Flipped Classroom Teaching in Physical Education: The Untold Experiences of Teachers and Students

Abstract

This study delves into the lived experiences of teachers and tertiary students regarding the utilization of the Flipped Classroom in teaching Physical Education (P.E). Giorgi’s phenomenological method was employed, and data were collected through validated, teacher-constructed semi-structured interviews with a total of 10 participants. To analyze the data, the three (3) steps of Giorgi's phenomenological approach were employed. The experiences of both teachers and students were synthesized into five themes. The study revealed that the use of the Flipped Classroom Approach in Physical Education was effective, as participants - both students and instructors – exhibited a strongly positive attitude toward it. Additionally, the in-class activities of the flipped classroom model enhanced students' learning and deepened their understanding of Physical Education Concepts.  However, it is crucial to acknowledge that the success of this model is heavily reliant on technological infrastructure and internet accessibility. Therefore, it is imperative to provide students with appropriate guidance and support to mitigate any technical challenges that may arise. Improving the flipped classroom approach for teaching physical education (P.E.) at the tertiary level in the Philippines necessities consideration various factors, such as cultural context, student needs, and available resources. Consequently, a set of proposed enhanced Flipped Classroom approach guidelines has been developed. These proposed guidelines aim to establish a culturally relevant, supportive, and engaging flipped classroom experience for tertiary-level physical education students in the Philippines, ultimately enhancing their learning and overall educational experience.

Keywords: Flipped Classroom Approach, lived experience, Physical Education, Tertiary students, Higher Education