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The idea of feedback in PE lesson is not new and it is what PE teachers do in class. For PE lesson, feedback can be given in terms of teaching cues in skills acquisition, concept of game play, and movement/positions taken in the court by the students. However, we also know that it takes time for students to practice and improve on what they do.

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In PE, we usually do pre and post assessment for certain modules to see whether there is any improvement made by students for particular skills. Teacher's job is to provide feedback and specific teaching cues to help the students.

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be very specific when giving feedback even when it is good ones..

student A is able to hit a good forehand clear because .... (racket up, arm extended, etc)

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One of PE teacher's role is to provde feedback. Feedback given can be related to their skills and game play. Feedback can also be given between students through peer assessment (getting their peers to provide feedback using checklist), video analysis (video themselves and give feedback on what they did well and what to improve).

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Peer feedback can be done in PE lesson but this will means that students will need to know what is the success criteria, be able to observe  and know what to observe and give constructive and useful feedback to their peers. They will need to take this seriously in order for it to be effective.

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The idea of how feedback relates to progress and changes. It also helps to effectively improve student's skills and gameplay.

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The idea of how feedback relates to progress and changes. It also helps to effectively improve student's skills and gameplay.

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Like what mentioned, most teachers get frustrated when they expect learning can happen immediately when feedback is given. However, we need to persevere in their feedback practice, while at the same time figuring out what level and kind of feedback will best suit particular students at a certain time horizon to bring about their learning eventually.

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Teacher may feel frustrated that students still cannot perform a task although feedback have been given. It may take some time before a student can show improvement as it takes time for them to practice a skill or to play enough games for them to have more situational awareness and experiences. Students should also take ownership that they want to improve and to take in the feedback seriously. Some may come to PE lessons just wanting to play.

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Students giving peer feedback and self feedback is also as helpful and important instead of only having teacher's feedback.

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Students giving peer feedback and self feedback is also as helpful and important instead of only having teacher's feedback.

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I guess more students are able to receive the feedback but how to act on it that is difficult. for PE, breaking down steps is important. Once she's able to do it, move on to the next step.

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I have a repertoire of strategies for acting appropriately on feedback.

The above is when teacher needs to step in to help.

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Students understanding the feedback given to them, but they are still unable to execute the movements or actions due to a lack of physical ability. So cognitively they can process the theory and concept, but physically they cannot perform the required task.

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Students understanding the feedback given to them, but they are still unable to execute the movements or actions due to a lack of physical ability. So cognitively they can process the theory and concept, but physically they cannot perform the required task.

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1. Converse with students to clarify whether they understand it.
2. Be direct with students and tell exactly what to correct, how to correct
3. Peer assessment tool: praise-question-polish, procedure and questions needed to guide students for peer review

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Teachers may get annoyed when the feedback is not being act on and students keep doing the same mistakes. But that is also because it takes time and practice for improvement to occur. We need to persevere in our feedback practice and keep thinking what feedback will suit students.

Students not taking ownership and not appreciating the feedback given.

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How am I going? This is where DI comes in for PE. Very often, students are at different skills level and their range can be quite wide. Students need to know how and what to do to improve. The application of skills in game play can be problematic as well. They may be able to perform skills in isolation but when it comes to games, they cannot put that into practice.

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Students are not able to execute the movement. Their body does not move according to the feedback given. Consider ways to break down the movement for them.

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Gabriel: In PE, feedback not only needs to be specific, it needs to be broken down simply and most of the time with visual representation so that students understand.

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Gabriel: In PE, feedback not only needs to be specific, it needs to be broken down simply and most of the time with visual representation so that students understand.

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Gabriel: When it comes to peer assessment, just as important as the feedback given by peers is the routines established by the teacher to create an environment for feedback to be given. So the role of teacher, observer, performer, time allocated for discussion must all be set in place, and practiced over a few lessons so that giving peer feedback becomes the norm rather than a one-off during lessons.

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Gabriel: When it comes to peer assessment, just as important as the feedback given by peers is the routines established by the teacher to create an environment for feedback to be given. So the role of teacher, observer, performer, time allocated for discussion must all be set in place, and practiced over a few lessons so that giving peer feedback becomes the norm rather than a one-off during lessons.

