Improving student motivation in Physical Education through the innovative Flipped Learning teaching approach

The current study aims to analyze the impact on Secondary Education student motivation following an intervention employing the Flipped Learning (FL) teaching methodology, utilizing a Didactic Unit centered around Parkour. Specifically, two groups were created: one followed the teaching styles already used regularly at school (TRAD group) and the other used the FL teaching technique (FLIP Group). In order to evaluate the effectiveness of the educational experimentation, both groups, before and after intervention, were subjected to the Motivation Questionnaire in Physical Education in seondary education and personal interview. The results showed an increase of intrinsic motivation (p < .001), identified motivation (p < .001) and introjected motivation (p < .001) in FLIP group. Moreover, external motivation, as well as the amotivation of the students, has decreased after the intervention. Regarding the TRAD group, a significant decrease in intrinsic motivation and identified motivation was observed. According to qualitative results, the most remarkable thing is that students consider FL as more fun, efficient, accepted and motivating. The study therefore allowed us to appreciate the didactic and educational effectiveness of the Flipped Learning approach in the school context, also applied to physical education.