Girls' and boys' perceptions of physical education teachers' feedback. Effects on performance and psychological responses.

Autor/inn/en	Nicaise, Virginie; Bois, Julien E.; Fairclough, Stuart J.; Amorose, Anthony J.; Cogerino, Genevieve
Titel	Girls' and boys' perceptions of physical education teachers' feedback. Effects on performance and psychological responses. Gefälligkeitsübersetzung: Die Wahrnehmung über das Feedback von Sportlehrern bei Mädchen und Jungen. Auswirkungen auf die Leistung und psychologische Reaktionen.
Quelle	In: Journal of sports sciences, 25 (2007) 8, S. 915-926 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0264-0414; 1466-447X
DOI	10.1080/02640410600898095
Schlagwörter	Kompetenz; Freude; Leistungsfähigkeit; Wahrnehmung; Junge; Lehrer; Lehrerverhalten; Schulkind; Feedback; Kinder- und Jugendsport; Sport; Sportpsychologie; Sportunterricht; Sportwissenschaft; Geschlechtsspezifik; Mädchen
Abstract	In this study, we examined the perceptions of physical education (PE) teachers' feedback patterns with female and male high school students (n = 325). Eight physical education teachers (4 females and 4 males) were involved. We examined (a) whether teachers' feedback was perceived differently by boys and girls, and how the sex of the teacher influenced these perceptions, and (b) the effects of types of feedback (praise, no response-successful, encouragement, technical information, criticism, no response-unsuccessful, and teacher's invested time) on students' perceived competence, effort, enjoyment, and their PE performance. A multivariate analysis revealed an interaction between teacher and student gender on perceptions of teacher feedback. Hierarchical regression analyses highlighted that the perceived feedback significantly predicted students' perceptions of competence (Delta R 2 = 0.088), effort (Delta R 2 = 0.119), enjoyment (Delta R 2 = 0.085), and their PE performance (Delta R 2 = 0.039) after accounting for the gender of the students and teachers and the students' initial PE performance. The perceptions of praise and teachers' invested time were positively linked with the dependent variables, whereas encouragement and technical information and criticism were negatively linked. The findings are discussed in terms of teaching effectiveness and gender equity. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2014/2