Flipped learning in physical education: a typology and foundational principles for active and inclusive lessons

Facing declining student participation and a physical inactivity crisis, this narrative review examines the flipped model to revitalise physical education pedagogy. It presents a narrative synthesis of empirical studies (2015–2025), proposing a typology distinguishing the philosophy of flipped learning, the structure of the flipped classroom, and the practice of a flipped lesson. Findings show the model may increase moderate-to-vigorous physical activity, enhance student motivation and autonomy, and may foster a more inclusive, collaborative culture. These benefits, however, depend on teacher support, technological integration, and student readiness. The review discusses implementation considerations, addressing resource design, accessibility, and assessment, while acknowledging challenges like time investment and equity. Ultimately, the flipped model, though not a panacea, offers a powerful strategy for creating a more active, student-centred, and impactful physical education learning environment.