The main aim of the project is to investigate how the learning framework called flipped learning affect motivation and learning in secondary physical education.

Presentations at conferences

• Euroseminaret 2019, Rojales, Spain (9/10 – 11/10 2019). Østerlie, Ove. Omvendt undervisning for dybdelæring.
• AIESEP International Conference, Laramie, Wyoming, USA (8/6 – 11/6 2016). Østerlie, Ove. Flipped learning in Physical Education.
• FIEP. Cultural and Innovatory Practices in Physical Education in Asia, Tokyo, Japan (13/2 – 14/2 2016). Østerlie, Ove. Flipped teaching in physical education.
• Kroppsøvingskonferansen 2015, Oslo, Norway (11/6 – 12/6 2015). Østerlie, Ove. Omvendt undervisning i kroppsøving på ungdomsskolen.

Publications

• Ferriz-Valero, A., Østerlie, O., García-Martínez, S., & Baena-Morales, S. (2022). Flipped classroom: A good way for lower secondary physical education students to learn volleyball. Education Sciences, 12(1), 1-14.
• Ferriz-Valero, A., Østerlie, O., Penichet-Tomas, A., & Baena-Morales, S. (2022). The effects of flipped learning on learning and motivation of upper secondary school physical education students. Frontiers in Education, 7, 1-10, Article 832778.
• Østerlie, O. (2020). Flipped learning in physical education: A gateway to motivation and (deep) learning. (Doctoral thesis), Norwegian University of Science and Technology, Trondheim.
• Østerlie, O., & Mehus, I. (2020). The impact of flipped learning on cognitive knowledge learning and intrinsic motivation in Norwegian secondary physical education. Education Sciences, 10(110), 1-16.
• Østerlie, O., & Kjelaas, I. (2019). The perception of adolescents’ encounter with a flipped learning intervention in Norwegian physical education. Frontiers in Education, 4(114), 1-12.
• Østerlie, O. (2018). Can flipped learning enhance adolescents’ motivation in physical education? An intervention study. Journal for Research in Arts and Sports Education, 2, 1-15.
• Østerlie, O. (2018). Adolescents’ perceived cost of attending physical education: A flipped learning intervention. Journal for Research in Arts and Sports Education, 2(3), 1-17
• Østerlie, O. (2016). Flipped learning in physical education: Why and how? In D. Novak, B. Antala, & D. Knjaz (Eds.), Physical education and new technologies (pp. 166-176). Zagreb: Croatian Kinesiology Association.

Learning resources

• Trening av utholdenhet (only in Norwegian)
• Trening av koordinasjon (only in Norwegian)
• Trening av styrke (only in Norwegian)

In media

• Bedre gymtimer når elevene har fått lekser (only in Norwegian)
• Bedre kroppsøving med omvendt undervisning (only in Norwegian)
• Vil gi elevene det der har krav på (only in Norwegian)
• Omvendt undervisning og kroppsøving (only in Norwegian)

The main aim of the project is to investigate how the learning framework flipped learning affect motivation and learning in PETE in Norway.

Project members: Ove Østerlie & Øyvind Bjerke.

Presentations

• FoU i Praksis 2018, Trondheim, Norway (24/10 – 15/10 2018). Østerlie, Ove; Bjerke, Øyvind. Flipped learning in higher education: Students’ experiences in physical education teacher education (PETE) with focus on knowledge promotion and self-effecacy.
• Kroppsøvingskonferansen 2017, Oslo, Norway (8/6 – 9/6 2017) Bjerke, Øyvind; Østerlie, Ove. Omvendt undervisning i kroppsøving i høyere utdanning. Kroppsøvingskonferansen.
• ATEE, Changing Perspectives and Approaches in Contemporary Teaching, Dubrovnik, Croatia 23/10 – 25/10 2017. Østerlie, Ove; Bjerke, Øyvind. Flipped learning in higher education -Students’ experiences in physical education teacher education (PETE).
• Den 14. nordiske lærerutdanningkonferansen, Trondheim, Norway (11/5 – 13/5 2016). Østerlie, Ove; Bjerke, Øyvind. Omvendt undervisning i kroppsøving – en pilotstudie om effekten av omvendt undervisning på lærerstudenter sin motivasjon i kroppsøvingsundervisningen.

Publications

• Østerlie, O., & Bjerke, Ø. (2023). Flipped learning in physical education teacher education - The student perspective. Journal of Teacher Education and Educators, 12(1), 7-27.

The main aim of the project is to investigate how flipped learning is used in school PE globally and to propose a framework for best practice based on contemporary theories of motivation and learning in PE.

Project members: Ove Østerlie (leader), Julia Sargent, Chad M. Killian, Alberto Ferriz Valero and Miguel Garcia Jaen.

