Effects of Feedback on Students' Motor Skill Learning in Physical Education: A Systematic Review.

Yulan Zhou,Lijuan Wang,Wei De Shao

doi:10.3390/ijerph18126281

Abstract

Objectives: Feedback is an essential factor that may affect students’ motor skill learning during physical education (PE) classes. This review aimed to (1) systematically examine the evidence for the effectiveness of feedback on students’ skill learning during PE classes and (2) summarize the evidence for the effects of feedback elements (i.e., format and content). Methods: A systematic search was conducted on seven electronic databases to identify studies that explored the effects of feedback on student learning during PE classes. Twenty-three studies were selected, and the study quality was evaluated using the Physiotherapy Evidence Database scale. The levels of evidence were determined with the best evidence synthesis. Results: Strong evidence indicates the effectiveness of feedback intervention on students’ skill learning compared with those who received no feedback. Limited evidence was found for the effect of visual feedback compared with verbal feedback. There were mixed results for the effectiveness of information feedback compared with praise or corrective feedback. Conclusion: The current evidence suggests that feedback is useful for skill learning during PE classes. Emergent questions still need to be addressed, such as those regarding the efficiency of using different formats and contents for feedback delivery to enhance motor skill learning during PE classes.

Highlights

Motor skill competence can be defined as the degree of skilled performance in a wide range of motor tasks as well as the movement quality, coordination, and control underlying a particular motor outcome [1]
We aimed to provide a comprehensive evaluation of the evidence and did not impose any restriction on the type of comparisons used in these studies
Given that more than half of studies (56.5%) were published after 2009, we speculate that scholars worldwide have become more concerned about feedback within the last decade, with the well-documented importance of feedback on student motor skill learning during physical education (PE) classes

Summary

Introduction

Motor skill competence can be defined as the degree of skilled performance in a wide range of motor tasks as well as the movement quality, coordination, and control underlying a particular motor outcome [1]. Competence in a variety of motor skills (e.g., fundamental skills and athletic skills) is a requisite for promoting physical activity (PA). Physical fitness during childhood and adolescence [2]. Children and adolescents with better motor skill proficiency are more likely to engage in PA than their peers with poorer motor skill competence [3]. The development of motor skills in childhood and adolescence is associated with increased cardiorespiratory fitness, muscular endurance, and muscular strength [4,5]. As most children and adolescents participate in some type of organized physical education (PE) during school, developing and mastering motor skills is one of the core goals of the national PE curriculum [6]. Considering the potential health impact of motor skill competency and the goals of school PE, further investigating the teaching techniques that aid the learning and improvement of motor skills in PE classes is warranted

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Discussion

Conclusion