KaydedilenlerDerginizi ekleyin

Dergiler / Gazi Beden Eğitimi ve Spor Bilimleri Dergisi / 2026 / Volume: 31 Issue: 2

From Home to Classroom, from Classroom to Life: The Journey of Movement Skills Through Flipped Learning

Zeynep Hazal Özipek
Yılmaz Yüksel
Özlem Alagül
İpek Heleplioğlu
Sayfa
—
Yayın Tarihi
2026-06-30
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Furthermore, the model transforms screen time into a selective and healthy learning experience, fostering a more active lifestyle through the generalization of skills across various physical domains.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Fundamental movement skills (FMS) acquired during early childhood establish the cornerstone for lifelong physical activity and holistic development.
📊
Temel Bulgular & Veri:Participants included 20 preschool students (aged 5-6), their parents, classroom teachers, a school counselor, and subject teachers.
💡
Sonuç & Katkı:Furthermore, the model transforms screen time into a selective and healthy learning experience, fostering a more active lifestyle through the generalization of skills across various physical domains.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:early childhood · flipped learning · fundamental movement skills

Abstract

Fundamental movement skills (FMS) acquired during early childhood establish the cornerstone for lifelong physical activity and holistic development. However, literature indicates that children often confine these skills to instructional environments, failing to sufficiently transfer them into daily life. This study aims to explore how FMS taught through the Flipped Learning Model (FLM) are transferred into daily living practices during early childhood. Designed as a case study, the research was conducted at a public kindergarten in XXX. Participants included 20 preschool students (aged 5-6), their parents, classroom teachers, a school counselor, and subject teachers. The 8-week intervention consisted of three 50-minute sessions per week, integrating AI-supported gamified videos, home-based tasks with parental involvement, and structured school-based movement practices. Data were collected via semi-structured interviews, teacher journals, and field notes, and analyzed through thematic analysis. Results revealed three main themes: (1) "The lesson never ends," indicating that video-initiated skills persist in daily routines; (2) "The lesson is not over, I kept going," highlighting children’s transition to independent learning; and (3) "The purpose, not the screen, changed," reflecting technology's shift into a purposeful learning tool. Consequently, the FLM facilitates the transfer of FMS to out-of-school contexts and encourages independent physical activity by bridging digital content with daily application. Furthermore, the model transforms screen time into a selective and healthy learning experience, fostering a more active lifestyle through the generalization of skills across various physical domains.

🔖

Bu Makaleye Atıf Yap

Özipek, Z. H., Yüksel, Y., Alagül, Ö., Heleplioğlu, İ. (2026). From Home to Classroom, from Classroom to Life: The Journey of Movement Skills Through Flipped Learning. Gazi Beden Eğitimi ve Spor Bilimleri Dergisi, Volume: 31 Issue: 2. https://doi.org/10.53434/gbesbd.1848744

📄 Tam Metin PDF Okuyucu

↗Yeni Sekme

Kaynakça (70)

