Flipped Learning in Physical Education Opportunities and Applications

Description

This is the first book to introduce flipped learning in the context of physical education. It is a timely exploration of pedagogical approaches that draw on digital technologies that can allow learning online and at a distance to support important learning time for physical activity. The book discusses the role of online and digital technology in education, and physical education more specifically, and examines the key features that define flipped learning, its boundaries, and its format. Drawing on modern learning theories, the book explains why educators and practitioners may choose to use flipped learning and how the approach can improve physical activity opportunities. It also considers the challenges and the guiding principles involved in implementing flipped learning in different countries, cultures, and contexts. Full of practical guidance, and drawing on cutting-edge research, this book is invaluable reading for all students, researchers, pre-service and in-service teachers, and coaches working in physical education or youth sport. Cover Half Title Series Page Title Page Copyright Page Dedication Contents Figures Tables Acknowledgements 1. Introduction to Flipped Learning in Physical Education Introduction and rationale behind the book Key terms and definitions Chapter overviews Chapter 1: Introduction to flipped learning in physical education Part I: Opportunities for flipped learning in physical education Chapter 2: 'Global' physical education Chapter 3: Flipped learning in (physical) education Chapter 4: Flipped learning and physical activity Chapter 5: Flipped learning and learning Chapter 6: Flipped learning and motivation Part II: Applications of flipped learning in physical education Chapter 7: When flipped learning ambition meets physical education tradition Chapter 8: Guiding principles for flipped learning in a variety of contexts Chapter 9: How do I start with flipped learning in physical education, and where could it lead? Chapter 10: Towards a definition of flipped learning in physical education - summary and concluding thoughts Note References Part I: Opportunities in Flipped Learning in Physical Education 2. 'Global' Physical Education Purposes of PE Educational outcomes and challenges Health-related learning Outsourcing Sport Pedagogical 'trends' Online and digital technology in PE References 3. Flipped Learning in (Physical) Education FL defined FL format FL approach FL in PE What does the research say? References 4. Flipped Learning and Physical Activity Physical education and youth physical activity promotion Common barriers to quality PE FL to support quality PE opportunities A theoretical support for FL to support physical activity opportunities in PE What does FL have to do with TEO? Expanding physical activity opportunities with FL Enhancing physical activity opportunities with FL Extending physical activity opportunities with FL? Research on the TEO and FL Implications for whole school approaches to physical activity promotion References 5. Flipped Learning and Learning Learning in physical education Situated learning The teacher's role in student learning in PE Transforming PE to a subject of learning using FL FL and deep learning in PE References 6. Flipped Learning and Motivation Motivation in physical education How can flipped learning be positive for student motivation in PE? Does FL motivate all students? Motivation through context Motivation through autonomy References Part II: Applications of Flipped Learning in Physical Education 7. When Flipped Learning Ambition Meets Physical Education Tradition From theory and ambitions to practice Motivation to change Preparations to flip Adoption of pedagogy Flexible environment Learning culture Intentional content Professional educator Reflections on the benefits and challenges of adoption Challenges and common obstacles Support strategies References 8. Guiding Principles for Flipped Learning in a Variety of Contexts Flipped learning case studies Case 1 - Middle school in the United States Case 2 - Secondary school in Norway Case 3 - Examination PE in the UK A comparison of the three cases Guiding principles for achieving high-quality FL in PE Planning to optimise impact Establishing routines and culture setting Empowering students Creation of digital learning communities and integration of technology-based instruction Class expansion of knowledge, reviewing student learning and understanding References 9. How Do I Start with Flipped Learning in Physical Education, and Where Could It Lead? Considerations for novices or how to begin iterating: Focus on the pre-flip Determine student readiness and support for digital learning in PE Choose lessons that will maximise FL benefits Identify existing, high-quality digital resources for content delivery Supporting students' buy-in and use of FL in PE Embedding simple assignments and assessments Apply an action research approach Considerations for intermediate users or how to continue iterating: Building on the pre-flip Practice developing your own digital content Developing and embedding richer assignments and assessments Considerations for experienced teachers or how to more fully implement FL Plan with a (the FL) purpose in mind Establish routines for optimal impact Tailor active learning based on student assignment/assessment performance A holistic, comprehensive FL approach Digital learning policies Leverage digital instruction to promote at-home physical activity and household engagement References 10. Towards a Definition of Flipped Learning in Physical Education: Summary and Concluding Thoughts Start small, aiming for high quality Seek to extend rather than replicate Champion the culture change and meaningful routine of 'homework' A working definition Ove Chad Julia Concluding thoughts Reference Index