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.
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 speci cally, 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.
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.
1. Introduction to Flipped Learning in Physical Education, Part I:
Opportunities in Flipped Learning in Physical Education,
2. Global Physical
Education,
3. Flipped Learning in (Physical) Education,
4. Flipped Learning
and Physical Activity,
5. Flipped Learning and Learning,
6. Flipped Learning
and Motivation, Part II: Applications of Flipped Learning in Physical
Education,
7. When Flipped Learning Ambition Meets Physical Education
Tradition,
8. Guiding Principles for Flipped Learning in a Variety of
Contexts,
9. How Do I Start with Flipped Learning in Physical Education, and
Where Could It Lead?,
10. Towards a Denition of Flipped Learning in Physical
Education: Summary and Concluding Thoughts
Ove Østerlie is an Associate Professor in physical education in the department of art, physical education and sports at the Norwegian University of Science and Technology, Norway, where he teaches, and researches physical education. His research is focused on the implementation of digital tools in physical education, and research on students with concentration difficulties.
Chad Killian is an independent researcher. His primary interests relate to studying the use and efficacy of digital instruction in physical education. He seeks to understand the extent to which technology-based approaches to teaching and learning can expand quality physical education and promote positive outcomes in physical education environments.
Julia Sargent is a Lecturer in the Institute of Educational Technology at the Open University, UK. Her work focuses on the use of technologies for teaching and learning, the exploration of physical education and pedagogy in higher education.
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