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Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time

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journal contribution
posted on 09.05.2019 by Julia E. Sargent, Ashley Casey
Flipped learning (FL) is a pedagogical approach that has scarcely been examined in physical education (PE). As a result, we have little information regarding what PE teachers think of the approach, how they apply it, or what perceived value it has for their teaching. This research explores the reasons which two UK-based PE teachers gave for why and how they used FL to complement their use of digital technology (DigiTech). Their experiences and views are explored through a case study/appreciative inquiry approach. Data were generated from: (a) interviews with the teachers; (b) lesson observations and field notes and (c) document analysis, all of which were analysed using grounded theory. The findings showed that each teacher used FL and DigiTech in nuanced ways to support their teaching. Despite personal differences, FL was established by both teachers as a consistent routine of practice to support the use of DigiTech. The teachers’ rationales for using FL hinged on their belief that: (a) it optimised the lesson time in which students could be physically active and (b) it supported their examination PE students. Overall, the results indicated that, when used in conjunction with DigiTech, FL has the potential to pedagogically support teachers’ teaching of PE. This is particularly pertinent given the limited time allocated in the curriculum to PE (some of which is inevitably lost in the changing rooms) and the perceived need for students to be physically active in lessons.

History

School

  • Sport, Exercise and Health Sciences

Published in

European Physical Education Review

Volume

26

Issue

1

Pages

70-84

Citation

SARGENT, J.E. and CASEY, A., 2019. Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, doi:10.1177/1356336X19826603.

Publisher

SAGE Publications © The Authors

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Acceptance date

31/01/2019

Publication date

2019-02-13

Copyright date

2020

Notes

This paper was accepted for publication in the journal European Physical Education Review and the definitive published version is available at https://doi.org/10.1177/1356336X19826603.

ISSN

1356-336X

eISSN

1741-2749

Language

en

Exports