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.

Partners

• Research group DiTePES , Department of Teacher Education (ILU), Norwegian University of Science and Technology, represented by Dr Ove Østerlie
• Griffith Institute of Educational Research (GIER)  and the School of Education and Professional Studies, represented by Dr Sue Whatman , Doctor of Education Program Director, and co-leader of EDJEE in GIER
• Complutense University of Madrid, Faculty of Education, represented by Dr Maria José Camacho-Miñano

In addition, this project has a letter of intention with the 1,5mill€ EU Erasmus+ funded “Phys-Ed Academy” teacher academy project  led by Dr Mats Hordvik  at the Norwegian School of Sport Sciences. This intention is to ensure that by keeping both entities informed during over the project lifespan, the knowledge developed in both projects will increase in quality.

Rationale behind the project

Health and Physical Education (HPE) is experiencing rapid transformation in the wake of COVID19 and the collective turn towards hybrid and online learning in teacher education around the world. What does this mean for embodied programs such as Physical Education Teacher Education (PETE)? What does this mean for appropriate, “contemporary and effective continuing professional development (CPD) for PE teachers”? (c.f. Armour et al., 2017).

In Norway, physical education (PE) is one of the subjects in mandatory schooling that experiences to a large degree being taught by teachers without formal training. As much as 50% of the PE teachers in primary school have no specific pedagogical education within PE (Perlic, 2019). This creates an imperative to design more accessible ways to provide continuing professional development (CPD) and/or extended education to in-service PE teachers. Especially since PE, as part of the practical and aesthetical subjects, traditionally receives less attention when it comes to these opportunities given to in-service teachers. While we know that, in Norway, the practical- aesthetical subjects constitute about 25% of the total class time in mandatory schooling, only less than 10% of the ongoing additional- and extended education, or CPD, for in-service teachers are dedicated those very teachers (Karlsen et al., 2020). In Australia, schooling is largely a State Government responsibility and the qualification levels of HPE teachers vary by state. For example, in Queensland, government primary and secondary schools are required to appoint HPE-qualified teachers wherever possible in accordance with their employment laws. In other states, particularly in primary schools, HPE is largely delivered by classroom teachers.

Following the experiences and call for more research into hybrid models in PETE,  e.g., from Calderón et al. (2020) and Howells et al. (2022), and the potential of digital literacies to accelerate learning in HPE (Chambers et al., 2014), this project aims to explore new hybrid and online approaches in PETE. This include exploring how this can create opportunities for more people to attend PETE - lowering barriers like geography, race, ethnicity, migration status, gender, and age - and creating online communities of practice to bring together PETE educators and PE teachers (c.f. Whatman, 2016). This project also responds to ILUs management statement, with NTNU's international development plan  as a backdrop, that there is a goal that all NTNU's departments should have a professional environment at a high international level, and that digital solutions must be part of the international education offer at NTNU.

Together, drawing from our international experiences when designing courses using digital technology in a Health and Physical Education pedagogical framework, we intend to reach the following outcomes through this timeline:

Tentative timeline of the project with intended outcomes

Phase 1 (Fall 2022)

• Develop the project description and write up agreements with implemented partners

Phase 2 (March-May) Spring 2023 - (March-May) Spring 2024

• Scoping review on digital technology in PETE
• Scoping review on PETE with focus on impacts of socio-economic circumstances, mental and emotional upheaval and discrimination on the grounds of race, ethnicity, migration status, gender and age on students’ experiences of education to form a solid knowledge foundation for development of experimental module.
• Initial phase of development of experimental module.

Phase 3 (Sept-Nov) Fall 2024 - (March-May) Spring 2025

• In this phase Dr Østerlie will be working at the Griffith University as part of his sabbatical leave.
• Develop experimental module for hybrid teaching in Health and Physical Education, for use in NTNU and Griffith University PETE (HPE teacher education) and testing of the module.
• Publish one shared scientific article based on data generated in described project, in appropriate international, Q1 journal such as Physical Education & Sport Pedagogy or Sport, Education and Society.
• Conduct literature reviews and trans-national research (international cases) into fully digital courses in Health and Physical Education.
• Invited presentations to ACHPER conference, and Griffith PETE cohorts.
• Lay ground for a collaboration between the institutions involved including students and staff exchange.

Phase 4 (Sept-Nov) Fall 2025 – (March- May) Spring 2026

• Implement modules in university portfolio and adaption to other subjects and contexts.

Ethical considerations

Research data generated in the project will be managed according to best practice and be as open as possible and as closed as necessary. Data containing personal information will be processed according to GDPR, Griffith University and NTNU guidelines . This include development a Data Management Plan  describing how the research data will be managed and stored, and that research data will be published and shared openly in our repository for research data, NTNU Open Data.

Publications

Østerlie, O., Frantzen, H., & Portals-Riomao, A. (2024). “It’s like being there, but not in the way”. Exploring the use of virtual reality tools to stimulate reflection in Norwegian physical education teacher education. Sport, Education and Society.

Presentations

• Østerlie, O., Killian, C. M., & Sargent, J. (2024, May 13-17). Learning from the past to support our digital future: Online and digital technologies in physical education practices [Symposium creator and chair]. AIESEP 2024 International Conference "Past Meets the Future", Jyväskylä, Finland.
• Østerlie, O., Kristensen, G. O., Holland, S. K., Camacho-Miñano, M. J., & Whatman, S. (2024, May 13-17). Digital technology in physical education teacher education: A scoping review [Oral presentation]. AIESEP 2024 International Conference "Past Meets the Future", Jyväskylä, Finland.
• Østerlie, O., & Portals-Riomao, A. (2024, May 13-17). Exploring the use of virtual reality tools to stimulate reflection in physical education teacher education: An intervention study on Norwegian students’ perceptions [Oral presentation]. AIESEP 2024 International Conference "Past Meets the Future", Jyväskylä, Finland.

References

Armour, K., Quennerstedt, M., Chambers, F. & Makopoulou, K. (2017). What is ‘effective’CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799-811.

Calderón, A., Scanlon, D., MacPhail, A. & Moody, B. (2020). An integrated blended learning approach for physical education teacher education programmes: Teacher educators’ and pre-service teachers’ experiences. Physical Education and Sport Pedagogy, 26(6), 562-577.

Chambers, F. C., Murphy, N., Nolan, Y. & Murphy, O. (2014). “William”. I K. Armour (Red.), Pedagogical cases in physical education and youth sport (s. 184-197). Routledge.

Howells, K., Murray, A., Pearson, J. & Whewell, E. (2022). Making the impossible, possible. Lessons learnt to ensure embodied physical education teacher education within COVID-19 times and beyond, regardless of the learning medium. PRACTICE, 1-11.

Karlsen, K. H., Skregelid, L. & Holdhus, K. (2020, 23. january 2020). Styrking av praktisk og estetisk innhold i skolen: Velment, men uforpliktende strategi. Utdanningsnytt.no.

Perlic, B. (2019). Lærerkompetanse i grunnskolen. Hovedresultater 2018/ 2019. Statistisk Sentralbyrå (SSB).

Whatman, S. (2016). Establishing online communities of practice: The case of a virtual sports coaching community. I L. Rowan & P. Grootenboer (Red.), Student Engagement and Educational Rapport in Higher Education (s. 45-65). Palgrave Macmillan.

Project description with footnotes (PDF)