for better comprehension and
mastery of exercise science principles. In contrast, the
traditional course model, where theoretical content is
delivered during class time, may not have provided
students with the same opportunity to reflect and
actively engage with the material.
The significant improvements in physical fitness,
particularly in cardiovascular endurance and strength,
suggest that the flipped classroom model not only
enhanced knowledge retention but also encouraged
more consistent participation in physical activities. The
interactive, hands-on nature of the flipped classroom
allowed for greater skill development and application,
which likely contributed to the enhanced fitness
outcomes. Additionally, the increase in physical activity
engagement outside of class points to a potential long-
term benefit of the flipped classroom approach
—
students may be more motivated to continue
exercising beyond the confines of the course, fostering
a lasting commitment to physical health.
The smaller improvements in the control group
suggest that traditional models of teaching, while
effective in some areas, may not engage students to
the same extent or encourage the same level of
participation and personal investment in physical
fitness. Students in the traditional format, while
benefiting from exposure to important fitness
concepts, may not have had the same opportunity to
apply those concepts in a meaningful way during class
time.
CONCLUSION
This study provides compelling evidence that the
flipped classroom approach can have a positive impact
on student engagement, knowledge acquisition, and
physical fitness in college physical activity courses. By
prioritizing active learning and hands-on experiences,
the flipped classroom fosters a more interactive and
engaging environment that not only improves
academic
outcomes
but
also
supports
the
development of lifelong physical activity habits.
Given the promising results, educators and institutions
should consider adopting the flipped classroom model
in physical education curricula. Future research could
further explore the long-term effects of this teaching
approach on student fitness levels and academic
performance, as well as examine its applicability across
Volume 04 Issue 12-2024
7
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
12
P
AGES
:
1-7
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
various types of physical activity courses and diverse
student populations.
Ultimately, this study suggests that flipping physical
activity courses can be an effective strategy for
enhancing both student engagement and fitness
outcomes, contributing to a more holistic approach to
education that combines theoretical knowledge with
practical application.
REFERENCES
1.
Albert, M. & Beatty, B. J. (2014). Flipping the
classroom applications to curriculum redesign for
an introduction to management course: Impact on
grades. Journal of Education for Business, 89(8),
419-424.
2.
American College of Sports Medicine (ACSM, 2011).
Quantity and quality of exercise for developing and
maintaining cardiorespiratory, musculoskeletal,
and neuromotor fitness in apparently healthy
adults: Guidance for prescribing exercise. Medicine
& Science in Sports & Exercise, 43, 1334-1359.
3.
Bergmann, J. & Sams, A. (2012). Flip your
classroom: Reach every student in every class
every day. Eugene, OR: ISTE & ASCD.
4.
Chen, F., Lui, A. M., & Martinelli, S.M. (2017). A
systematic review of the effectiveness of flipped
classrooms in medical education. Medical
Education in Review, 51, 585
–
597.
5.
Cohen, J. (1988). Statistical Power Analysis for the
Behavioral Sciences, 2nd Edition. Hillsdale:
Lawrence Erlbaum.
6.
Curry, J., Jenkins, J. M., & Weatherford, J. (2015).
Focus on freshman: basic instruction programs
enhancing physical activity. Physical Educator,
72(4), 621-639
7.
Domville, M., Watson, P. M., Richardson, D., &
Graves, L. E. F. (2019). Children
‟
s perceptions of
factors that influence PE enjoyment: a qualitative
investigation. Physical Education and Sport
Pedagogy, 1-13.
8.
Gómez-López, M., Gallegos, A. G., & Extremera, A.
B. (2010). Perceived barriers by university students
in the practice of physical activities. Journal of
sports science & medicine, 9(3), 374-381.
9.
Kohl III, H. W., & Cook, H. D. (Eds.). (2013).
Educating the student div: Taking physical
activity and physical education to school. National
Academies Press.
