Impact of Flipped Classroom Strategy and Learning on the Acquisition of Basic Skills Among Students in the Basketball 1 Course at Birzeit University

Iyad Yousef^1*Mahmoud Kayed¹Sana Liftawi¹Shahd Hamdan¹Jamal Alnuaimi²Hashem Kilani³

• ¹Birzeit University, Birzeit, Palestine
• ²United Arab Emirates University College of Education, Al Ain, United Arab Emirates
• ³The University of Jordan School of Science, Amman, Jordan

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.