A Comparative Study on the Effectiveness of Flipped Classroom vs Traditional Instruction in College Basketball Courses

Amid the ongoing reforms in China’s higher education, the optimization of teaching models in college physical education has become increasingly significant. Basketball courses, which combine physical fitness, technical skills, and the development of teamwork and lifelong sports awareness, are often characterised by traditional teacher-centred instruction. Although effective in transmitting basic knowledge and demonstrating fundamental movements, this mode has shown drawbacks such as weak student engagement, limited attention to individual differences, and a tendency toward mechanical skill imitation without deeper application. Against this background, the flipped classroom—characterized by pre-class autonomous learning, in-class interactive exploration, and post-class extended practice—presents a promising alternative for promoting active participation and self-directed learning in physical education. This study adopts a mixed-method approach, combining experimental research with questionnaire surveys, to systematically compare the teaching effectiveness of flipped and traditional modes in college basketball courses. The evaluation focuses on three core dimensions: stimulation of learning interest, mastery and practical application of skills, and development of autonomous learning ability. The results indicate that students under the flipped classroom model demonstrate significantly higher levels of learning motivation, longer after-class training time, and more sustained enthusiasm for basketball knowledge and practice. In terms of skill acquisition, they not only achieved better performance in basic drills but also showed greater adaptability and flexibility in real-game scenarios. Furthermore, the flipped approach effectively cultivated students’ capacities for independent planning, critical reflection, and personalized training, with a majority continuing autonomous practice even after the course ended. By contrast, the traditional mode, while systematic and efficient for beginners to acquire standardized movements, appeared constrained in stimulating initiative and promoting deeper tactical understanding. The findings suggest that while the flipped classroom demonstrates broader advantages, the optimal strategy lies in integrating both models: leveraging traditional instruction for foundational training while harnessing flipped learning to foster initiative, adaptability, and long-term engagement. This study highlights the potential of flipped teaching in advancing innovations in college physical education, laying a theoretical and practical foundation for broader applications in other sports courses.