Use Of Feedback In Physical Education And Sports Lessons-Books Pdf

Use of Feedback in Physical Education and Sports Lessons
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1236 Use of Feedback in Physical Education and Sports Lessons for Student Point of View. the cognition strategy he uses for his protection environment may affect the individual s response The. reconstruction and knowledge While positive feedback quality and quantity of the feedback is important and the. points to the individual reaching the target exactly perception of the student can influence the improvement of. feedback that includes what the individual is missing or existing knowledge skills and attitude in the next action. doing wrong warns the student and supplies the cognitive 26. strategies needed to correct their approach 38 In addition. good quality and timely feedback are key features in. supporting effective student learning processes and 2 Methodology. benefitting the development of student teacher, relationships 22 Ryan Connell and Deci 34 say that. teacher feedback is also important in terms of students Research Aim. internal motivation In particular positive informative. In this article it is aimed to evaluate the forms of. feedback increases students perception of competence. feedback used by teachers for students in physical. leading to a corresponding increase in student performance. education courses in order to provide suggested solutions. and internal motivation As a result feedback provided to. to problems on the basis of feedback expressions used and. the students also helps to restructure the information they. feedback usage rates in the student dimension, have received by giving detail about the correctness of their. understanding or its inaccuracy and how to make, appropriate arrangements in the cognitive schema while Sample and Data Collection. preserving it 38 Much research suggests that feedback is. an important learning tool and element of learning 19 In the study in Sivas province centre primary education. and that feedback is indispensable for learners 5 16 2nd 8th and 9th grade students supported by the Ministry. 23 Without frequent and accurate feedback students of National Education were defined as the universe each. develop motor skills wrongly or are misled and in such a class was accepted as a layer and 811 students were. way students acquisition and achievement of skills is included in the stratified sampling method. prevented 44 Through feedback learners get valuable As a data collection tool a measuring tool adapted by the. information that enables them to learn quickly and researcher was used The developed scale was first. accurately When feedback is not given learning takes discussed with the teachers then a pool of questions was. considerably longer and is often incorrect There are a created and the questions in the pool were limited by. number of functions that are critical factors in effective experts in the field seven physical education and sports. teaching The first provides information about the teachers three physical education and sports teaching staff. performance of the learner and this can enable adjustments and one measurement evaluation expert The questions. during subsequent experiments Secondly feedback can were organised into two groups demographic information. reinforce the skills learners have performed correctly and feedback information The scale was composed of 35. Finally the information received by way of feedback questions 25 of which were related to demographic. provides motivation for a learner s progression 53 It is information and 10 of which were related to feedback on a. important that the interpretation of students feedback and 5 likert type scale The limits of the expressions and given. its content are made available to the students According to weights were 1 Never 1 00 1 80 2 Rarely 1 81. Yorke 54 the content reception and awareness of 2 60 3 Sometimes 2 61 3 40 4 Frequently 3 41. feedback is crucial for students learning Gibbs and 4 20 and 5 Always 4 21 5 00. Simpson 16 emphasise the importance of feedback being Scale have been made available by experts for coverage. understandable timely and actionable by students Factor analysis was applied to the construct validity the. Since feedback is seen as a critical teaching function KMO measure was found to be 893 and the data were. researchers in sports pedagogy have shown interest in found to be suitable for factor analysis In the Basic. confirming its importance in physical education In Components Factor Analysis using Varimax. physical education and sports lessons it is very important transformation 25 questions were collected under four. for the student to be given appropriate feedback because it factors feedback forms feedback types feedback. will affect skills learning In effective teaching knowledge expressions and feedback properties are suitable to size of. of the student s reasoning reason for doing and way of the study Factor load values range from 44 to 89 Among. doing should be provided and taught correctly on the basis these factors the percentage of a single factor in the total. of the development of the learners cognitive abilities from was found to be 25 43 The reliability of the test was found. the beginning of learning the skill 51 The use of to be 84 cronbach alpha internal consistency value. feedback in physical education classes is important both in was found to be 81 These values indicate that the scale has. terms of skill learning and the permanence of that learning a high level of internal consistency and the reliability and. In physical education classes the perception of the learning validity values indicate that the scale is appropriate 7. Universal Journal of Educational Research 6 6 1235 1242 2018 1237. Analyzing of Data their lessons took place in a gym whereas 305 37 6. stated that their lessons took place elsewhere because no. In the analysis of the data frequencies percentages were gym was available. analysed using the t test Significance level was, determined as 0 05 in statistical calculations Table 1 Characteristics of the study group. Variables Characteristics n, Female student 439 54 1.
