comply with the prescribed training loads. In rowing, achieving compliance with prescribed intensity is not trivial because feedback on the rate of metabolic energy consumption cannot be routinely provided to the rowers. Therefore, in current practice, derivatives of the rate of metabolic energy
Lotte L. Lintmeijer, A.J. “Knoek” van Soest, Freek S. Robbers, Mathijs J. Hofmijster and Peter J. Beek
Laura J. Petranek, Nicole D. Bolter and Ken Bell
The interactions that physical education teachers have with students (e.g., verbal instructions and feedback about movements) are critical to learning a motor skill ( Rink, 2013 ). Researchers in motor learning have been examining how different types of attentional focus instructions and feedback
Alexander T. Latinjak, Marc Masó and Nikos Comoutos
getting athletes actively involved in the motor learning process ( Cutton & Landin, 2007 ; Latinjak, Torregrosa, & Renom, 2011 ), especially when coach instruction and feedback are unavailable due to class size or time constraints. In this study, we define goal-directed self-talk as (a) an act of
Jonathon J.S. Weakley, Dale B. Read, Hugh H.K. Fullagar, Carlos Ramirez-Lopez, Ben Jones, Cloe Cummins and John A. Sampson
intensity might be of value for practitioners. One method that has been postulated to increase the physical intensity of SSGs has been through the provision of feedback. 8 The use of augmented feedback has been well established as a method of promoting acute performance enhancement and mitigating the
Rahel Gilgen-Ammann, Thomas Wyss, Severin Troesch, Louis Heyer and Wolfgang Taube
Oftentimes athletes’ perception derived from intrinsic feedback is not sufficient to adequately judge their movement execution. 1 , 2 Therefore, specific information from an external source is necessary to gain a better understanding of a particular movement pattern or of certain aspects of a
Jonathon Weakley, Kevin Till, John Sampson, Harry Banyard, Cedric Leduc, Kyle Wilson, Greg Roe and Ben Jones
what is included within a training program, less consideration is given to how training programs are delivered. 6 This may be just as important, given external variables such as the provision of augmented visual and verbal kinematic feedback (eg, mean concentric velocity) when exercising have been
Amelia M. Lee, Nyit C. Keh and Richard A. Magill
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.
G. Linda Rikard
The purpose was to describe the differences in practice success of high- and low-skilled students to varied instructional tasks and feedback of two physical education teachers. Four to five lessons on striking with implements were presented, and feedback was consistently individual and specific. Subjects were four high-skilled and four low-skilled fourth graders randomly selected from two intact physical education classes. The teacher variable studied was the amount and kind of teacher feedback given to subjects during practice. Student variables included: (a) the success frequencies of practice in response to instructional tasks, and (b) practice success frequencies achieved immediately after receiving teacher feedback. Results showed that successful task engagement was 70% for low-skilled students and 86% for high-skilled students in response to instructional tasks. After receiving teacher feedback, low-skilled students increased their practice success to 75% (5% increase); high-skilled students declined to 84% (2% decrease).
Michael J. Davies, Bradley Clark, Laura A. Garvican-Lewis, Marijke Welvaert, Christopher J. Gore and Kevin G. Thompson
, environmental, or performance feedback via noninvasive and practical methods. 4 The purpose of such deception is to create uncertainty within the pacing template, causing athletes to deviate from their routine strategy. 3 However, results from a recent meta-analysis suggest that changes in pacing and
Virginie Nicaise, Geneviève Cogérino, Julien Bois and Anthony J. Amorose
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.