Flipped Classroom, Distance Learning and the Physical Education Professional: a didactic-methodological analysis

Abstract

Introduction: In the field of health, training in Physical Education demands specific pedagogical practices, especially in the context of distance education, which requires a differentiated approach to ensure the quality of student training. In this context, it is important to examine the feasibility and challenges of implementing distance education (DE) and the Flipped Classroom methodology in the training of Physical Education professionals.

Objective: The objective of this study was to analyze how DE and the Flipped Classroom (FCL) methodology can be effectively applied in undergraduate Physical Education courses.

Methods: This is a methodological analysis study whose research was conducted through a bibliographic review, with the selection of studies published in the last 20 years in Portuguese and English. Hybrid methodologies and active teaching in health training were part of the analysis.

Results and Discussion: The results indicate that FCL, within the hybrid model, promotes more autonomous learning, in which the student assumes greater responsibility for his/her own development, with the teacher acting as a facilitator. It is also important to highlight the need to restructure Higher Education Institutions (HEIs) to meet this new demand, including partnerships to fill the gap in face-to-face practices.

Conclusion: The adoption of hybrid methodologies, such as SAI, can help transform students into active agents in their own educational process. To apply this method, HEIs must have a pedagogical infrastructure that supports distance learning, especially in Physical Education courses.