The Effects of the Flipped Classroom Method and Mobile Phones Use in Physical Education/Učinci metode obrnute učionice i korištenja mobitela u nastavi tjelesnoga odgoja

Abstract

Abstract
This pedagogical experiment has been aimed at evaluating the way of preparing
Physical Education classes in elementary school. The effects of two methods were
compared, one of which is flipped classroom, and the other one is traditional teaching.
The flipped classroom method implies prior familiarization of the students with basic
information about the content of the next lesson by viewing the video materials that
the teacher sends to them via mobile phone. An experiment with two groups was
conducted on a sample of 40 elementary school students aged 11 years (±6 months).
The experimental group was formed with 21 participants (11 boys and 10 girls)
and the flipped classroom method was implemented with them. The control group
consisted of 19 participants (10 boys and 9 girls), and their classes were organized
in a traditional manner. The experiment lasted eight weeks, during which 16 lessons
lasting 45 minutes each were conducted. Elements of handball were practiced in all
classes. The learning outcomes were evaluated on the basis of the participants’ grades
for six elements: ball catching, passing, dribbling, defensive stance, side shot (chasse)
and long jump shot. The effects of the flipped classroom were also evaluated based on
the attitudes towards physical education that the participants expressed before and
after the experiment, as well as the active workout time in the main part of lesson.
The benefits of the flipped classroom in Physical Education, which were explained in
previous studies, were confirmed. It has been proved that this method is more effective
than traditional teaching. The subjects in the experimental group made significantly
more progress in four handball elements. After the treatment, the experimental group
had significantly more positive attitudes towards Physical Education than the control
group. It was shown that the effects of the flipped classroom depend on the difficulty of the motor tasks being learned, because in more difficult elements this method did
not show an advantage compared to traditional teaching. The greatest effects of the
flipped classroom were achieved with tasks of moderate difficulty that are aligned with
the developmental level of students’ motor skills. The obtained results show that the
flipped classroom method can provide a significant contribution to the improvement
of Physical Education teaching in elementary school.
Key words: active workout time; attitudes towards Physical Education; elementary
school students; handball elements

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Sažetak
Ovaj pedagoški eksperiment imao je za cilj vrednovanje načina pripremanja
nastave tjelesnoga odgoja u osnovnoj školi. Uspoređeni su učinci dviju metoda, od
kojih je jedna obrnuta učionica, a druga tradicionalna nastava. Obrnuta učionica
podrazumijeva prethodno upoznavanje učenika s osnovnim informacijama o
sadržaju sljedeće lekcije gledanjem videomaterijala koje im nastavnik šalje putem
mobitela. Na uzorku od 40 učenika osnovne škole u dobi od 11 godina (±6 mjeseci)
proveden je eksperiment s dvije skupine. Eksperimentalnu je činio 21 ispitanik (11
dječaka i 10 djevojčica) i s njima je provedena obrnuta učionica. Kontrolnu skupinu
činilo je 19 ispitanika (10 dječaka i 9 djevojčica), a nastava im je bila organizirana na
tradicionalan način. Eksperiment je trajao osam tjedana tijekom kojih je provedeno
16 sati po 45 minuta. Na svim satima uvježbavani su elementi rukometa. Ishodi
učenja vrednovani su na temelju ocjena koje su sudionici dobili za šest elemenata:
hvatanje, dodavanje, vođenje lopte, obrambeni stav, bočni šut (šase) i skok šut u
dalj. Učinci obrnute učionice procijenjeni su i na temelju stavova prema tjelesnom
odgoju koje su ispitanici izrazili prije i nakon eksperimenta, kao i vremena aktivnoga
vježbanja u glavnom dijelu sata. Potvrđene su prednosti obrnute učionice u nastavi
tjelesnoga odgoja koji su objašnjeni u prijašnjim studijama. Dokazano je da je ova
metoda učinkovitija od tradicionalne nastave. Ispitanici eksperimentalne skupine
značajno više su napredovali u četirima rukometnim elementima. Nakon primjene
metode obrnute učionice eksperimentalna skupina imala je signifikantno pozitivnije
stavove prema tjelesnom odgoju od kontrolne. U eksperimentalnoj skupini izmjereno
je duže aktivno vrijeme vježbanja u glavnom dijelu sata. Pokazalo se da učinci
obrnute učionice ovise o težini motoričkih zadataka koji se uče jer u težim elementima
ova metoda nije pokazala prednost u odnosu na tradicionalnu nastavu. Najveći učinci
obrnute učionice postignuti su u zadatcima koji su usklađeni s razvojnom razinom
motoričkih sposobnosti učenika. Rezultati pokazuju da metoda obrnute učionice može
dati značajan doprinos unaprjeđenju nastave tjelesnoga odgoja u osnovnoj školi.
Ključne riječi: elementi rukometa; stavovi prema tjelesnom odgoju; učenici osnovnih
škola; vrijeme aktivnoga vježbanja