|
|
Article: Feedback effects: field-based findings.
- Article from:
- JOPERD--The Journal of Physical Education, Recreation & Dance
- Article date:
- November 1, 1994
- Author:
CopyrightCOPYRIGHT 1994 American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
|
As a teacher once said, "Don't tell me what works in the lab with one student; show me what works with a class of 35 children, all moving at once."
Teachers should provide feedback that is specific, congruent to the task, and corrective (Magill, 1989; Schmidt, 1987). Without feedback, students will not be able to learn to perform movements correctly on subsequent trials. The types of feedback usually are given are shown in table 1 (Siedentop, 1991).
Although motor learning research has shown the importance of feedback to skill acquisition in laboratory settings (e.g., Magill & Wood, 1986; Salomoni, Schmidt, & Walter, 1984), results from field-based studies in ...