Improving Students’ Learning Motivation and Attitude in Physical Education by Using Algorithm Thinking Innovation Teaching Method

Abstract

Physical education (PE) learning activity types can influence students’ motivational beliefs, physical activity participation, and persistence/effort in class. Due to motivational and attitudinal aims in the curriculum and the lack of study on student experiences with physical activity, the technological features of today’s society have favored the presence of information and communication technology (ICT) and the advent of new training methods in educational institutions. This article addresses the flipped learning-based thinking innovation teaching method (FL-TITM) as an innovative methodology for teaching and learning physical education to improve students’ motivation and attitude. This research aims to briefly present the flipped learning method and determine and critically analyze the crucial pedagogical models. This allows us to identify the approaches and electronic tools on the Web. Physical education 2.0 and ICT as an online learning environment may better aid and establish physical education content and motivate learners in flipped learning. The data were collected using semistructured interviews. A total of 100 learners from an educational center in China participated and were compared with nonflipped learning students. These participants have been chosen intentionally. The outcomes show that the flipped learning method linearly and positively impacts academic performance and correlational support and motivation. The test results show that our FL-TIIM has a high self-efficacy ratio of 96.7%, a positive attitude level of 98.6%, a student motivation ratio of 95.3%, an interaction ratio of 98.5%, and a performance ratio of 90.3%.