Feedback Finale

This week we look at a study which did a review of 21 studies measuring the effectiveness of feedback interventions on motor skills. And the good news for me in this is that we have a purpose! Apparently our feedback is important if students want to make progress.

Presence or Absence of Feedback

It is worth going to work guys! There was strong evidence for the effectiveness of obtaining feedback on students’ skills versus receiving no feedback. Our feedback appears to help them to identify errors and correct them as well as promoting a positive student-teacher relationship which increases their skill learning motivation and ultimately their skill performance.

Visual vs Verbal Feedback

There appears to be faster skill acquisition with visual feedback over verbal feedback but the evidence base is weaker here. Perfect skill execution modelled by an expert appears to motivate students to imitate and strive towards improved performance and increased students focus when trying to emulate the expert. Watching their own performances however only improved skills when combined with corrective verbal feedback and this only worked well if the teacher provided the feedback. 

Information Feedback vs Praise or Corrective Feedback

Information feedback is how to do the skill, praise is positive acknowledgement of effort and corrective feedback is a teacher or student’s reaction to some errors in the learning process.

It appears that praise may be helpful to create a supportive learning environment but without corrective feedback, skill acquisition does not improve. Similarly, Information Feedback by itself is less effective without corrective feedback however this depends on the difficulty of the skill. For learning simple skills, information feedback alone is enough but for more complex skills both corrective feedback and praise appear to be important. 

There is also much discussion around peer feedback rather than teacher feedback and it seems pretty clear that teacher feedback is more effective but peer feedback is more doable in a group situation.

So this is the overview for feedback, my name is Sarah Marshall, thanks for listening today. I hope you have a fantastic week Bringing out their best!

Finally, I’d like to share some exciting news with you. Our course Managing Performance Anxiety for Student Wellbeing has become accredited PD by NESA so, if you’re a performing arts teacher in NSW looking for some accredited PD hours that are relevant to your performance space, take a look!

Zhou, Y., Shao, W. D., & Wang, L. (2021). Effects of Feedback on Students’ Motor Skill Learning in Physical Education: A Systematic Review. International journal of environmental research and public health, 18(12), 6281. doi:10.3390/ijerph18126281

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