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This study examined the effects of feedback on perceived competence and student performance in physical education. The sample (N = 113) consisted of fifth-grade physical education students, recruited from two elementary schools and randomly assigned into small groups. Participants within each group were randomly assigned to receive positive general, corrective informational, or no feedback and completed pre-and post-task questionnaires. Groups were given a lacrosse shot task presentation and then completed a lacrosse shot pre-test, practice session, and post-test, including a pre-and post-test. During the lacrosse task, teachers administered feedback treatments to participants at the rate of every other attempt for a total of six feedback statements, excluding the control group. Lacrosse experience was found to be 2.45 on a 9-point Likert-type scale, demonstrating that the sample was unfamiliar with the lacrosse skill. Three separate split plot 2 × 3 analysis of variance (ANOVA) tests with repeated measures were conducted to determine whether feedback treatment type influenced participants' perceived competence, product performance skill, and process performance skill when considering pre-and post-task measures. The findings demonstrated that feedback appears to have a limited effect on perceived competence and performance during unfamiliar tasks in elementary school physical education.

Disciplinary isolation has facilitated health education, public health, and physical education professionals to sometimes pursue common goals without the benefit of interdisciplinary collaboration and perspectives. Recognizing the potential benefits of interdisciplinary collaboration efforts to solve complex problems, faculty members at the University of West Florida developed an innovative doctoral program combining the disciplines of physical education, health education, and health promotion. Beginning with the salient common ground of issues related to engagement in physical activity, the program is designed to explore, compare, and contrast best practices in research and practice from each discipline. Benefits include synergistic solutions to common problems, graduates who transcend traditional professional silos to be more impactful, and the creation of innovative research endeavors. Graduates also find that they meet contemporary workforce needs outside of academia and are more marketable as faculty in kinesiology and health-related departments because of their rich, multidisciplinary knowledge base. Challenges to program implementation include prior student socialization from traditional studies in their disciplines and faculty working to move beyond their professional comfort zones to collaboratively mentor students in the program.

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