This study aims to investigate and compare the effect of the Blended Learning (BL) approach to Face to Face (FTF) teaching method on students' level of performance and sport participation motivation level. It is a qualitative study using the quasi-experimental method and applying the pre-test/post-test two-groups design model. The participants of this study were 40 female undergraduate students of School of Physical Education/University of Jordan. They were beginners enrolled in ballet classes with no previous experience in ballet; 18 students attended the FTF ballet class (control group), and 22 students attended the BL ballet class (experimental group). Skill performance tests and Sport participation Motivation Scale SMS-28 were used to collect the study's pre and post data. The data were then analyzed using descriptive analysis. The results of this study revealed no significant differences between teaching strategies in relation to students' level of performance. On the other hand, significant differences occurred in post-tests of students' motivation level in favor of the BL group. All intrinsic and extrinsic motivation subscales except for amotivation were significantly different in favor of BL classes. In conclusion, BL proved to be an efficient and convenient methodology in terms of enhancing students' level of performance and boost their motivation for sports participation.