Preliminary communication
https://doi.org/10.15516/cje.v27i1.6130
The Effects of the Flipped Classroom Method and Mobile Phones Use in Physical Education
Blažo Jabučanin
orcid.org/0000-0002-6836-8130
; Primary School “Stefan Mitrov Ljubisa”
Dušan Perić
orcid.org/0000-0002-4877-5580
; Academy of Vocational Studies Šabac
Bojan Mašanović
; University of Montenegro, Faculty for Sport and Physical Education
Abstract
This pedagogical experiment has been aimed at evaluating the way of preparing Physical Education classes in elementary school. The effects of two methods were compared, one of which is flipped classroom, and the other one is traditional teaching. The flipped classroom method implies prior familiarization of the students with basic information about the content of the next lesson by viewing the video materials that the teacher sends to them via mobile phone. An experiment with two groups was conducted on a sample of 40 elementary school students aged 11 years (±6 months). The experimental group was formed with 21 participants (11 boys and 10 girls) and the flipped classroom method was implemented with them. The control group consisted of 19 participants (10 boys and 9 girls), and their classes were organized in a traditional manner. The experiment lasted eight weeks, during which 16 lessons lasting 45 minutes each were conducted. Elements of handball were practiced in all classes. The learning outcomes were evaluated on the basis of the participants’ grades for six elements: ball catching, passing, dribbling, defensive stance, side shot (chasse) and long jump shot. The effects of the flipped classroom were also evaluated based on the attitudes towards physical education that the participants expressed before and after the experiment, as well as the active workout time in the main part of lesson. The benefits of the flipped classroom in Physical Education, which were explained in previous studies, were confirmed. It has been proved that this method is more effective than traditional teaching. The subjects in the experimental group made significantly more progress in four handball elements. After the treatment, the experimental group had significantly more positive attitudes towards Physical Education than the control group. It was shown that the effects of the flipped classroom depend on the difficulty of the motor tasks being learned, because in more difficult elements this method did not show an advantage compared to traditional teaching. The greatest effects of the flipped classroom were achieved with tasks of moderate difficulty that are aligned with the developmental level of students’ motor skills. The obtained results show that the flipped classroom method can provide a significant contribution to the improvement of Physical Education teaching in elementary school.
Keywords
active workout time; attitudes towards Physical Education; elementary school students; handball elements
Hrčak ID:
333393
URI
Publication date:
28.3.2025.
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