RESEARCH ON THE IMPACT OF THE APPLICATION OF GUANGXI UNIVERSITY OF FOREIGN LANGUAGES AEROBICS COMPULSORY COURSE FLIPPED CLASSROOM ON TEACHING EFFECTIVENESS

Abstract

This study aimed to investigate the effectiveness of applying the Flipped Classroom teaching model in the Aerobics Compulsory Course at Guangxi University of Foreign Languages (GUFL). The specific objectives were: (1) to examine the impact on the accuracy and expressiveness of prescribed movements, (2) to assess the effect on choreography ability, (3) to evaluate changes in students’ exercise attitudes, and (4) to determine the effect on students’ physical fitness. A quasi-experimental design was conducted with 80 first-year students enrolled in the 2024 aerobics compulsory course. The students were divided into an experimental group (n = 40) taught using the Flipped Classroom model and a control group (n = 40) taught using the traditional model. Research instruments included: (1) an aerobics performance assessment, (2) a choreography evaluation rubric, (3) an exercise attitude questionnaire, and (4) physical fitness tests (sit-and-reach, 50m dash, 800m run). Data were analyzed using SPSS 22.0 with independent sample t-tests, ANOVA, and effect size (Cohen’s d).

          The findings showed that the Flipped Classroom significantly improved students’ prescribed movement accuracy and expressiveness (p < 0.05, large effect) and enhanced choreography ability across multiple dimensions (p < 0.01). Exercise attitude, particularly in learning attitude and behavioral habits, improved significantly in the experimental group compared to the control group. However, there was no significant difference in physical fitness outcomes (p > 0.05). Overall, the Flipped Classroom model effectively stimulated students’ motivation, improved movement accuracy and choreography skills, and fostered positive exercise attitudes, but demonstrated limited short-term impact on physical fitness.