ECSS Paris 2023: CP-SH15
Background Inclusive education has become a global priority [1], and physical education (PE) plays an important role in inclusion by enabling direct interaction through bodily movement. Prior research has demonstrated the effectiveness of instructional approaches, such as peer tutoring and cooperative learning, in inclusive PE [2]. However, many PE teachers report insufficient preparation and limited professional training for teaching students with disabilities [3,4]. Moreover, in Japan, practical evidence aimed at developing teaching competence for inclusive PE is limited. Therefore, this exploratory study focused on floor volleyball, a sport developed in Japan in which front-row players perform under visual restrictions while back-row players cooperate without visual restrictions, and examined the learning experiences pre-service PE teachers gained through a floor volleyball exchange with students from a school for the blind. Methods Participants were 21 university students aiming to obtain PE teaching licences, and data from 20 students who completed all questionnaire items were analysed (mean age 19.5 +/- 0.6 years). The programme consisted of an initial session with the participants, followed by an exchange with high school students from a school for the blind. An open-ended questionnaire asked participants to describe insights gained from the exchange, changes in their thinking or attitudes, and implications for future teaching. Data were analysed qualitatively using thematic analysis, and credibility was ensured through confirmation by a co-researcher. Only anonymised data were used, and formal ethical approval was not required according to institutional guidelines. Results The qualitative analysis identified three primary themes. (1) Experiential learning through gameplay. Playing under visual restrictions heightened participants' awareness of their reliance on auditory information and the importance of clear verbal communication for coordination and teamwork. (2) Re-evaluating perspectives on visual impairment. Direct interaction with students from the school for the blind prompted participants to reconsider their deficit-oriented assumptions, moving beyond the view of disability as inability and recognising the diversity of visual impairment. (3) Pedagogical insights. From a teaching perspective, participants reflected on the balance between support and over-assistance, emphasising the need to respect learner autonomy and promote independent participation. Conclusion The floor volleyball exchange functioned as an embodied learning experience that fostered reflections on disability and instructional practices among pre-service PE teachers. Such contact-based experiences may support the development of inclusive competence by linking theoretical knowledge to practical understanding in PE teacher education. References [1] UNESCO (2015); [2] Qi and Ha (2012); [3] Sato and Hodge (2009); [4] Wilhelmsen and Sorensen (2017).
Read CV Ryo HamanakaECSS Paris 2023: CP-SH15
INTRODUCTION: Several studies indicate that Physical Education (PE) teachers often avoid teaching gymnastics due to safety concerns and perceived deficits in content knowledge and instructional competence [1]. Consequently, university-based teacher education is challenged to develop instructional formats that explicitly address these barriers. Blended learning approaches, such as learning platform-based flipped classrooms, are suggested to hold particular potential for activating and practice-oriented teaching [2]. Thus, the present study examined whether student teachers evaluate the flipped classroom positively within a practical university gymnastics course. It was hypothesized that the flipped classroom would be perceived as superior to a traditional instructional format regarding self-perceived competence in teaching gymnastics. METHODS: Using a quasi-experimental design, students from six course groups of a university basic gymnastics course (age: 21.0±2.1 years, female: n=32, male: n=64) were randomly assigned to an intervention group (IG; n=45) or a control group (CG; n=49). IG was taught using a learning platform-based flipped classroom, whereas CG followed a traditional format without media-supported asynchronous self-study. Based on prior semi-structured interviews with PE teachers (n = 6), relevant module descriptions, and institutional quality standards, a questionnaire was developed and administered to both groups at the end of the semester. The instrument comprised 57 items rated on a four-point scale. Item-specific medians were compared between groups. Additionally, group differences were examined using Mann-Whitney-U tests with Benjamini-Hochberg correction (alpha=5%), and effect sizes (r) were reported. RESULTS: For 25 of the 57 items, IG showed higher median values than CG, while no item favored CG. Significant group differences were found for 15 items in favor of IG (all: p<.05; r≥.27). DISCUSSION: Although item-specific interpretation is needed, the findings support the hypothesis that the flipped classroom offers advantages over traditional instructional formats in student evaluations. These were particularly evident for reflective, practice-oriented preparatory tasks addressing knowledge acquisition (e.g., usage of different types of mats), but less evident for instructional competence (e.g., recognizing students’ gymnastics-specific strengths and weaknesses). Overall, the findings suggest that benefits of flipped classrooms for activating teaching can be transferred to university-based gymnastics teacher education to promote sensitization to professional practice. Future research should examine whether flipped classrooms contribute not only to knowledge acquisition but also to instructional competence, and extend beyond student perceptions to assess actual learning outcomes. REFERENCES: [1] Robinson et al. (2020). DOI: 10.1080/25742981.2020.1715232 [2] O’Flaherty, J. & Phillips, C. (2015). DOI: 10.1016/j.iheduc.2015.02.002
Read CV Jonas RohlederECSS Paris 2023: CP-SH15
Amid rapid transformations in educational environments, university physical education faces growing challenges, including declining student physical activity, reduced fitness performance, and insufficient learning motivation. National policy further emphasizes instructional quality, diverse sport participation, and the development of lifelong health literacy (Chang, 2022). This study examined the effects of integrating flipped and cooperative learning in a university Gymnastics I course on students' perceived cooperative learning (PCL), cooperative learning skills (CLS), and learning experiences. A mixed-methods design involved 44 undergraduate students assigned to either a 16-week flipped-cooperative intervention or traditional instruction. Quantitative data from the Perceived Cooperative Learning Scale and Cooperative Learning Skills Scale were analyzed using descriptive statistics, MANOVA, independent-samples t tests, and Pearson correlations, while qualitative feedback was examined through content analysis. Results showed no significant short-term group or time differences in PCL or CLS, although a significant positive correlation between the two constructs was identified. Consistent with prior research on flipped and cooperative pedagogies (Asiksoy & Ozdamli, 2016; Chen & Chang, 2023), qualitative findings revealed enhanced engagement, peer interaction, confidence, self-regulated learning, and movement-skill practice efficiency. Overall, despite limited immediate quantitative gains, the intervention produced meaningful process-oriented pedagogical benefits. These findings highlight the value of mixed-methods evaluation and suggest that instructional innovation in university physical education may initially influence motivational and social learning processes before measurable performance improvements emerge. Asiksoy, G., & Ozdamli, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1589-1603. https://doi.org/10.12973/eurasia.2016.1251a Chang, C. (2022). Reclaiming bodily competence: Integrating competency-based gymnastics games into an introductory curriculum (Project No. PGE1120960). Ministry of Education, Taiwan. Chen, W. Y., & Chang, H. M. (2023). Examining the effectiveness of cooperative learning in flipped physical education classes. Takming Journal, 47, 54-64.
Read CV Chi ChangECSS Paris 2023: CP-SH15