The impact of the flipped classroom model on college students' physical exercise behavior: a chain mediation effect of self-directed learning ability and exercise motivation.

BACKGROUND: Encouraging consistent physical exercise habits among college students is a significant concern in public health. University physical education courses offer advantages in shaping healthy practices, yet conventional teaching often fails to convert classroom learning into lasting exercise routines. This study investigates the impact of Flipped Classroom (FC) model on students' exercise behavior and tests the chained mediation of self-directed learning (SDL) ability and autonomous motivation (AM). We hypothesize that FC positively influences exercise behavior through the sequential mediation of SDL ability and AM.

METHODS: This quasi-experimental study used a pre-post design in a Chinese university public physical education course. Six naturally occurring classes were randomly allocated to FC (n = 3) or traditional (n = 3) groups. A total of 308 students completed baseline (T1) and post-intervention (T2) assessments. Physical exercise behavior was measured with the International Physical Activity Questionnaire Short Form. Psychological characteristics were assessed using the Self-Directed Learning Ability Scale and the Behavioral Regulation in Exercise Questionnaire-3. Statistical analyses were performed using SPSS 26.0 and Mplus 8. Linear mixed models examined primary instructional effects. Structural equation modeling and bias-corrected bootstrap tested the sequential mediation pathway.

RESULTS: After adjusting for baseline baseline physical activity (PA), gender, body mass index, and class clustering, FC group showed significantly greater overall physical activity and moderate-to-vigorous physical activity (MVPA) than the control group. The likelihood of meeting physical activity recommendations was markedly higher in FC group. The structural equation model fit the data well. Both SDL ability and AM served as significant mediators, with a notable chained mediation pathway.

CONCLUSION: FC model effectively fosters short-term physical exercise behavior in college students by enhancing SDL ability and reinforcing AM, as measured immediately post-intervention. These findings suggest promising educational and public health benefits, though they represent immediate post-course compliance rather than confirmed long-term habit formation, warranting future longitudinal research.