FEEDBACK USE AND PERCEPTIONS OF PHYSICAL EDUCATION PRE-SERVICE TEACHERS
Abstract
Keywords
Full Text:
PDFReferences
Australia Institute for Teaching and School Leadership (2011). Australian Professional Standards for Teachers. Canberra: Education Services Australia. Retrieved from the World Wide Web on July 15, 2020: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/
Behets, D. (1997). Comparison of more and less effective teaching behaviors in secondary physical education. Teaching and Teacher Education, 13(2), 215-224.
Creasy, J., Whipp, P., & Jackson, B. (2012). Teachers' pedagogical content knowledge and students' learning outcomes in ball game instruction. ICHPER – SD Journal of Research in Health, Physical Education, Recreation, Sport and Dance, 7(1), 3-11.
De Marco, G., & Mario, P.A. (1997). Qualitative and quantitative analysis of a baseball caoch’s behaviour. Journal of Sport Behavior, 20(2), 135-164.
Faucette, N., & Patterson, P. (1990). Comparing teaching behaviors and student activity levels in classes taught by P.E. specialists versus nonspecialists. Journal of Teaching in Physical Education, 9, 106-114.
Fishman, S., & Tobey, C. (1978). Augmented feedback. In W.G. Anderson & G.T. Barrette (Eds.), What’s going on in gym: Descriptive studies of physical education classes. Newton, CT: Motor Skills: Theory Into Practice.
Fredenburg, K.B., Lee, A.M., & Solmon, M. (2001). The effect of augmented feedback on students' perceptions and performance. Research Quarterly for Exercise and Sport, 72(3), 232-242.
Hastie, P.A., & Saunders, J.E. (1991). Accountability in secondary school physical education. Teaching and Teacher Education, 7(4), 373-382.
Kernodle, M., & Carlton, L. (1992). Information feedback and the learning of multiple-degree-of-freedom activities. Journal of Motor Behavior, 24, 187-196.
Kim, H.Y., & Housner, L.D. (2010). The influence of class size on the planning decision making, concerns, and instructional behaviors of experienced and inexperienced teachers. International Journal of Applied Sports Sciences, 22(2), 77-95.
Koka, A., & Hein, V. (2005). The effect of perceived teacher feedback on intrinsic motivation in physical education. International Journal of Sport Pyschology, 36, 91-106.
Landin, D.K., Hawkins, A., Hebert, E., & Cutton, D. (2001). Improving the feedback ability of teacher trainees. Education, 110(1), 98-107.
Lee, A.M., Keh, N.C., & Magill, R.A. (1993). Instructional effects of teacher feedback in physical education. Journal of Teaching in Physical Education, 12, 228-243.
Magill, R.A., & Anderson, D. (2020). Motor learning and control: Concepts and applications (12th Ed.). New York, NY: McGraw-Hill.
Maksimović, J., & Osmanović, J. (2018). Physical education teachers as reflective practitioners and action researchers in their work. Facta Universitatis Series Physical Education and Sport, 16(2), 375-386.
Metzler, M. (2011). Instructional models for physical education (3rd Ed.) Scottsdale, AZ: Holcombe Hathaway.
Metzler, M. (2014). Teacher effectiveness research in physical education: The future isn’t what it used to be. Research Quarterly for Exercise and Sport, 85(1), 14-19.
Millar, S., Oldham, A., & Donovan, M. (2011). Coaches' self awareness of timing, nature and intent of verbal instructions to athletes. International Journal of Sports Science and Coaching, 6(4), 503-513.
Nicaise, V., Cogerino, G., Fairclough, S., Bois, J., & Davis, K. (2007). Teacher feedback and interactions in physical education: Effects of student gender and physical activities. European Physical Education Review, 13(3), 319-337.
Rink, J. (2003). Effective instruction in physical education. In S.J. Silverman and C.D. Ennis (Eds.), Student learning in physical education: Applying research to enhance instruction (2nd ed., pp. 165-186). Champaign, IL: Human Kinetics.
Rink, J. (2020). Teaching physical education for learning (8th Ed.). Boston, MA: McGraw-Hill.
Rink, J. (2014). Teacher effectiveness in physical education – Consensus? Research Quarterly for Exercise and Sport, 85(1), 282-286.
Salmoni, A., Schmidt, R.A., & Walter, C. (1984). Knowledge of results and motor learning: A review and critical appraisal. Pyschological Bulletin, 95, 355-386.
Siedentop, S. (1991). Developing teaching skills in physical education (3rd Ed.). Mountain View, CA: Mayfield.
Silverman, S. (1991). Research on teaching in physical education. Research Quarterly for Exercise and Sport, 62(4), 352-264.
Silverman, S. (1994). Communication and motor skill learning: What we learn from research in the gymnasium. Quest, 46, 345-355.
Silverman, S., Tyson, L., & Krampitz, J. (1992). Teacher feedback and achievement in physical education: interaction with student practice. Teaching & Teacher Education, 8(4), 333-344.
Silverman, S., Woods, A.M., & Subramaniam, P.R. (1998). Task structures, feedback to individual students, and student skill level in physical education. Research Quarterly for Exercise and Sport, 69(4), 420-424.
Smoll, F., & Smith, R. (2006). Development and implementation of coach-training programs. In J. Williams (Ed.), Applied sport pyschology: Personal growth to peak performance (5th Ed.), (pp. 458-480). Boston, MA: McGraw-Hill.
Spittle, M. (2013). Motor learning and skill aquisition: Application in physical education and sport. Melbourne: Palgrave-Macmillan.
Spittle, M., Kennedy, M., & Spittle, S. (2012). Frequency of teacher augmented feedback and teaching style in secondary physical education. The Global Journal of Health and Physical Education Pedagogy, 1(3), 173-188.
Tan, S.K.S. (1996). Differences between experienced and inexperienced physical education teachers' augmented feedback and interactive teaching decisions. Journal of Teaching in Physical Education, 15(2), 151-170.
van der Mars, H., Vogler, B., Darst, P., & Cusimano, B. (1998). Students' physical activity levels and teachers' active supervision during fitness instruction. Journal of Teaching in Physical Education, 18, 57-75.
Ward, P. (2009). Content matters: Knowledge that alters teaching. In L. Housner, M. Metzler, P. Schempp, & T. Templin (Eds.), Historic traditions and future directions of research on teaching and teacher education in physical education, (pp. 345-356). Morgantown, WV: Fitness Information Technology.
Ward, P. (2014). A response to the conversations on effective teaching in physical education. Research Quarterly for Exercise and Sport, 85, 293-296.
Ward, P., Kim, I., Ko, B., & Weidong, L. (2014). Effects of improving teachers’ content knowledge on teaching and student learning in physical education. Research Quarterly for Exercise and Sport, 86(2), 130-139.
Winstein, C.J., & Schmidt, R.A. (1990). Reduced frequency of knowledge of results enhances motor skill learning. Journal of Experimental Psychology: Learning Memory and Cognition, 16, 677-691.
DOI: https://doi.org/10.22190/FUPES200826033S
Refbacks
- There are currently no refbacks.
ISSN 1451-740X (Print)
ISSN 2406-0496 (Online)