The purpose of this research was to compare the effectiveness of flipped classroom and traditional education on learning aerobic skills of female students. The research population included all the first secondary school students (12 to 15 years old) studying in Saadat school from Nazarabad city of Alborz province. The research sample (N = 40) had no prior knowledge of aerobic skills and were selected by available sampling. The research tools were Iranian Shad messenger (the platform for sending instructional content in the flipped classroom group) and marathon aerobics test. Based on the pre-test score and with random assignment, the subjects were placed in two groups: flipped classroom and traditional education (20 people in each group). Each group received their own training protocol in 10 sessions of 60 minutes (one session per week), including teaching and practicing aerobic skills. The post-test included acquisition, retardation and transfer tests. The results of mixed ANOVA showed that in addition to the progress of each group in learning aerobic skills, there is a significant difference between the two groups (P≥0.05). In the acquisition, retardation and transfer test, the flipped classroom group done better. These results are in accordance with the challenge point theory that there is an optimal information for learning and follow the task difficulty and individual skillful. It also supports Bandera's theory of visual learning and the recording of observed activities by mirror neurons in the brain. The results of this research can be used by aerobic coches and physical education teachers.