Teacher Feedback Intervention, Motor-on-Task Behavior, and Successful Task Performance

in Journal of Teaching in Physical Education
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A multiple baseline research design across teachers was used to evaluate the effects of feedback to teachers of behavioral data gathered in baseline lessons. Two teachers received such feedback while a third teacher served as a control. Both teachers who received feedback increased the amount of time students spent in motor-on-task behavior (+15%). Increases in motor-on-task behavior did not occur at the expense of any other student behavior. While this increase provided the students with more learning trials, only one of the two intervention teachers was able to increase the percentage of success of all student achievement groups when performing the learning trials. There were no substantial differences in student behavior between the three classes taught by the teacher who did not receive feedback. The study showed that although there were considerable differences in how physical education lessons were implemented, the two intervention teachers were able to respond to feedback and to modify their lessons so that the amount of student participation was increased.

Bevan C. Grant is with the Faculty of Physical Education, and Keith D. Ballard and Ted L. Glynn are with the Department of Education at the University of Otago, Dunedin, New Zealand.

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