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<p>To enhance students’ cognitive performance, flipped classrooms have been integrated into physical education to promote motivation for sports participation. However, traditional flipped classrooms tend to overemphasize pre-class learning while overlooking students’ learning attitudes, situational interest, and cognitive load. This study proposes a student-centered “Understanding, Assessment, Reflection, and Collaboration” (UARC) mobile flipped classroom model aimed at increasing students’ performance, situational interest during class and fostering positive attitudes toward physical activity. An 11-week teaching experiment was conducted in a Simplified Tai Chi 24 Form course. Participants included 35 college students in the UARC mobile flipped classroom, 35 in a traditional flipped classroom, and 34 in a traditional physical education classes. The results indicated that the UARC mobile flipped classroom significantly enhanced students’ situational interest, improved their attitudes toward physical activity, and boosted their performance in physical education classes. Student feedback also revealed that the model reduced pre-class cognitive load and sustained motivation to participate. Furthermore, peer teaching during collaborative activities encouraged reflection, thereby contributing to improved performance. The flexibility to choose learning environments and engage in mobile learning during classes was positively received by students.</p>

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Promoting students’ performance, situational interest and attitude towards physical activity: an UARC based mobile flipped classroom teaching mode

  • 期刊论文

  • 发表日期：

    2026年1月17日

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  • Lianqiang Li,
  • Mingyuan Chen,
  • Weiwei Liu,
  • Yunzhong Luo

摘要

To enhance students’ cognitive performance, flipped classrooms have been integrated into physical education to promote motivation for sports participation. However, traditional flipped classrooms tend to overemphasize pre-class learning while overlooking students’ learning attitudes, situational interest, and cognitive load. This study proposes a student-centered “Understanding, Assessment, Reflection, and Collaboration” (UARC) mobile flipped classroom model aimed at increasing students’ performance, situational interest during class and fostering positive attitudes toward physical activity. An 11-week teaching experiment was conducted in a Simplified Tai Chi 24 Form course. Participants included 35 college students in the UARC mobile flipped classroom, 35 in a traditional flipped classroom, and 34 in a traditional physical education classes. The results indicated that the UARC mobile flipped classroom significantly enhanced students’ situational interest, improved their attitudes toward physical activity, and boosted their performance in physical education classes. Student feedback also revealed that the model reduced pre-class cognitive load and sustained motivation to participate. Furthermore, peer teaching during collaborative activities encouraged reflection, thereby contributing to improved performance. The flexibility to choose learning environments and engage in mobile learning during classes was positively received by students.