1. Feedback
Gary D. Kinchin, PhD

4. What would you do, in terms of feedback, if [Adapted from Rosenshine & Stevens (1986)]
Pupil responses were correct and quick?
Positive, brief responses do not delay momentum
Pupil responses were correct, but hesitant?
Support briefly, add some technical information
Pupil responses included ‘careless errors’
Correct the errors and prompt better concentration
Pupils responses show a lack of knowledge and skill
Corrective feedback and support for continued effort. Re-teach if necessary

5. What is feedback? A form of intervention
Information that is given to learners regarding their performance
Generally believed to be critical to learning
Can be either evaluative (a judgment is made about a performance) or corrective (communicates ways to improve)

6. What does it offer teachers?
A source of information about performance
A potential source of motivation to continue a task/activity
Can serve as a reward
Essentially seen as a feature of effective teaching strategies

7. Types of Feedback General positive feedback
Supports pupil’s effort, adds to a positive learning environment
Non-verbal positive feedback
Same purpose as above, can accompany verbal feedback
Positive specific feedback
Offers specific information about what was done appropriately
Corrective feedback
Purpose is to correct errors
Negative feedback
Shows a lack of support, sense of dissatisfaction with an aspect of the performance

8. Examples of performance feedback
General positive feedback
‘Nice shot’, ‘Well done’ ‘Good try’
Non-verbal positive feedback
Clapping hands, thumbs-up,
Positive specific
Good serve, Joe, exactly the right height
Wonderful, Jane, your knees were tucked tight
Well done, Tigers, you completed the stretching exercises with your warm-up coach very nicely.

9. Corrective Hold the balance for 3 seconds before you move out, Aimee
Start the shot from the legs, Michael as you are just using your arms.
Turn sideways more on that backhand, Roger.
Keep the bat and pad together on that defensive shot, Clare.

10. Negative feedback No, that free-kick was poor, David.
That was a terrible start in the hurdles, Jessica.
That is just not good enough!
What an awful throw!

11. Negative supportive feedback
You are still not passing the baton as smoothly as you could
While there is a suggestion of negativity the statement is said in a way that implies positive and corrective intent (Mawer, 1995)

12. Importance of Congruency
Congruency: This is the relationship between the content of the feedback, the focus of the task, and the teaching points that teachers give to the task

13. Example
Imagine pupils are dribbling a football while concentrating on using the outside of the foot. What would be congruent feedback?
“Stan, you are still occasionally using the inside of your foot”
“Not the toes, Jane”.
“That’s it, Simone, the outside of the foot with each touch
Congruency leads to more narrow and focused teaching and more narrow and focused pupil work

14. Incongruent Feedback
Gives information to the learner that might be important to the skill but is not specifically related to the focus of the task
Some examples related to the football dribbling task would be?
“Keep the ball close”
“Get your feet round when you change direction”
Others?

15. Behavioural feedback In-class behaviour can also receive feedback
It is often used negatively rather than in a more supportive manner…use them!
Well done for lining up quickly
Thanks for raising your hand first.
Good, you put the badminton equipment away without fuss
I like how the Bears are listening to their coach
Great, you kept the basketballs still during my demonstration. That is really helpful.

16. Look to offer a positive followed by a corrective
Aligned with what was emphasised during the presentation/demonstration of the task
The teaching points
Avoid what Rink calls the ‘shotgun approach’ (Rink, 1993), where a task is presented and then the teacher gives feedback on everything they know about the task or everything that is observed.
Look to offer a positive followed by a corrective
E.g. That was much better. Now look to work on the symmetry with your partner

17. Good….good what? “Good” “Good hit”
“Good follow through with the racket on the hit”
General….
Can confuse the learner [does good mean good effort, good on-task work, good hit etc]
Be precise about what the ‘good’ refers to.

18. Warning…warning!
Some learners may find ‘public praise’ difficult [peer/social consequences]
There are ways you can use performance feedback that may be less ‘public’
As you are walking off the field
One-to-one during a task in class
If a student appears at the PE office door and you recall something positive they did in a previous lesson
In a written way [when marking their homework]
Partner work

19. Feedback Target Individual :to one student so that all benefit
Group: Feedback directed to some of the learners in the lesson
Class: Feedback to all learners

20. When in a lesson
During the introduction to a lesson to support continuity
“John and Jane, your overhead clears really improved in the last lesson”
“I read the task sheets you did last week and Mary’s in particular had included some really specific information about the set shot for her partner, Joe”.
As part of the plenary to individuals, groups or the whole class
Draw attention to particular performances you saw in the lesson
Offer comments on where specific teams/groups made improvements and where you want to challenge them to further improve
Can point to behavioural feedback for the entire class [listening to instructions, getting organised quickly]

21. Research on Feedback
In some instances more feedback is directed to high achievers and boys
From a frequency point of view, more general than specific feedback in some contexts
If behavioural feedback is used, it tends to be negative
Feedback is less frequent in secondary settings