The Effects of Proximal and Distal Feedback on Rate and Type of Teacher Feedback in a Physical Education Setting

10.26524/1441 ◽  
2014 ◽  
Vol 3 (4) ◽  
pp. 01-10
Author(s):  
Stu Ryan
Keyword(s):  
Physical Education ◽  
Teacher Feedback

Teacher feedback and achievement in physical education: Interaction with student practice

1992 ◽  
Vol 8 (4) ◽  
pp. 333-344 ◽  
Author(s):  
Stephen Silverman ◽  
Leaann Tyson ◽  
John Krampitz
Keyword(s):  
Physical Education ◽  
Teacher Feedback ◽  
Student Practice

The Relationship of Teachers’ Task Refinement and Feedback to Students’ Practice Success

1992 ◽  
Vol 11 (4) ◽  
pp. 349-357 ◽  
Author(s):  
G. Linda Rikard
Keyword(s):  
Physical Education ◽  
Fourth Graders ◽  
Teacher Feedback ◽  
Before And After ◽  
Specific Feedback ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship of teachers’ task refinement and feedback to the practice success of low- and high-skilled students. Data were gathered from two introductory striking units taught to fourth graders by physical education specialists. Four high- and 4 low-skilled subjects from intact classes were randomly selected in order to examine practice success when receiving refining tasks as compared to when receiving extending and applying tasks, both before and after teacher feedback. Success for low-skilled subjects remained about the same (74%) in response to both refinement and extending and applying tasks. Modest increases in success occurred when refining tasks were followed by specific feedback. High-skilled subjects’ practice success improved by 14% when they received refining tasks, as compared to when they received extending and applying tasks; however, no increase in success was experienced when teacher feedback followed refining tasks. Feedback following extending and applying tasks did result in increases in practice success for these subjects.

The Short Term Relationship of Teacher Feedback and Student Practice

1991 ◽  
Vol 10 (3) ◽  
pp. 275-285 ◽  
Author(s):  
G. Linda Rikard
Keyword(s):  
Physical Education ◽  
Fourth Graders ◽  
Task Engagement ◽  
Teacher Feedback ◽  
Physical Education Teachers ◽  
Short Term ◽  
Student Practice ◽  
Instructional Tasks ◽  
Relationship Of

The purpose was to describe the differences in practice success of high- and low-skilled students to varied instructional tasks and feedback of two physical education teachers. Four to five lessons on striking with implements were presented, and feedback was consistently individual and specific. Subjects were four high-skilled and four low-skilled fourth graders randomly selected from two intact physical education classes. The teacher variable studied was the amount and kind of teacher feedback given to subjects during practice. Student variables included: (a) the success frequencies of practice in response to instructional tasks, and (b) practice success frequencies achieved immediately after receiving teacher feedback. Results showed that successful task engagement was 70% for low-skilled students and 86% for high-skilled students in response to instructional tasks. After receiving teacher feedback, low-skilled students increased their practice success to 75% (5% increase); high-skilled students declined to 84% (2% decrease).

Instructional Effects of Teacher Feedback in Physical Education

1993 ◽  
Vol 12 (3) ◽  
pp. 228-243 ◽  
Author(s):  
Amelia M. Lee ◽  
Nyit C. Keh ◽  
Richard A. Magill
Keyword(s):  
Physical Education ◽  
Motor Skill ◽  
Essential Role ◽  
Review Paper ◽  
Skill Learning ◽  
Teacher Feedback ◽  
Motor Skill Learning ◽  
Sport Pedagogy ◽  
Teaching Function

Feedback is considered an important teaching function and researchers in sport pedagogy have shown interest in verifying this importance to achievement in physical education. This review paper examines the feedback research in physical education and discusses factors which might help explain some inconsistencies. The essential role of teacher feedback in motor-skill learning is questioned.

Students’ Perceptions of Teacher Feedback and Physical Competence in Physical Education Classes: Gender Effects

2006 ◽  
Vol 25 (1) ◽  
pp. 36-57 ◽  
Author(s):  
Virginie Nicaise ◽  
Geneviève Cogérino ◽  
Julien Bois ◽  
Anthony J. Amorose
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Teaching Effectiveness ◽  
Technical Information ◽  
Gender Effects ◽  
Teacher Feedback ◽  
Physical Competence ◽  
School Students ◽  
Sport Pedagogy ◽  
Teacher Student

Feedback is considered a critical teaching function, and researchers in sport pedagogy have shown interest in verifying its importance in physical education. Many observational studies have found that boys receive more attention and feedback, particularly praise, criticism, and technical information, than girls. Nevertheless, little is known about students’ perceptions of teacher–student interactions. The aim of this study was to investigate whether students’ perceptions of teacher feedbacks are gender-differentiated in physical education, as well as to determine how perceived feedback is related to students’ perceptions of competence. French high school students (N = 450: 200 boys, 250 girls) completed questionnaires assessing their perceptions of their teachers’ feedback and their perceptions of competence. Results indicated gender differences in the set of variables. Furthermore, the influence of teacher feedback on girls’ perceptions of competence was strong, whereas little relationship was found for boys. These findings are then discussed in terms of teaching effectiveness.

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