  1. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
  2. Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69–81. https://doi.org/10.1016/j.compedu.2017.07.014
  3. Botella, Á. G., García-Martínez, S., García, N. M., Olaya-Cuartero, J., & Ferriz-Valero, A. (2021). Flipped learning to improve students' motivation in physical education. Acta Gymnica, 51, Article e2021.012. https://doi.org/10.5507/ag.2021.012
  4. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  5. Casey, A., & Quennerstedt, M. (2020). Cooperative learning in physical education: Encountering Dewey’s educational theory. European Physical Education Review, 26(4), 1023–1037. https://doi.org/10.1177/1356336X20904075
  6. Chiang, T. H., C., Yang, S. J., & Yin, C. (2018). Effect of gender differences on 3-on-3 basketball games taught in a mobile flipped classroom. Interactive Learning Environments, 27(8), 1093–1105. https://doi.org/10.1080/10494820.2018.1495652
  7. Chyr, W. L., Shen, P. D., Chiang, Y. C., Lin, J. B., & Tsai, C. W. (2017). Exploring the effects of online academic help-seeking and flipped learning on improving students’ learning. Journal of Educational Technology & Society, 20(3), 11–23. https://www.jstor.org/stable/26196116
  8. Clark, A. (2005). Ways of seeing: Using the mosaic approach to listen to young children’s perspectives. In A. Clark, A. T. Kjørholt, & P. Moss (Eds.), Beyond listening: Children’s perspectives on early childhood services (pp. 29–50). Policy Press.
  9. Cormier, S. M., & Hagman, J. D. (Eds.). (1987). Transfer of learning: Contemporary research and applications. Academic Press.
  10. Cox, M., Webb, M., Abbott, C., Blakeley, B., Beauchamp, T., & Rhodes, V. (2003). ICT in schools research and evaluation series no. 18: ICT and pedagogy. Department for Education and Skills.
  11. Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. SAGE Publications.
  12. Diushekeeva, A., Hidalgo, S., & Zadra, A. (2024). Impact of pre-sleep visual media exposure on dreams: A scoping review. Brain Sciences, 14(7), 662. https://doi.org/10.3390/brainsci14070662
  13. Dobell, A. P., Faghy, M. A., Pringle, A., & Roscoe, C. M. P. (2023). Improving fundamental movement skills during early childhood: An intervention mapping approach. Children, 10(6), Article 1004. https://doi.org/10.3390/children10061004
  14. Einarsdóttir, J. (2007). Research with children: Methodological and ethical challenges. European Early Childhood Education Research Journal, 15(2), 197–211. https://doi.org/10.1080/13502930701321477
  15. Ek, A., Sandborg, J., Delisle Nyström, C., Lindqvist, A. K., Rutberg, S., & Löf, M. (2019). Physical activity and mobile phone apps in the preschool age: Perceptions of teachers and parents. JMIR mHealth and uHealth, 7(4), e12512. https://doi.org/10.2196/12512
  16. Estes, M., Ingram, R., & Liu, J. (2014). A review of flipped classroom research, practice, and technologies. International HETL Review, 4(7), 1–10.
  17. Gallahue, D. L., Ozmun, J. C., & Goodway, J. D. (2012). Understanding motor development: Infants, children, adolescents, adults (7th ed.). McGraw-Hill.
  18. Gómez García, I., Castro Lemus, N., & Toledo Morales, P. (2015). The flipped classroom through the smartphone: Effects of its experimentation in high school physical education. Prisma Social, 15, 296–351.
  19. Gilbert, J. K., Bulte, A. M. W., & Pilot, A. (2011). Concept development and transfer in context-based science education. International Journal of Science Education, 33(6), 817–837. https://doi.org/10.1080/09500693.2010.493185
  20. Goodway, J. D., Ozmun, J. C., & Gallahue, D. L. (2013). Motor development in young children. In O. N. Saracho & B. Spodek (Eds.), Handbook of research on the education of young children (pp. 89–101). Routledge.
  21. Graham, G., Holt/Hale, S. A., & Parker, M. (2010). Children moving: A reflective approach to teaching physical education (8th ed.). McGraw-Hill.
  22. Guellai, B., Somogyi, E., Esseily, R., & Chopin, A. (2022). Effects of screen exposure on young children's cognitive development: A review. Frontiers in Psychology, 13, Article 923370. https://doi.org/10.3389/fpsyg.2022.923370
  23. Gürsel, F., & Yıldız, N. (2008). Temel hareketler kontrol listeleri güvenirlik çalışması. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 6(4), 199–205. https://doi.org/10.1501/Sporm_0000000113
