The Flipped classroom in the learning of korfball in fifth and sixth grade

Abstract

The Flipped classroom (FC) model has come into widespread use in recent years. However, there are few studies showing the improvement of academic results with the implementation of this model, particularly in the field of Physical Education and, even more specifically, in Primary Education. The main goal of this research, which is focused on the third cycle of Primary Education (fifth and sixth grades), is to compare the results of a didactic proposal for the teaching of Korfball via an FC model with those of another group (control). Data were collected with three instruments and at three points in the academic term. Results show significant differences in Korfball performance and, more specifically, in the rules and the application of game strategy during game play, when students with FC scored higher. In terms of gender, Korfball seems to minimize the differences in the results of assessment between boys and girls. This study could be useful for teachers wishing to implement new proposals in the Physical Education classroom and, additionally, for researchers interested in studying of the benefits of FC and the application of Korfball in Primary Education.