3 Findings Results Gender, Male student 372 45 9, Table 1 shows that 439 54 1 of the students 8th Grade middle. Class school, participating in the research were female and 372 45 9. 9th Grade high school 590 72 7, were male 221 27 3 of the students were in middle. school 8th grade and 590 72 7 of them were in high Have 506 62 4. school 9th grade In the survey 87 10 7 students Have not 305 37 6. attended lectures given by female physical education and Teacher Woman 87 10 7. sports teachers and 724 89 3 students attended lectures Gender Man 724 89 3. by male teachers 506 62 4 of the students stated that. Table 2 Engagement Participation Rates for Feedback Usage. Expressions N x Sd Never Rarely Sometimes Often Always. 16 81 69 367 276, Verbal feedback usage rates related to motion 809 3 99 1 00 2 10 8 5 45 3 34. 134 222 91 246 117, Visual feedback usage rates for motion 810 2 98 1 34 16 5 27 4 11 2 30 3 14 4.
Both verbal and visual feedback usage rates related to 805 3 38 1 25 61 182 124 264 174. motion 7 5 22 4 15 3 32 6 21 5, Consequence information utilisation rates related to the 802 3 57 1 27 65 125 130 244 238. result of the motion 8 15 4 16 30 1 29 3, Process information usage rates related to the process 31 86 76 245 366. of motion 804 4 03 1 15 3 8 10 6 9 4 30 2 45 1, Descriptive feedback usage rates defining errors 809 3 85 1 18 43 93 99 276 298. 5 3 11 5 12 2 34 36 7, 19 55 75 219 440, Corrected corrective feedback usage rates of faults 808 4 24 1 03 2 3 6 8 9 2 27 54 3. 38 113 136 308 202, Feedback rates after each action 797 3 65 1 14 4 7 13 9 16 8 38 24 9.
Summary feedback use rates in the sense of specific 805 3 60 1 86 46 114 155 289 201. trial end general evaluation 5 7 14 1 19 1 35 6 24 8. The average utilisation rate feedback with a number of 809 3 64 1 16 38 127 140 287 217. trial last average value 4 7 15 7 17 3 35 4 26 8, Program feedback usage rates which include 30 71 107 280 323. information on all of the movements and their shape 811 3 98 1 10 3 7 8 8 13 2 34 5 39 8. Parameter feedback usage rates including information 808 4 02 1 08 23 77 96 269 343. about moving parts and direction 2 8 9 5 11 8 33 3 42 2. Immediate feedback rates provided immediately after 42 131 191 279 162. 805 3 48 1 13, movement 5 2 16 2 23 6 34 4 20, 74 192 197 199 120. Delayed feedback rates after a few seconds 782 3 12 1 21. 9 1 23 7 24 3 24 5 14 8, 23 63 82 250 388, Value expressions such as hit was successful 806 4 13 1 06. 2 8 4 8 10 1 30 8 47 8, Use rates of neutral neutral expressions such as run 104 140 181 254 129. 808 3 20 1 26, the distance for 10 seconds 12 8 17 3 22 3 31 3 15 9.
97 196 143 225 140, Unclear expression rates such as Not bad Well 801 3 14 1 30 12 24 2 17 6 27 7 17 3. Qualitative expression usage ratios such as Leading 789 3 98 1 12 28 72 119 235 335. the hand of the ball 3 5 8 9 14 7 29 41 3, Quantitative expression usage rates such as the sum of 45 112 167 244 238. the hand of the hand must be 20 cm ahead 806 3 64 1 19 5 5 13 8 20 6 30 1 29 3. Positive phrase usage rates such as I think you can do 58 70 94 250 335. 807 3 90 1 23, better 7 2 8 6 11 6 30 8 41 3, Negative use rates such as You are not using your 234 201 143 139 90. 807 2 56 1 35, potential 28 9 24 8 17 6 17 1 11 1, Feedback rates when necessary due to excessive 59 132 225 233 158. 807 3 37 1 17, turnover dependence 7 3 16 3 27 7 28 7 19 5.