  24. Hajian, S. (2019). Transfer of learning and teaching: A review of transfer theories and effective instructional practices. IAFOR Journal of Education, 7(1), 93–111. https://doi.org/10.22492/ije.7.1.06
  25. Halili, S. H., & Razak, R. A. (2018). Flipped classroom approach for preschool students in learning English language. International Journal of Learning Technology, 13(3), 203-219. https://doi.org/10.1504/IJLT.2018.095962
  26. Hassinger-Das, B., Brennan, S., Dore, R. A., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Children and screens. Annual Review of Developmental Psychology, 2(1), 69–92. https://doi.org/10.1146/annurev-devpsych-060320-095612
  27. Haywood, K. M., & Getchell, N. (2020). Life span motor development (7th ed.). Human Kinetics.
  28. Hazar, Z., & Ekici, F. (2021). Investigation of the relationship between digital game addiction and cognitions of bullying of secondary school students. Gazi Journal of Physical Education and Sport Sciences, 26(1), 1–15. https://izlik.org/JA25WN45JZ
  29. Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66.
  30. Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473.
  31. Killian, C. M., Kinder, C. J., & Woods, A. M. (2019). Online and blended instruction in K–12 physical education: A scoping review. Kinesiology Review, 8(2), 110–129. https://doi.org/10.1123/kr.2019-0003
  32. Kivunja, C. (2013). Embedding digital pedagogy in pre-service higher education to better prepare teachers for the digital generation. International Journal of Higher Education, 2(4), 131–142. https://doi.org/10.5430/ijhe.v2n4p131
  33. Kopcsó, K., Láng, A., & Coffman, M. F. (2022). Reducing the nighttime fears of young children through a brief parent-delivered treatment: Effectiveness of the Hungarian version of Uncle Lightfoot. Child Psychiatry & Human Development, 53(2), 256–267. https://doi.org/10.1007/s10578-020-01103-4
  34. Kulakcı Altıntaş, H. (2019). Technological device use among 0–3 year old children and attitudes and behaviors of their parents towards technological devices. Journal of Child and Family Studies, 29, 55–61. https://doi.org/10.1007/s10826-019-01457-x
  35. Kurniawati, N., Bachri, B. S., & Arianto, F. (2024). The effect of the project-based flipped learning model on early childhood learning motivation. Journal of Education, Society and Behavioural Science, 37(6), 512–524. https://doi.org/10.9734/JESBS/2024/v37i61362
  36. Kushnir, J., & Sadeh, A. (2012). Assessment of brief interventions for nighttime fears in preschool children. European Journal of Pediatrics, 171(1), 67–75. https://doi.org/10.1007/s00431-011-1488-4
  37. Larsson, H. (Ed.). (2020). Learning movements: New perspectives of movement education. Routledge.
  38. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
  39. Liu, D., Huang, Z., Liu, Y., & Zhou, Y. (2024). The role of fundamental movement skills on children’s physical activity during different segments of the school day. BMC Public Health, 24(1), Article 1283.
  40. Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K–12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), Article 4. https://doi.org/10.1186/s41039-016-0044-2
  41. Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010). Fundamental movement skills in children and adolescents. Sports Medicine, 40(12), 1019–1035. https://doi.org/10.2165/11536850-000000000-00000
  42. Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (S. Turan, Çev. Ed.; 3. bs.). Nobel Akademik Yayıncılık.
  43. Merriam, S. B., & Grenier, R. S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis (2nd ed.). Jossey-Bass.
  44. Millî Eğitim Bakanlığı. (2024a). Okul öncesi eğitim programı: Türkiye yüzyılı maarif modeli. T.C. Millî Eğitim Bakanlığı.
  45. Millî Eğitim Bakanlığı. (2024b). Okul öncesi öğretim programı. T.C. Millî Eğitim Bakanlığı. https://tymm.meb.gov.tr/ogretim-programlari/okul-oncesi
  46. Mohammad, M., & Boushehry, H. R. (2023). The influence of using video media on basic movement skills in kindergarten. Education and Information Technologies, 28(8), 9635–9654.
  47. Nikken, P., & Schols, M. (2015). How and why parents guide the media use of young children. Journal of Child and Family Studies, 24(11), 3423–3435. https://doi.org/10.1007/s10826-015-0144-4
  48. Obrusnikova, I., & Rattigan, P. J. (2016). Using video-based modeling to promote acquisition of fundamental motor skills. Journal of Physical Education, Recreation & Dance, 87(4), 24–29. https://doi.org/10.1080/07303084.2016.1141728
