Using «Flipped Classroom» pedagogical technology in school physical education

Abstract

Research aim. The aim of our research was to test «flipped classroom» pedagogical technology in PE classes at school and evaluate its impact on improving the girls', aged 12, quality of life. Materials and methods. 30 girls aged 12 (experimental and control groups) took part in the study. In the control group, 3 PE lessons per week were conducted according to the traditional method. In the experimental group, two classes a week were conducted according to the traditional method, and in the organization and conduct of the third lesson (Wellness aerobics) in this group, the pedagogical technology «flipped classroom» was used. Blocks of thematic educational video materials were prepared for students' independent work, and cases of homework were formed. A progress check of all girls' body functional state was carried out according to Harvard step test and timed inspiratory capacity test indicators, heart rate at rest, and chest excursion. The girls' physical qualities were evaluated on the basis of motor tests results: running 30 m; shuttle running 3x10 m; running 6 minutes; standing long jump; bending forward while standing on a gymnastic bench; pull-up on a low crossbar. To determine the nature of girls' motivation for a school PE lesson, a survey was conducted. Research results. At the end of the experiment, all functional fitness tests values were significantly higher for girls in the experimental group: Harvard step test index increased by 21.9%, and in the control group by 0.4%. The heart rate decreased in the experimental group by 7.8%, in the control group by 2.4%, the chest excursion area of girls in the experimental and control groups increased by 33.3% and 11.3%, the timed inspiratory capacity test indicator value increased by 36.1% and 11.3%, respectively (p<0.05). After the experiment, the physical qualities indicators values (speed, strength, coordination, endurance, speed-strength endurance, flexibility) were higher in the experimental group than in the control one (p<0.05). Girls in the experimental group were more motivated to engage in physical education after the experiment. Conclusions. During the academic year, a pedagogical experiment was conducted to evaluate the effectiveness of various programs for organizing the educational process of physical education at school. The research results showed the effectiveness of innovative pedagogical technology «flipped classroom» use the in organizing and conducting a school PE lesson, which is confirmed by the results of testing the experiment participants' functional fitness and motor qualities. At the research end, the girls in the experimental group showed significantly higher motivation for PE lessons and the indicators values of all test scores were significantly higher in the experimental group than in the control (engaged in traditional methods) one. Innovative pedagogical technology strengthens students' independent work skills, reduces the teacher's time to explain the educational material and increases the motor density of the lesson.