Using a Flipped Classroom to Improve Student Analysis and Feedback to Peers in The Reciprocal Style of Teaching

Abstract

Quality physical education programs target student learning outcomes in all three learning domains. One instructional strategy that has the potential to reach learning outcomes and national content standards is the reciprocal style of teaching. Research examining the reciprocal style of teaching has shown a plethora of desirable learning outcomes such as, motor skill improvement, increase cognition about critical skill elements, and the ability to foster a more inclusive environment can be achieved. However, there is evidence suggesting that peer student observers struggle with diagnosing skill-error and providing accurate feedback related to performance. A flipped classroom can address these issues by affording students with online learning experiences that help improve their skill analysis and feedback skills prior to class. Physical education teachers can implement a flipped classroom with the intention of improving the reciprocal style of teaching by following four simple steps: (1) develop content; (2) embed formative assessments; (3) upload the content; and (4) review student responses. Physical education teachers will find many benefits to this approach, including less pressure to execute a long demonstration that addresses psychomotor, cognitive, and affective outcomes, and an increase in class time that can afford students more opportunities to respond as the doer and observer resulting in an increase in student learning.