A Bloom’s Taxonomy-based Flipped Classroom Model for Basketball Practice Class
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Universiti Malaysia Sarawak
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This study investigated the implementation of a Bloom’s Taxonomy-based flipped classroom model in college basketball practice classes to enhance students’ learning outcomes. A mixed-method research design with a qualitative emphasis was employed, involving 40 undergraduate students enrolled in a basketball course. The intervention took place from September 2023 to January 2024, during which students engaged with instructional materials (videos, handouts) outside of class, while in-class time focused on practical drills, problem-solving, and tactical discussions, shifting the teacher’s role from information provider to learning facilitator. Data were collected using observation checklists, semi-structured interviews, and performance assessments. Results indicated substantial improvements in students’ dribbling and shooting accuracy, tactical understanding, and engagement during practice sessions. Interview data revealed that students experienced higher motivation, autonomy, and satisfaction compared to traditional teaching methods. The integration of Constructivist principles and Autonomous Learning Theory provided a theoretical framework explaining how self-directed learning and in-class interactions contributed to enhanced outcomes. These findings suggest that the Bloom’s Taxonomybased flipped classroom model effectively promotes active learning, skill acquisition, and cognitive development in college basketball courses. This study provides a systematic framework for applying Bloom’s Taxonomy within physical education, offering evidencebased strategies to enhance student-centered instruction and learning effectiveness in collegiate sports education.