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This study examined low- and high-skilled students’ (N = 68) immediate practice success in response to a teacher’s specific, congruent, and corrective feedback for different tasks (extension, refinement, and application). Data were gathered from an introductory 11-day volleyball unit taught to female seventh and eighth graders (two intact classes) by a physical education specialist. Practice success immediately after teacher feedback was characterized by significant improvement in performance by both ability groups for extension, refinement, and application tasks for the pass and refinement and application tasks for the set.
Tracy L. Pellett is with the Department of Physical Education at Northern Illinois University, Anderson Hall, DeKalb, IL 60115-2854. Joyce M. Harrison is with the Department of Physical Education at Brigham Young University, Provo, UT 84601.