Impact of flipped classroom strategy and learning on the acquisition of basic skills among students in the basketball 1 course at Birzeit University

Datos Bibliográficos

ID13130863
AutoresJamal Alnuaimi (0009-0004-5248-7954, United Arab Emirates University), Hashem Al-Kilani (University of Jordan)
Año2025
Volumen7
Fecha de publicación2025-11-24
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Sports and Active Living (JOURNAL)
Identificadores de la revistaISSN: 2624-9367 • E-ISSN: 2624-9367
EditorialFrontiers Media (PUBLISHER • CH)
DOI10.3389/fspor.2025.1660007
OpenAlexW4416600693
IdiomaEN
Referencias citadas38

Introduction and research question The aim of this study is to examine the impact of the flipped classroom strategy and learning through play on the acquisition of basic skills among students in the Basketball 1 course at Birzeit University. Theoretical framework Theoretically, this study contributes to the literature on integrating technology in sports education, opening new avenues for understanding its impact on motor skill development. It also enriches the scientific understanding of modern educational strategies, such as flipped classrooms and gamified learning, and provides valuable data to guide the development of future educational programs. Methods An experimental method was employed, with a sample of 66 male and female students divided into three equal groups of 22 students each. These included a control group taught using the traditional method, the first experimental group, which utilized the flipped classroom strategy, and the second experimental group, which applied the learning-through-play strategy. Data analysis was conducted using the Statistical Package for Social Sciences (SPSS). Results The key findings revealed statistically significant differences favoring the flipped classroom strategy, followed by the learning-through-play strategy, for all basketball skills under investigation: chest pass, jump shot, lay-up shot, and dribbling. This study recommends incorporating both the flipped classroom and learning-through-play strategies in teaching fundamental basketball skills in the Basketball 1 course. To gather experimental data for analysis, the researchers observed the participants once a week. Implications The findings suggest several significant implications: Projective learning is the second-best approach in the flipped classroom, second only to the traditional flipped classroom technique. Consequently, the flipped classroom approach is the recommended method for integrating physical education, particularly basketball, into Palestinian institutions and universities. Discussion and conclusion This study contributes to filling research gaps in the literature by presenting a comprehensive approach that combines two modern strategies, namely, flipped learning and game learning, to improve fundamental motor skills in basketball, with a particular focus on the psychological and social effects, as well as the long-term impact of these strategies. This study expands the application of the flipped classroom approach in the field of motor skills in basketball, enriching the relevant literature on the flipped classroom mode