Impact of the flipped classroom approach on Tai Chi performance in higher education
Abstract
This study examines the impact of the flipped classroom model on Tai Chi performance among higher education students, focusing on instructional approach, student satisfaction, and instructional time. Utilizing a pretest-posttest correlational design, the research involved 250 undergraduates from Pingdingshan Vocational College of Culture and Art during an eight-week program. Data were collected via structured questionnaires, performance rubrics, and time-tracking logs, then analyzed using SPSS (including t-tests, correlation, and regression analysis). Findings demonstrate that the flipped classroom significantly enhances Tai Chi performance. Specifically, student satisfaction and instructional time emerged as key predictors of performance improvement. The results suggest that the flipped classroom is a highly effective pedagogical tool for physical education in universities, offering practical insights for curriculum design and instructional optimization.
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