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 and Joyce M. Harrison
Janice M. Bibik
This study examined how college-age students in beginning activity classes construct their self-perceptions of physical competence. Each class was videotaped, one class per week. During the last week of class, a perceived competence instrument was administered to the students (N = 50) and the teachers. Results indicated 50% of the students’ perceptions of their competence were congruent with the teachers’; 50% were incongruent (32% higher, 18% lower). The Revised Causal Dimension Scale, also administered at the end of the semester, indicated the predominant attribution was effort. Interviews revealed group characteristics regarding attribution for success, interpretation of feedback, and use of social comparison. Videotape analysis using the Dyadic Adaptation of CAFIAS indicated some differential treatment occurred; students whose perceptions of competence were lower than their instructor’s received more corrective feedback. It was concluded that the students interpreted themselves in the instructional context which accounted for their self-perceptions of competence; the teacher expectation effect played a role as well.
Raymond R. Dunbar and Mary M. O’Sullivan
This study examined the effects of verbal and graphic feedback on the distribution of teacher verbal behaviors (positive and corrective feedback, praise, desist, and questioning) and the teacher’s use of student demonstrators during elementary coeducation physical education lessons. Data were collected over a 3-month period on two female nonphysical education specialist elementary teachers. A multiple baseline design was used to show the efficacy of the treatment. The results indicated that in baseline both teachers interacted with boys and girls inequitably on all variables. The intervention package and daily follow-up were influential in establishing more equitable teacher interaction patterns with boys and girls. The teachers’ use of demonstrators was also distributed more equitably between boys and girls following the intervention.
Hans van der Mars, Paul Darst, Bill Vogler and Barbara Cusimano
Active supervision patterns of 18 elementary physical educators were studied in relation to physical activity levels of 3 students per teacher (n = 54) during allotted fitness time. Activity level was measured using the system for observing fitness instruction time (SOFIT) activity categories. Results showed that during fitness instruction teachers spent over 90% of the time in peripheral areas of the gym, actively moved about (7.9 sector changes per minute), and provided augmented feedback to students (3.7 total rpm). Students’ most predominant activity levels were very active, standing, and walking, respectively. Students’ moderate to vigorous physical activity (MVPA) levels averaged 51.9%. Higher percentages of peripheral positioning and demonstrating by teachers correlated with lower amounts of standing still and higher amounts of very active and MVPA behavior. Higher rates of corrective feedback correlated with higher levels of students’ walking and MVPA behavior.
A. Brian Nielsen and Larry Beauchamp
There has been some support for the notion that the analytical skills of prospective physical education teachers can be improved through systematic training (Armstrong, 1986; Beveridge & Gangstead, 1988). The ultimate pedagogical objective of such analysis is the provision of meaningful feedback to the learner (Hoffman, 1977). The purpose of this study was to determine the effect of training in conceptual kinesiology on the feedback patterns of students engaged in physical education teacher preparation. Prior to and after 32 hours of instruction in kinesiological concepts, subjects (N=48) viewed several videotaped performances of a familiar and a novel skill and responded by providing corrective feedback as they would if the learners were present. Analysis of pretest/posttest differences indicated a significant increase in the corrective, accurate trial-specific feedback provided for both skills. Further analysis revealed that gender, major/minor status, and high school volleyball team experience were not related to feedback provision. However, feedback patterns were related to entry level and achievement level during the training course. It was concluded that training in conceptual kinesiology can enhance feedback-provision patterns during professional preparation.
Influence of Refinement on Female Junior High School Students’ Volleyball Practice Success and Achievement Tracy L. Pellett * Joyce M. Harrison * 10 1995 15 1 41 52 10.1123/jtpe.15.1.41 The Influence of a Teacher’s Specific, Congruent, and Corrective Feedback on Female Junior High School Students
Kevin S. Spink and Kayla Fesser
reasons why teammates may serve as an effective channel for providing corrective feedback when required. First, teammates are constantly interacting and communicating with one another during game situations; therefore, it is possible that teammates may notice problems that a coach would miss. When
Fatih Dervent, Phillip Ward, Erhan Devrilmez and Emi Tsuda
.aspx Pellett , T.L. , & Harrison , J.M. ( 1995 ). The influence of a teacher’s specific, congruent, and corrective feedback on female junior high school students’ immediate volleyball practice success . Journal of Teaching in Physical Education, 15 , 53 – 63 . doi:10.1123/jtpe.15.1.53 10.1123/jtpe.15
Cédric Roure and Denis Pasco
system which evaluated the fidelity of each element of the benchmarks (goal, task presentation, demonstration, students’ organization and, positive and corrective feedbacks). This coding system was composed of three letters indicating the fidelity of intervention (A = high fidelity, B = good fidelity or
developing a practice-based pedagogy of teacher education . Teaching and Teacher Education, 61, 26 – 36 . doi: 10.1016/j.tate.2016.10.005 Pellet , T.L. , & Harrison , J.M. ( 1995 ). The influence of a teacher’s specific, congruent, and corrective feedback on female junior high school students