Exploratory Application of the BOPPPS Model Combined with the Flipped Classroom Teaching Method in Physical Education

DOI: https://doi.org/10.62517/jmpe.202518201

Author(s)

Qingqing Dong

Affiliation(s)

Guangdong Vocational College of Post and Telecom, Guangzhou, Guangdong, China

Abstract

The effectiveness of combining the BOPPPS model with the flipped classroom teaching method in physical education has received widespread attention. To explore its impact on college students’ physical fitness, mastery of volleyball techniques (specifically air volleyball), and psychological empowerment, this study employed an experimental design. A total of 84 students from two natural classes of the 2024 cohort at the School of Digital Business, Guangdong Polytechnic College of Posts and Telecommunications, were selected and divided by class. The experimental group adopted the "BOPPPS + flipped classroom" model, while the control group used the traditional "teacher demonstration–student practice" model over a 13-week period. Assessments included physical fitness tests, air volleyball skill evaluations, and psychological scale measurements to compare the effectiveness of the two teaching models. Results indicated no significant short-term improvement in physical fitness (P > 0.05), but the experimental model significantly enhanced students’ mastery of volleyball skills and psychological empowerment (P < 0.05). The experimental group outperformed the control group in bumping, setting, and serving tests, and also demonstrated improved situational motivation, autonomous learning ability, and interest in physical education. These findings suggest that integrating the BOPPPS model with the flipped classroom can optimize physical education pedagogy, enhance teaching quality, and provide significant value in improving students' motor skills and learning motivation.

Keywords

BOPPPS Teaching Model; Flipped Classroom; Physical Education

References

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