From Home to Classroom, from Classroom to Life: The Journey of Movement Skills Through Flipped Learning

Fundamental movement skills (FMS) acquired during early childhood establish the cornerstone for lifelong physical activity and holistic development. However, literature indicates that children often confine these skills to instructional environments, failing to sufficiently transfer them into daily life. This study aims to explore how FMS taught through the Flipped Learning Model (FLM) are transferred into daily living practices during early childhood. Designed as a case study, the research was conducted at a public kindergarten in XXX. Participants included 20 preschool students (aged 5-6), their parents, classroom teachers, a school counselor, and subject teachers. The 8-week intervention consisted of three 50-minute sessions per week, integrating AI-supported gamified videos, home-based tasks with parental involvement, and structured school-based movement practices. Data were collected via semi-structured interviews, teacher journals, and field notes, and analyzed through thematic analysis. Results revealed three main themes: (1) "The lesson never ends," indicating that video-initiated skills persist in daily routines; (2) "The lesson is not over, I kept going," highlighting children’s transition to independent learning; and (3) "The purpose, not the screen, changed," reflecting technology's shift into a purposeful learning tool. Consequently, the FLM facilitates the transfer of FMS to out-of-school contexts and encourages independent physical activity by bridging digital content with daily application. Furthermore, the model transforms screen time into a selective and healthy learning experience, fostering a more active lifestyle through the generalization of skills across various physical domains.