FLIPPED LEARNING IN PHYSICAL EDUCATION AT THE UNIVERSITY OF TEACHER TRAINING

The expectations placed in the politically defined programme "Bologna Project" are high. The call for Bologna-oriented higher education is omnipresent at all universities. Terms such as Deeper Learning Methods, Self-directed Learning, Student Centred Learning, Competence Orientation are to be implemented in the courses of modern university teaching. Furthermore, the curriculum and the general conditions of the respective university must be taken into account. At the Vienna University of Teacher Education, for example, the implementation of a new curriculum in Preservice Teacher Education means that students are no longer offered special theoretical lectures on practical exercises in sport. A solution to these issues could be the flipped classroom model (ICM), a teaching method that has become increasingly popular in recent years. The Flipped Classroom Model will be used in several courses at the Vienna University of Teacher Education. In a special case, a new didactic model is designed, developed, used in teaching, evaluated and modified at the University for the course in gymnastics. The e-learning course serves the students as a theoretical preparation for the following practical unit. The focus will be on the design and evaluation of an e-learning course that maximizes the practice time without neglecting the theoretical foundation. Subsequently, the development cycles that are decisive for the iterative design process will be documented and the findings for the optimization of the learning process will be documented and possible conclusions will be pointed out. The findings of this study will be obtained using mixed method research design. Design-Based Research is applied. Both the qualitative and the quantitative research approach are used. Data is collected, evaluated and interpreted with the help of interviews and questionnaires. This research shows how an e-learning course can be implemented at universities in preparation for a course in order to maximize the practice time without reducing the theoretical foundation. The study also shows that students accept this didactic concept in the field of sports and recognize the added value of a multimedia course.