Improving the physical education experience through activity based learning: The role of the flipped classroom in PE215: Foundations of Physical Fitness | Jaffe Daniel

 Jaffe Daniel  |  Improving the physical education experience through activity based learning: The role of the flipped classroom in PE215: Foundations of Physical Fitness 

Abstract

The instruction of physical education comes with challenges not typically experienced in a class containing more traditional material e.g., Physics or History. While these academic courses place rigorous demands on the cognitive abilities of students, physical education and lifetime physical activity courses, as taught here at West Point, place a far greater demand on the biomotor capacities and abilities of students. With a flipped classroom, students can be assessed prior to initiating in-class activities to ensure comprehension of cognitive aspects of content. Utilizing a blended environment, or in the case of West Point, the Thayer Method, instructors provide cadets a brief opportunity for questions at the beginning of class prior to assessments [1]. Providing multiple points of review beyond a simple mid- and end-of-year assessment, retention and comprehension of course content will improve relative to a more traditional, lecture-style method [1,2]. The primary intent of this review is to discuss the role of varying pedagogical strategies in the post-secondary physical education setting, specifically as it pertains to a foundations of physical fitness course, at the United States Military Academy, West Point.

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With the advent and increased popularity of educational technology in academic settings, course content delivery has undergone dramatic changes over the past few decades [2]. No longer is the sole method of information sharing focused on lecturebased interventions; rather emphasis for content accountability has begun transferring to a more learner-centered model. The flipped classroom has become an extremely popular instructional strategy that emphasizes delivering content to students outside of the typical learning environment e.g., at home. With this model, students are responsible for reviewing and retaining the information presented in anticipation of an enhancement in practical application during the class period [2]. With a flipped classroom, students can be assessed prior to initiating in-class activities to ensure comprehension of cognitive aspects of content. Utilizing a blended environment, or in the case of West Point, the Thayer Method, instructors provide cadets a brief opportunity for questions at the beginning of class prior to assessments [1]. Providing multiple points of review beyond a simple mid- and end-of-year assessment, retention and comprehension of course content will improve relative to a more traditional, lecture-style method [1,2]. Much of the research done in this realm of pedagogy emphasizes either traditional academic courses, or introductory physical education experiences, typically elementary or secondary education. Very few, if any research beyond anecdotal accounts [1], discuss the role of the flipped classroom in an upper-level personal fitness class, placing emphasis on both the theoretical, or cognitive, and physical, or biomotor, aspects. 

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