Abstract:

Information and communication technologies (ICTs), as well as the use of the Internet, are becoming increasingly important in the teaching-learning process of students in all areas. Therefore, in Physical Education area (PE), which is eminently practical, working through active methodologies is a great tool for the development of the current curriculum and the key competences, especially the digital competence.

The term «Flipped Classroom» was established by Bergmann and Sams (2012). These two teachers began recording and distributing videos of their lessons in order to help their non-attending students. From there, they discovered that they not only facilitated the study of their students, but also had more time to attend to the educational needs presented in the classroom.

The main objective of this study is to evaluate the effects derived from the practical application of the «Flipped Classroom» strategy in primary, secondary and high school Physical Education. A test was used to evaluate previous knowledge of Physical Education (contents related to Volleyball) and another tests to assess motivation (Leo et al., 2016) and students’ moods (Balaguer Et al., 1995).

We compared the results obtained by the experimental groups (EG), which used the digital educational tool "EdPuzzle" to learn theoretical contents, compared to a control group (CG) that used the traditional methodology of teaching contents. The effects of the implementation of the «Flipped Classroom» strategy were analyzed through basic descriptive statistics on the achievement of expected objectives of the EF area as well as the T test for independent samples between groups (SPSS v.24, IBM ).

The results showed that, in the first place, there are significant differences (p <0.05) between the EG and CG in the degree of achievement of the learning standards selected in the final evaluation test and, secondly, there are differences in motivation levels, especially intrinsic motivation and demotivation. In conclusion, the «Flipped Classroom» strategy evaluated is attractive for the students of all the educational stages in PE, realizing that their active participation in the teaching-learning process has been improved and, therefore, their motivation, which ensures a significant learning of digital competence through PE. This is due to the fact that the visualization of audiovisual teaching material and answering questions about the visualized content does not appear as a costly or difficult resource to materialize. In addition, it is confirmed that the didactic video has become a great tool to complement the classes, as it allows students to visualize as many times as they need the lesson, as well as becomes a motivating resource for students immersed from from early ages in new technologies.

Keywords:

Flipped Classroom, Information and communication technologies (ICTs), Edpuzzle, digital competence, Volleyball, motivation, moods, digital resources.