A study of teacher feedback that leads to skill performance of children in flag football unit

Abstract

The purpose of this study was to examine the influence of teacher’s feedback on children’s skill performance. The subject was a flag football unit of nine hours of elementary school sixth graders. 1) Using formative evaluations of Takahashi et al. (1994) for these classes, it found that the classes were accepted from children with highest evaluations. 2) In these classes, the author of this study extracted teacher feedback from the video. Based on the analysis category of Fukami and Takahashi (2003), we analyzed how much they can lead to skill performance. As a result, it was revealed that 79.8% of the teacher’s skillful feedback led to children’s skill performance. 3) Next, the author examined these feedbacks from children’s acceptance method. When considering the extent to which the child received teacher feedback, the child received feedback from the teacher at 78.3% on average on an average unit, of which 73.3% answered that they were helpful. 4) Then, we surveyed how much their feedback matched what the children answered that they received it, and investigated the subsequent skills achievements for those matched with the feedback given by the teacher. Then, it was 55% that the feedback that the child responded to and the feedback actually made by the teacher were in agreement, and it turned out that the skill achievement seen from the child’s receipt was 30.6%. From these facts, there was a difference between the skill performance as seen from the teacher feedback and the skill performance as seen from the feedback that the child responded. Therefore, even if the child does not accept it, teacher feedback leads to child’s skill performance if appropriate feedback is made according to the learning situation of the child. ス ポ ー ツ 教 育 学 研 究 <原著論文> 2019. Vol.39, No.1, pp. 19-31 スポーツ教育学研究 第 39巻 第 1号 2019年 5月