Abstract :

This systematic review examines how constructivist and self-directed learning (SDL) theories inform flipped classroom implementation in physical education, using Activity Theory as an analytical framework. Following PRISMA 2020 guidelines, 83 empirical studies published between 2010 and 2024 were identified from four databases and analysed for theoretical grounding, instructional design, learning outcomes, and cultural context. Theory-grounded implementations were associated with larger reported effects on skill acquisition (d = 0.71–1.12) than atheoretical designs (d = 0.35–0.69). Pre-class video instruction and in-class peer practice were common, whereas post-class reflection was less frequently implemented despite stronger reported SDL development. Analysis of 44 East and Southeast Asian studies indicated that collectivist values require collaborative adaptations of SDL. Overall, comprehensive three-phase designs that integrate goal-setting before class, structured scaffolding during class, and post-class reflection appear important for completing SDL cycles. The review identifies practical and culturally responsive design principles, while highlighting the need for clearer theoretical operationalisation in future flipped physical education research. By mapping theoretical commitments to concrete learning activities, the review also clarifies where existing designs omit support for learner regulation. These findings offer a basis for educators and researchers to plan, evaluate, and adapt flipped physical education interventions across diverse institutional settings with transparent reporting standards.

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Keywords :

flipped classroom, physical education, self-directed learning, Activity Theory, constructivism, cultural adaptation

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