Exploring the Implementation and Effects of Flipped Learning in Elementary Gymnastics: An Action Research Approach

Objectives This study aimed to explore a practical case of flipped learning in elementary physical education, focusing on gymnastics-based mat activities, and to examine its instructional applications and educational impact. Methods To this end, a team of one physical education specialist and five homeroom teachers collaboratively developed a 10-session flipped learning-based program centered on mat activities. The program was structured with progressive content covering forward rolls, backward rolls, cartwheels, and connection movements, each accompanied by pre-class instructional videos. During implementation, students engaged in pre-learning at home and accessed videos through laptops and delay camera apps during lessons for self-directed learning and peer feedback. In-depth interviews with participating teachers were conducted to analyze the teaching process, instructional challenges, and teacher development. Results Teachers initially experienced confusion during implementation but gradually achieved stability by developing structured learning resources, establishing a collaborative design system, and embedding media into instructional strategies. Students showed increased learning motivation and autonomy, as well as improvements in motor skill execution and self-assessment. Furthermore, teachers internalized instructional expertise, particularly in differentiated instruction and feedback delivery. Conclusions This study highlights the pedagogical value of flipped learning in practical subjects such as gymnastics. It provides empirical evidence for the potential of flipped instruction to foster student-centered learning and support professional growth for teachers within the physical education curriculum.