Rates of thinking about how feedback increases 32 63 104 245 349. motivation 793 4 02 1 11 3 9 7 8 12 8 30 2 43, Perceptions of positive feedback regarding right 807 3 93 1 09 23 79 135 257 313. movement 2 8 9 7 16 6 31 7 38 6, Perceptions of negative feedback regarding wrong 173 138 178 171 150. 810 2 97 1 41, movement 21 3 17 21 9 21 1 18 5, 1238 Use of Feedback in Physical Education and Sports Lessons for Student Point of View. In Table 2 the participation rates in different kinds of When Table 4 was examined the difference between the. feedback used by physical education and sports teachers in scores of the 8th grade students 91 51 13 80 and of the. the lessons of the students are given When the table is 9th grade students 89 05 15 74 was found to be. examined students were most likely to report that physical significant p 0 05. education and sports teachers frequently used, Table 5 t Test Results between Feedback Usage Rates According to the. motion related verbal feedback 367 people 45 3 Gender of the Teacher Entering the Course. visual feedback 246 people 30 3 verbal and visual, feedback 264 persons 32 6 consequence information Gender N x Sd t p.
on the result of the action 244 persons 30 1 Female 87 91 63 12 63. 1 226 0 075, information about the process 245 people 30 2 Male 724 89 50 15 54. descriptive feedback describing errors 276 people 34 p 0 05. feedback after each activity 308 people 38 a general. evaluation based on specific trials 298 people 35 6 Table 5 shows that although when it came to using. feedback based on averages from a series of trials 287 feedback according to the gender of the participants. people 35 4 feedback provided immediately after the female teachers rates of feedback usage 91 63 12 63. movement 279 persons 34 4 and delayed feedback were higher than those of the male teachers 89 50 15 54. given a few seconds after the end of the movement 199 in the t test results the gender difference was not significant. people 24 5 A majority of students reported that in the students evaluations p 0 05. physical education and sports teachers always used. Table 6 Results of Student s t Test Results between Feedback Usage. feedback correcting mistakes 440 persons 54 3 Ratios According to Course Tasks at the Gym. program feedback on all movements and their shape 323. persons 39 8 and parameter feedback on all Gender N x Sd t p. movements and their shape 343 persons 42 2 Have Gym 506 88 34 16 14. According to the students when physical education and Have not 3 694 0 001. 305 92 04 13 37, sports teachers gave feedback they frequently used neutral Gym. expressions 254 people 31 3 ambiguous expressions p 0 05. 225 people 27 7 and quantitative expressions 244 When Table 6 is examined the difference between the. people 30 1 However according to a majority of scores of the students taking classes in a gym 88 34. students teachers were always using qualitative 16 14 and those students who did not take classes in a gym. expressions positive expressions 335 people 41 3 92 04 13 37 were found to be significant in the t test. and value expressions 388 people 47 8 a majority results p 0 05 This difference stems from the fact of the. thought that negative statements were never used 234 high scores among the non gym group. people 28 9 They also stated that they frequently, participated in feedback s addicted feature 233 28 7. and always participated in feedback that increased. motivation 349 43 313 persons 38 6 stated that 4 Discussion and Conclusions. feedback regarding the right movement provides positive The students reported that their physical education and. reinforcement A majority of students 178 persons, sports teachers frequently used verbal feedback 367. 21 9 stated that they sometimes felt there was negative. people 45 3 visual feedback 246 people 30 3 or, reinforcement after the wrong movement.
both verbal and visual feedback 264 people 32 6 In. Since feedback is seen as a critical teaching function researchers in sports pedagogy have shown interest in confirming its importance in physical education In physical education and sports lessons it is very important for the student to be given appropriate feedback because it will affect skills learning In effective teaching knowledge

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