  49. Olmos-Vega, F. M., Stalmeijer, R. E., Varpio, L., & Kahlke, R. (2023). A practical guide to reflexivity in qualitative research: AMEE guide No. 149. Medical Teacher, 45(3), 241–251. https://doi.org/10.1080/0142159X.2022.2057287
  50. Østerlie, O., & Killian, C. M. (2025). Flipped learning in physical education: Evolutions over a decade and future horizons. Physical Education and Sport Pedagogy, 1–16. https://doi.org/10.1080/17408989.2025.2497326
  51. Østerlie, O., Killian, C. M., & Sargent, J. (2023a). Flipped learning in physical education: Opportunities and applications. Routledge. Østerlie, O., & Kjelaas, I. (2019). The perception of adolescents’ encounter with a flipped learning intervention in Norwegian physical education. Frontiers in Education, 4, Article 114. https://doi.org/10.3389/feduc.2019.00114
  52. Østerlie, O., Sargent, J., Killian, C. M., García-Jaén, M., García-Martínez, S., & Ferriz-Valero, A. (2023b). Flipped learning in physical education: A comprehensive review. European Physical Education Review, 29(1), 125–144. https://doi.org/10.1177/1356336X22112093
  53. Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
  54. Payne, V. G., & Isaacs, L. D. (2011). Human motor development: A lifespan approach (8th ed.). McGraw-Hill.
  55. Perkins, D. N., & Salomon, G. (1992). Transfer of learning. International Encyclopedia of Education, 2(2), 6452-6457.
  56. Phumeechanya, N. (2024). Flipped classroom mobile learning model and its application to enhance digital intelligence quotient among secondary students. International Journal of Interactive Mobile Technologies, 18(24). https://doi.org/10.3991/ijim.v18i24.50077
  57. Punch, S. (2002). Research with children: The same or different from research with adults? Childhood, 9(3), 321–341. https://doi.org/10.1177/0907568202009003005
  58. Ringstaff, C., & Kelley, L. (2002). The learning return on our educational technology investment. WestEd.
  59. Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, 26(1), 70–84. https://doi.org/10.1177/1356336X19826603
  60. Shilpa, S., & Sunita, M. (2013). Role of multimedia in early childhood education. Journal of Humanities and Social Sciences Invention, 2(6), 80–85. https://doi.org/10.26524/jms.2013.47
  61. Singer, D. G., & Singer, J. L. (2009). Imagination and play in the electronic age. Harvard University Press.
  62. Stephan, J., Schredl, M., Henley, J., & Blagrove, M. (2012). TV viewing and dreaming in children: The UK library study. International Journal of Dream Research, 5(2), 130–133. http://dx.doi.org/10.11588/ijodr.2012.2.9454
  63. Sundqvist, P. (2020). Technological knowledge in early childhood education: Provision by staff of learning opportunities. International Journal of Technology and Design Education, 30, 225–242.
  64. Taylor, G., Sala, G., Kolak, J., Gerhardstein, P., & Lingwood, J. (2024). Does adult–child co-use during digital media use improve learning? Educational Research Review, 44, 100614. https://doi.org/10.1016/j.edurev.2024.100614
  65. Toytok, E. H., & Fırat, A. H. (2024). Ters-yüz edilmiş modelle eğitim gören okul öncesi çocukların öz düzenleme becerileri. EKEV Akademi Dergisi, 28(100), 354–373. https://doi.org/10.17753/sosekev.1526523
  66. Van den Bulck, J. (2000). Is television bad for your health? Behavior and body image of the adolescent “couch potato”. Journal of Youth and Adolescence, 29(3), 273–288. https://doi.org/10.1023/A:1005102523848
  67. Veldman, S. L. C., Altenburg, T. M., Chinapaw, M. J. M., & Gubbels, J. S. (2023). Correlates of screen time in the early years. Preventive Medicine Reports, 33, 102214. https://doi.org/10.1016/j.pmedr.2023.102214
  68. Veziroglu-Celik, M., Acar, I. H., Kaygisiz, C., & Koc, I. N. (2022). A convergent parallel mixed-methods study of screen time and social behaviors in early childhood. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2022.2143969
  69. Yin, R. K. (2003). Case study research design and methods (3rd ed.). SAGE Publications.
  70. Yip, P. K., Cheng, L., & Cheung, P. (2023). The association of children’s motivation and physical activity levels with flipped learning during physical education lessons. European Physical Education Review, 29(4), 601–618. https://doi.org/10.1177/1356336X231170990