Edpuzzle in Theoretical Physical Education Teaching in Secondary and High School: Teachers’ Perceived Benefits and Challenges
DOI:
https://doi.org/10.51698/aloma.2026.44.1.33-43Keywords:
Flipped Classroom, Educational Technology, Secondary Education, Physical Education, Student MotivationAbstract
Technological advancements have transformed traditional educational models, promoting strategies such as Flipped Classroom, which optimize classroom time and foster active learning. In this context, Edpuzzle allows educators to design interactive lessons using videos with integrated questions, facilitating the assimilation of theoretical content before in-person sessions. This qualitative study, following a phenomenological-interpretative design, analyzes teachers' perceptions regarding the benefits and challenges of implementing Edpuzzle in theoretical Physical Education instruction. Data was collected through oral interviews with 20 secondary and high school teachers experienced in using this tool. The findings indicate that Edpuzzle enhances student autonomy, increases engagement in theoretical lessons, and improves motivation. However, barriers such as limited access to technology and resistance to change pose significant challenges to its implementation. The study concludes that, despite these obstacles, strategies such as gamification, guided review in class, and institutional access to devices can help overcome these barriers, facilitating the integration of Edpuzzle into theoretical Physical Education instruction and optimizing the learning process.
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