[[alternative]]Feedback study of elementary pbysical education expert teachers

[[abstract]]Feedback is one of the important factors that affects motor skill learning. It provides information about skill performance and correct motor skill, and reinforces and promotes learning motivation. The purpose of this research was to examine the relationships among feedback behavior of expert teachers in soccer punting lessons, the percentage of successful practice trial and learning achievement. The participants of this study were three expert teachers and their 100 sixth grade students. Each teacher taught three classes of soccer punting unit. These lessons instruction were taped by two video cameras for coding and analyzing teacher feedback behaviors and students’ practice trials. The systematic observation instrument used was Fishman & Tobey Teacher Feedback Observation System. Pretest and posttest were administrated to students for calculating residual gain scores. The relationships among residual gain scores, feedback behaviors and practice trial were examined. Individual interviews were administrated to expert teachers to understand the reasons for giving different feedbacks. Stimulated interviews were administrated to high-skilled and low-skilled students for checking the practice trials. Results indicated that teachers provided students with terminal feedback after practice trials. Verbal praise, and prescriptive feedback provided were more neutral and related to height and distance. Expert teachers stayed and watched after giving feedback. The feedback frequency per minute was 1.46 times, with an average of 10.18 seconds. The percentage of successful practice trial for high-skilled students was 85.5%, and low-skilled students were 79%. The relationship between the more frequent feedback and practice trial was positive, while the relationship between the less frequent feedback and practice trial was negative. Relationship between practice trials of high-skilled female, low-skilled (female and male) and learning achievement was positive. The relationship between practice trial of high-skilled male and learning achievement was negative. Teacher feedback behavior greatly affected students’ practice trials. It was one of the important factors that promote motor skill learning.