Flipping the classroom in an undergraduate sports coaching course

There are increasing concerns in higher education for the need to move away from the traditional lecture format in order to more effectively prepare students as future leaders. Research in active learning has encouraged many tertiary educators to experiment with the flipped classroom approach that has been used extensively in K-12 educational programs. This descriptive paper outlines the design, implementation, and outcomes of a ‘flipped classroom’ approach that was put into practice in an undergraduate course in Sports Coaching. The students reported that they experienced more constant and positive interactions with lecturers/peers than in other courses. Overall, a high level of commitment to the course was indicated, while group work, discussions, and practical applications were also identified as positive aspects of the course. The most common suggestions for improvement included providing more time for group tasks to allow more interaction between classmates. Responses demonstrated a significant difference (p