Using Flipped Classroom to Place Sport Students Learning at Centre Stage: Insights and Food for Thought

Abstract

‘Flipped learning’ introduces learners to new material outside formal timetabled settings, requiring completion of pre-assigned activities before attendance at class-based sessions (Reddan, McNally and Chipperfield, 2016). This pedagogic approach supports students to learn independent of academic staff and take greater ownership of their studies (Roach, 2014). The past decade has witnessed rapid growth of flipped learning across diverse contexts and disciplines, with an emerging evidence base supporting the approach’s positive appeal in promoting student participation, attendance, engagement, achievement and deeper levels of learning (Seery, 2015). However, sports-specific research remains under-represented within the literature. In partnership with an academic staff member, this project placed students as collaborative partners, co-creators and co-constructors to explore expectations, experiences and reflections of flipped learning. On three separate occasions, eight final-year undergraduate sports students completed personalised audio blogs over the duration of a twelve-week talent identification and high-performance coaching module. Data revealed that timetabled sessions were transformed, from places where students were historically disengaged, attended intermittently and underachieved to situations characterised by dynamic engagement – with consequent improvements in attendance, interaction and achievement. This paper shares the implications for future curriculum reform, design and delivery, together with the re-tooling and professional development needs of academic and support staff.