2003 Volume 23 Issue 2 Pages 95-112
This study examines teacher feedback within the context of students'motor learning process in gymnastic units, with particular foeus on the question of what constitutes appropriate corrective feedback between teacher and students, who are failing in a given task. The study analyzes the contents and outcome of teacher feedback in the motor learning process (with focus on the challenge-level of the task, the point of failure as well as content of feedback for solving the students'problem), and shows that motor skills of students changed according to feedback content and the students'perception of the feedback situation.
The study is based on case studies of two gymnastic units (a total of 15 classes), and participants included two elementary school teachers and 63 students from elementary school (sixth grade). Through the case studies various types of data were gathered: verbal interaction between teacherand students was recorded via a microphone attached to the teacher, while nonverbal interaction between teacher and students was recorded with a video camera. In addition, student participants filled out questionnaires concerning teacher feedback received in each class.
Our results indicate that when a student attempts tasks at a moderately challenging level but fails, then appropriate and specific feedback from the teacher to solve the problem in most cases causes improvement in the student's motor skills. Feedback of this charactar was generally perceived by students to be “useful advice”, which was also the case among students who failed to improve their motor skills despite having received feedback. Our findings indicate the importance of appropriate and specific feedback when seeking ways of helping students to improve motor skills.
