Damian Kingsbury and Steve Thompson
Sheffield Hallam University
Often referred to as the ‘inverted classroom’, a flipped classroom (FC) involves reversing the traditional order of events in teaching delivery. By using videos of instructional content as pre-classroom activities, the FC approach enables completion of more engaging content in taught sessions with the intended outcome of more active, experiential learning taking place in the teaching space. In recent years, the FC has increased in popularity, with the approach suggested as a solution to both an observed reduction in student engagement in Higher Education and as a means to transform traditional, more didactic methods of learning and teaching to a more interactive, mastery-based approach.
Whist the FC has started to receive attention in both the media (e.g. Atteberry 2013; Meyer 2013) and in some educational literature (e.g. Mok 2014, Little 2015), its use beyond the re-design of lecture sessions is still to be fully explored. This paper will contribute to this debate by presenting a trial of an alternative use of the flipped classroom model to encourage active learning and engagement in a practical sport coaching environment (sports hall or playing field).
Specifically, the paper will outline how the FC model was used to facilitate the delivery of coaching and instruction skills in the subject of strength and conditioning on a Level 5, 150-cohort undergraduate module within the Faculty of Health and Wellbeing. The paper will discuss how the approach was adapted for the subject, highlighting how pre-class and in-class resources and teaching were designed and modified, the management of student expectations, student attainment levels and the benefits/limitations of adopting the FC in the teaching of other competency-based skills such as in the laboratory