Impact of the Flipped Learning Strategy on Long Jump Skill Learning Performance in Physical Education and Sport Sciences Students

Abstract

The present study aimed to investigate the effect of the flipped learning strategy on improving long jump learning performance among students of the College of Physical Education and Sport Sciences. An experimental research design based on equivalent groups with pre- and post-testing was employed. The study sample consisted of 30 first-year students who were randomly assigned into an experimental group (n = 15), which received instruction using the flipped learning strategy, and a control group (n = 15), which followed the traditional teaching method. The instructional program was implemented over four weeks, comprising eight educational units with a duration of 90 minutes per session. Long jump learning performance was evaluated using a technical skill assessment form covering the main performance phases, including approach, take-off, flight, and landing. The results were analyzed using descriptive statistics and t-tests for dependent and independent samples at a significance level of (p ≤ 0.05). The findings revealed significant improvements in both groups, with superior learning performance observed in favor of the experimental group. The flipped learning strategy enhanced students’ engagement, provided prior cognitive preparation, and increased effective practice time, which contributed to improved motor skill acquisition. The study concludes that integrating flipped learning into physical education instruction represents an effective pedagogical approach for enhancing athletic skill learning outcomes among university students.