Effect of Flipped Classroom on Rope Skipping Movement Skill in Rhythm Rope Skipping Action Sport for Grade 4 Students





Flipped Classroom; , Rope Skipping Movement Skill; , Rhythm Rope Skipping; , Student Satisfaction


Background and Aim: The flipped classroom redefines learning by using technology for independent study at home and interactive engagement in class, yielding more effective teaching outcomes. Thus, three research objectives were proposed: 1) To compare the students’ rope skipping movement skills in rhythm rope skipping action sport before and after learning through the flipped classroom. 2) To compare the students’ rope skipping movement skills in rhythm rope skipping action sport after learning through the flipped classroom with the criteria set at 60 percent. 3) To assess the student’s satisfaction toward learning through flipped classroom design.

Materials and Methods: The sample was 20 students in grade 4 of the No.3 Primary School in Zhoukou City, Henan Province (1 class) in the year of study 2023 which was derived from cluster random sampling method. The experimental design was a group pretest-posttest design. The research instruments were: (1) a lesson plan (2) a rope skipping movement skills evaluation form and (3) a questionnaire for students’ satisfaction. The data were analyzed by using mean, standard deviation, and t-test.

Results: The results found that 1) the students’ rope skipping movement skills after learning through flipped classrooms were higher than before at a statistically significant level of .05. 2) The students’ rope skipping movement skills after learning through flipped classrooms were higher than the determined criterion of 60% at a .05 statistical significance level. 3)The students' satisfaction after learning through flipped classrooms was at a higher level.

Conclusion: This study demonstrates the positive impact of the flipped classroom approach on students' rope-skipping movement skills. The findings reveal significant improvements in skill levels post-implementation, with students exceeding the set proficiency criterion. Moreover, the heightened satisfaction reported by students underscores the effectiveness of the flipped classroom in enhancing both skill acquisition and overall learning experiences.


Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Complete Edition. New York: Longman.

Bergmann, J., Overmyer, J., & Wilie, B. (2012). The Flipped Class: Myths vs. Reality. The Daily Riff-Be Smarter. About Education.

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334.

Dai, P. (2021). Exploring the application of micro-class + flipped classroom in the "figure rope skipping" course in colleges and universities. Journal of Chuzhou University, 23(5), 117-120.

Ditchakan, K. (2022). Inverted Classroom Learning Management Using Google Site in Student Volleyball Course Secondary School. Journal of Management and Local Innovation, 4(4), 13-27.

Hu, T., Liu, H., & Xia, F. (2023). Research on the design and application of "MOOC + flipped classroom" for basketball courses in colleges and universities from the perspective of education modernization. Frontiers in Psychology, 14, 1060257. https://doi.org/10.3389/fpsyg.2023.1060257

Huang, J. (2022). Development and practice research on School-based curriculum of rope skipping in junior high schools. Doctoral dissertation: Southwest University, DOI:10.27684/d.cnki.gxndx.2021.001087.

Huang, Y. (2022). On the research and intervention of middle school students. Athletics, 2022(4), 71-73.

Huang, Y. (2022). Research on home-school interactive education practice under the new situation. Anhui Education and Research, 88-90.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31, 30-43.

Lin, H., et al. (2022). Study on the long-term trend of weight change and weight surge of Chinese students since the reform and opening up. Chinese Society of Sports Sciences. Summary of the 12th National Sports Science Conference - Special report (school sports branch), 3.

Liu, D., & Wang, Q. (2021). Information literacy education embedded in "flipped classroom" teaching - takes the "digital publishing marketing" course as an example. Cultural and Educational Materials, 17, 196-198.

Liu, J. (2021). On the application of rope skipping in PE teaching. Contemporary Sports Technology, 11(29), 124-127. DOI:10.16655/j.cnki.2095-2813.2103-1579-0160.

Liu, S. (2013). Synchronized Skipping. Beijing: Higher Education Press.

Mahakanok, J., Srisiri, S., & Moungsirithum, P. (2019). Effects of Physical Education Learning Management Using the Flipped Classroom Approach on the Desirable Characteristics of Learning Avidity and Learning Achievement among Lower Secondary School Students. Journal of Education Studies, 47(2), 24-45.

Mao, X. (2013). Study on the influence of realistic conditions on the realization of "sunshine sports" goals in schools. Teaching and Management, 577(36), 19-21.

Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.

McCarthy, J. (2016). Reflections on a flipped classroom in first-year higher education. Educational Research, 26(2), 332-350.

Ministry of Education. (2010). Education Informatization 2.0 Action Plan. Beijing: Ministry of Education of China.

Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7-11.

Park, E. O., & Park, J. H. (2018). A quasi-experimental study on the effectiveness of a flipped classroom for teaching adult health nursing. Japan Journal of Nursing Science, 5(2), 125-134.

Pinagalang, K., Chunwanno, N. & Kanjanasorn, W. (2022). Teaching Physical Education in COVID-19 Situation and Flipped Classroom Instructional Model. Saeng Isan Journal, 19(1), 70-81.

Song, Y. (2021). Experimental research on the application of flipped classroom teaching in college football class. Journal of Shanxi Datong University (Natural Science Edition), 37(1), 119-121.

Suddee, N. (2019). The Development of the Physical Education Department’s Games by Flipped Classroom IdeaVia Website for Student Teachers. Veridian E-Journal, Silpakorn University (Humanities, Social Sciences, and Arts), 12(4), 1259-1272).

Wang, G. (2016). Research on the introduction of public physical education in ordinary universities. Unpublished master's thesis. Beijing Sport University.

Wang, H. (2021). Analysis of diversified teaching methods of college Taekwondo. Contemporary Sports Technology, 11(15), 95-97.

Wang, R., & Zhang, W. (2011). Research on the development of rope skipping sports. Sports Culture Guide, 111(9), 41-45.

Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. The Teaching of Psychology, 40(3), 193-199.

Yang, W., Wu, Q., Ma, X., et al. (2018). Study on the effect of rope skipping options on body composition in college students. Journal of Jining University, 39(5), 23-26.

Zhai, X. (2016). The influencing factors and their mechanism of satisfaction in a flipped classroom. Unpublished doctoral dissertation. University of Science and Technology of China.

Zhang, Q. (2019). Pattern rope skipping teaching explores the cultivation of college students' team cooperation ability. Contemporary Sports Technology, 9(36), 164-166. DOI:10.16655/j.cnki.2095-2813.2019.36.164.

Zhu, J. (2021). Enhance interest and mobilize enthusiasm to improve effectiveness - "flipped classroom" and secondary vocational hotel professional catering service training combination strategy exploration. Chinese Journal of Multimedia and Network Teaching (China), 2021(3), 167-170.




How to Cite

Zhu , Y. ., Saleewong, D., & Othakanon, L. . (2023). Effect of Flipped Classroom on Rope Skipping Movement Skill in Rhythm Rope Skipping Action Sport for Grade 4 Students. International Journal of Sociologies and Anthropologies Science Reviews, 3(5), 99–110. https://doi.org/10.60027/ijsasr.2023.3292