Flipped Learning to improve students' motivation in Physical Education

Background: Active methodologies have emerged in which they focus their importance of the teaching-learning process students and not only on result. In this way, research has been conducted using active methodology Flipped Learning (FL) all areas Primary, Secondary Higher Education. Objective: The current study aims to analyze effect student motivation after an intervention with FL teaching technique, a Parkour Didactic Unit primary school students. Methods: One hundred 6th grade Primary (11-12 years old) participated study, which, 45 were girls 55 boys. It was randomly decided that 6ºB 6ºD would follow styles already used center regularly (TRAD group) otherwise, 6ºA 6ºC groups technique by watching videos created principal investigator for present investigation (FLIP group). Motivation Questionnaire Physical Education education personal interview applied before intervention. Results: results showed increase intrinsic (p < .001), identified .001) introjected FLIP group. Moreover, external motivation, as well amotivation students, decreased Regarding TRAD group, significant decrease observed. According qualitative results, most remarkable thing is consider more fun, efficient, accepted motivating. Conclusions: Intrinsic increased significantly values approach allows time classes and, consequently, it perceived fun