Instructional Effects of Teacher Feedback in Physical Education

Abstract

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.

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

“…Not only did the teachers have to ignore the student closest to them, but their voices were strained due to the great distances they were required to project their feedback. The strain on teacher's voices due to overuse has been a great concern on the health and ability of teacher for many years [29][30] Regardless, both teachers were successful in displaying the ability to control the distance and direction of their feedback. Limitation of this study included limited activity time for the observation of the variables.…”

Effects of real-time feedback training on weight shifting during golf swinging on golf performance in amateur golfers

“…The sense of sight is the best external receptor for accepting exteroceptive information, which is required for motion planning and motion control. Learning through vision, which is the exteroceptor for motor planning and control, is said to be useful because it represents motion in memory through visual information [19]. It is commonly believed that specific strength and conditioning programmes may be able to maximize the distance of a golf shot and thus, to improve performance in golf.…”

„Denn sie wissen nicht, was sie können …!“ – die Qualität der Performanzen von angehenden Sportlehrkräften als Verzerrer der Selbstbeurteilung

“…Ein relevanter Kompetenzbereich stellt das Feedback von Sportlehrerinnen und Sportlehrer an die Schülerinnen und Schüler dar, denn Feedback wird aus der Perspektive von tätigen Sportlehrkräf-ten der Berufsfachschule als bedeutsam bewertet (Baumgartner, 2013a(Baumgartner, , 2013b. Darüber hinaus wird aus fachüber-greifenden (Hattie & Timperley, 2007;Kluger & DeNisi, 1996) und fachspezifischen Studien (Lee, Keh, & Magill, 1993;Magill, 1993;Marschall & Daugs, 2003;Silverman, Tyson, & Krampitz, 1992) …”

“…Des Weiteren wird ersichtlich, dass das Feedback von Lehrkräften (Hattie & Timperley, 2007;Kluger & DeNisi, 1996;Shute, 2008) bzw. Sportlehrkräften (Marschall & Daugs, 2003;Silverman et al, 1992) (Lee et al, 1993;Marschall & Daugs, 2003 (Hattie & Timperley, 2007;Voerman et al, 2012;Widorski, Salzmann, Bauder, Heinzer, & Oser, 2012 …”

“…The findings point, inter alia, to the high level of significance of objective and intersubjective competencediagnostic procedures, which is where the link to the trainee PE teachers' performative levels comes into play. (Lee et al, 1993;Marschall & Daugs, 2003;Silverman et al, 1992 Lee et al, 1993;Marschall & Daugs, 2003;Silverman et al, 1992). Dieses Ergebnis korrespondiert mit den Befunden aus fachübergreifenden Effektivitätsstudien (Hattie & Timperley, 2007;Kluger & DeNisi, 1996;Shute, 2008).…”