Improving the Physical Education Experience
through Activity Based Learning: The Role of the
Flipped Classroom in PE215: Foundations of
Physical Fitness
Volume 1 - Issue 4
Daniel Jaffe*, Jennifer Hewit, Alexander Bedard and Todd Crowder
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- Department of Physical Education, United States Military Academy, United States
*Corresponding author:
Daniel Jaffe, Department of Physical Education, United States Military Academy, USA
Received: September 25, 2018; Published: October 04, 2018
DOI: 10.32474/SJPBS.2018.01.000116
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Abstract
The instruction of physical education comes with challenges not typically experienced in a class containing more traditional
material e.g., Physics or History. While these academic courses place rigorous demands on the cognitive abilities of students,
physical education and lifetime physical activity courses, as taught here at West Point, place a far greater demand on the biomotor
capacities and abilities of students. With a flipped classroom, students can be assessed prior to initiating in-class activities to
ensure comprehension of cognitive aspects of content. Utilizing a blended environment, or in the case of West Point, the Thayer
Method, instructors provide cadets a brief opportunity for questions at the beginning of class prior to assessments [1]. Providing
multiple points of review beyond a simple mid- and end-of-year assessment, retention and comprehension of course content will
improve relative to a more traditional, lecture-style method [1,2]. The primary intent of this review is to discuss the role of varying
pedagogical strategies in the post-secondary physical education setting, specifically as it pertains to a foundations of physical fitness
course, at the United States Military Academy, West Point.
Keywords: Flipped Classroom; Personal Fitness; Physical Education
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