Effects of Sequential Feedback on Preservice Teacher Instructional Interactions and Students’ Skill Practice

in Journal of Teaching in Physical Education
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  • 1 Utah State University
  • 2 Purdue University
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This study, conducted within an undergraduate Methods of Teaching Physical Education and School-Based Practice Teaching course, used an AB maintenance-across-participants design to (a) sequentially describe preservice teachers’ (N = 4) instructional interactions with students, (b) examine the effects of sequential feedback on the sequential nature of preservice teachers’ instructional interactions with students, and (c) assess the influence of differential sequential preservice teacher instructional interactions on student skill practice. Instructional interaction sequential data indicated that explicit teacher instruction and refinement were sequentially connected to student-appropriate skill practice, while general teacher instruction was sequentially connected to student-inappropriate skill practice. The data indicated that the sequential feedback protocol (a) consistently increased the incidence of refinement and explicit instruction within preservice teacher sequential instructional interactions for all participants, and (b) preservice teacher sequential pattern changes positively influenced the incidence of student-appropriate skill practice. This study also supports a strong relationship between explicit instruction and refinement and student-appropriate skill practice. Implications for further research into the sequential behavior determinants of the teaching and learning process in situational context are discussed last.

M.F. Lounsbery is with the Department of Health, Physical Education, Recreation, and Dance at Utah State University, Logan, UT 84322-7000. T. Sharpe is with the Department of Health, Kinesiology, and Leisure Studies at Purdue University, West Lafayette, IN 47907.

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