Gosálbez-Carpena, P. A., García-Martínez, S., García-Jaén, M., Østerlie, O., & Ferriz-Valero, A. (2022). Methodological application flipped classroom in the non-university students of physical education: A systematic review. Journal of Sport and Health Research, 14(2), 171-186.

Østerlie, O., Chad, K. M., Sargent, J., García-Jaén, M., García-Martínez, S., & Ferriz-Valero, A. (2023). Flipped learning in physical education: A scoping review. European Physical Education Review, 29(1), 125-144.

Østerlie, O., Chad, K. M., & Sargent, J. (2022). Flipped learning in physical education - Opportunities and applications. Routledge.
 

The main aim of the project is to investigate how motivation is impacted by applying the methodology of “gamification” in physical education at university and high school levels.

Project members: Albert Ferriz Valero (leader), Salvador García Martínez, Miguel Garcia Jaen, Ove Østerlie, Sergio Selles, Jon Sundan and Geir Olav Kristensen.

Presentations at conferences

• Redes - Innovaestic 2021. Univerisdad de Alicante 21.6.2021. Ferriz-Valero, Alberto; García-Martínez, Salvador; Barrachina-Peris, Julio; García-Jaén, Miguel; Sebastia-Amat, Sergio; Molina-Garcia, Nuria; Sánchez-García, Luis Fermín; Østerlie, Ove; Olaya-Cuartero, Javier. (2021.) ¿Cómo Gamificar en Educación Física a Través de Aplicaciones Móviles?
• Redes - Innovaestic 2019 . Universidad de Alicante (6/6 - 7/6 2019). Ferriz, Valero, Alberto; García Martínez, Salvador; Molina Garcia, Nuria; García Jaén, Miguel; Cejuela Anta, Roberto; Sellés Pérez, Sergio; Østerlie, Ove. F16616. Classcraft como herramienta TIC en Educación Superior: Metodologías activas en actividad física en el medio natural.

Publications

• Ferriz, A. V., García Martínez, S., Barrachina-Peris, J., Vera-Millalen, F., Garcia, M., Sebastia-Amat, S., Molina-Garcia, N., Sánchez Gacia, L. F., Østerlie, O., & Olaya-Cuartero, J. (2021). Como gamificar en Educacion Fisica a traves de aplicaciones moviles? In R. Satorre-Cuerda (Ed.), REDES-INNOVAESTIC 2021. Libro de actas (pp. 427-428). Publicaciones Universidad de Alicante.
• Ferriz-Valero, A., García-Martínez, S., Barrachina-Peris, J., García-Jaén, M., Sebastia-Amat, S., Molina-Garcia, N., Sánchez-García, L. F., Østerlie, O., & Olaya-Cuartero, J. (2021). La gamificación con aplicaciones TIC como contenido específico en la formación de futuros maestros especialistas en Educación Física. In R. Satorre-Cuerda (Ed.), Redes de Investigación e Innovación en Docencia Universitaria. Volumen 2021 (pp. 663-673). Publicaciones Universidad de Alicante.
• Ferriz Valero, A., Østerlie, O., García Martínez, S., & García Jaén, M. (2020). Gamification in physical education: Evaluation of impact on motivation and academic performance within higher education. International Journal of Environmental Research and Public Health, 1-16.
• Ferriz Valero, A., García Martínez, S., Molina Garcia, N., García Jaén, M., Cejuela Anta, R., Sellés Pérez, S., & Østerlie, O. (2019). Classcraft como herramienta TIC en educación euperior: Metodologías activas en actividad física en el medio natural. In R. Roig-Vila, J. M. Antolí Martínez, A. Lledó Carreres, & N. Pellín Buades (Eds.), Memorias del programa de REDES-I3CE de calidad, innovación e investigación en docencia universitaria. Convocatoria 2018-19 (pp. 1039-1051). Alicante: Publicaciones Universidad de Alicante.
• Ferriz Valero, A., García Martínez, S., García Jaén, M., Østerlie, O., & Sellés Pérez, S. (2019). Gamificación: Metodologías activas en educación física en docencia universitaria. In R. Roig-Vila (Ed.), Investigación e innovación en la enseñanza superior. Nuevos contextos, nuevas ideas (pp. 1116-1126). Barcelona: Octaedro.

The main aim of this project is to investigate how flipped learning and the app “actioswim” can impact on student motivation and learning in swimming and life rescue education both in PETE and among pupils in primary and secondary school.

Project members: Egil Galaaen Gjølme (leader), Borgar Næss, Alex Strømme & Ove Østerlie

Publications

• Strømme, A., & Østerlie, O. (2021). Omvendt undervisning i svømme- og livredningsopplæring i skolen. In E. G. Gjølme (Ed.), Water competence. Oslo: Universitetsforlaget.

Digital Technology in Physical Education Teacher Education in a post COVID19 era (DiTePETE)