No abstract

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.

In this study, we examined the perceptions of physical education (PE) teachers' feedback patterns with female and male high school students (n = 325). Eight physical education teachers (4 females and 4 males) were involved. We examined (a) whether teachers' feedback was perceived differently by boys and girls, and how the sex of the teacher influenced these perceptions, and (b) the effects of types of feedback (praise, no response-successful, encouragement, technical information, criticism, no response-unsuccessful, and teacher's invested time) on students' perceived competence, effort, enjoyment, and their PE performance. A multivariate analysis revealed an interaction between teacher and student gender on perceptions of teacher feedback. Hierarchical regression analyses highlighted that the perceived feedback significantly predicted students' perceptions of competence (DeltaR(2) = 0.088), effort (DeltaR(2) = 0.119), enjoyment (DeltaR(2) = 0.085), and their PE performance (DeltaR(2) = 0.039) after accounting for the gender of the students and teachers and the students' initial PE performance. The perceptions of praise and teachers' invested time were positively linked with the dependent variables, whereas encouragement and technical information and criticism were negatively linked. The findings are discussed in terms of teaching effectiveness and gender equity.

Previous research conducted in both classroom and physical education (PE) settings has examined the impact of student gender on teacher—student interactions. The purpose of this study was to extend this line of research by analysing the influence of student gender and different types of physical activity on the frequency and nature of teacher interaction patterns toward boys and girls. Seventy 10th grade students and their two respective PE teachers were examined during 18 PE lessons. Each teacher was observed nine times in two physical activities (badminton and circuit weight training). Teacher—student interactions were systematically coded with an adapted version of the Coaching Behavior Assessment System (CBAS). Classroom interactions significantly varied on the basis of student gender, type of physical activity and the gender composition of the class and the teacher. The findings from this study suggest that future research should consider that physical activities offered in PE curricula may moderate gender differentiated interaction patterns.

No abstract

PA interventions should consider including a step cadence goal to help individuals accumulate bout-based MVPA and meet national PA guidelines.

The purpose of this study was twofold. First, to identify the stressors parents encounter when supporting their children performing within elite sports contexts. Second, to understand how parents cope with the stressors they encounter. A two-stage design was used. First, 1,299 parents (fathers ϭ 529, mothers ϭ 761, stepfathers ϭ 8, legal guardian ϭ 1, and parent dyads ϭ 187) of adolescent athletes completed an open-ended survey to identify stressors associated with their child's sports involvement. Next, 16 parents of adolescent athletes participated in semi-structured interviews. Data from both stages were analyzed using hierarchical content analysis. Stage 1 results indicated that parents encountered a variety of organizational, developmental, competitive, and parental personal stressors, including time, financial, logistical, health, and education concerns. Stage 2 results highlighted that parents use numerous coping approaches to manage their experiences, including detaching from sport (e.g., sharing parental responsibilities and child's ability to cope), information seeking (e.g., information seeking in their current environment and drawing on past experiences), managing emotional reactions (e.g., emotional release strategies), avoidance (e.g., parent or child ignoring the situation), taking control (e.g., changing their own behaviors or others making changes), and parents providing support to their child (e.g., social support and being present). Overall, findings point to the importance of ensuring that interventions with parents, as well as the practices of sports organizations, need to expand account for a broader range of parental stressors and suggested coping strategies.

Data suggest that it is important to improve the sensitivity and specificity of the IPAQ with Spanish-speaking participants and further research is needed to accurately measure intervention effectiveness using self-reports of PA in Latinas.