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Gabriel: One of the challenges, when peer assessment is concerned, is the role of the teacher. The teacher must focus on giving good feedback to the peer assessor so that he/she learns to give good feedback as well. The temptation is always to focus on correcting the students. So in this case, the teacher has to "facilitate the facilitator" which could potentially be more difficult than providing feedback directly to the student being assessed.

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Gabriel: One of the challenges, when peer assessment is concerned, is the role of the teacher. The teacher must focus on giving good feedback to the peer assessor so that he/she learns to give good feedback as well. The temptation is always to focus on correcting the students. So in this case, the teacher has to "facilitate the facilitator" which could potentially be more difficult than providing feedback directly to the student being assessed.

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Gabriel: In PE, cognitive understanding may not translate to eventual outcomes and hence while feedback is given, PE teacher must be cognizant that perhaps due to limitations, it is not that the student did not understand or did not act on the feedback. Hence we need to have formative assessment tools in our arsenal to help us decide whether a student has received and understood our feedback.

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Gabriel: In PE, cognitive understanding may not translate to eventual outcomes and hence while feedback is given, PE teacher must be cognizant that perhaps due to limitations, it is not that the student did not understand or did not act on the feedback. Hence we need to have formative assessment tools in our arsenal to help us decide whether a student has received and understood our feedback.

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During a PE lesson whenever a student learn the skill, feedback will be given as a form of improvement. Specific feedback will be given so that students can be more targeted to carry out the task given to them. We will sometimes modify the task so that student are able to focus on carrying out the specific feedback given to the student.

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Peer feedback can be done in PE but we got to work on the observation skills on the student first and we should try to infuse it in our lessons.

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For some students after feedback is given they are still not able to do the task. We will have to think on the spot to see how to modify it to the simplest term.
The unmotivated ones are also difficult. we can give feedback to the simplest possible way but if the student is not practicing on their own then it will be difficult.

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Feed Up connects to my existing understanding of goals, objectives or success criteria. Years ago I was trained to teach the game not the skills. This was known as Games Concept Approach. The idea behind this was to allow the PE teacher to state what the game was supposed to look like for the class. This makes the game very accessible to the students who may not have the necessary sports background. An Olympic match is not an exemplar for them in this case. Skills will come at an appropriate level as the student progresses along in the school PE experience. This is one reason we 'repeat' sports in the PE curriculum. Feed back connects to my existing ideas that the PE teacher will always go back to the success criteria. The feedback should be self evident to the student if stated appropriately by the teacher. For example, if it was stated earlier on that the shuttle cock must reach the back of the court then it would be self evident to the student how they are going if they cannot get that result by what they are doing. Feed up connects with my existing idea of teacher cues. I was taught that in PE the teaching cues are critical as the student must be able to act upon it immediately and there should be some degree of improvement in the performance after following the cue. However, in reality there may be reasons why the student cannot follow the teaching cue. It could be a cognitive barrier or a physical one. This cannot be solved immediately. For example, if the issue is the student does not have enough strength to hit the shuttle cock hard enough then telling them to hit harder is of not use. The issue must be remediated before the student can act upon any feedback.

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One of our previous SLs led us on a journey of UBD and I distinctly remember that person telling us that it is imperative in UBD that the student understands by the end of the lesson. It see that this article contradicts that notion in that teachers should not expect students to be able to follow the well intentioned feedback immediately. Here I'm glad the author qualified that simply focusing on the quality of the feedback is not going to guarantee fast results. I'm glad that the quality assurance myth was busted.

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One clear challenge presented is that in the mixed ability class (which is all classes), some students will have to move backwards first in order to move forwards as they may not possess some prerequisite ability or skill while others will move forward. Thus, in a limited amount of time, the teacher has to give different types of feedback to different students. Usually, PE teachers will address this by some kind of ability grouping. There is a great diversity in the number of things that could moderate the students ability to act on feedback that do not relate to the feedback at all. Examples of these could be the students mindset towards the sport, some physical factor such as height or weight or injury or medical condition etc.

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Actually the teacher now has two gargantuan tasks at hand. One is to ensure the appropriate levels of feedback are given and to design opportunities for the students to act upon those. The other is to train students in peer feedback. In most cases the teacher has the greater desire to see the student improve than their peers so the first hurdle to tackle is the idea of peer feedback itself. Students must be willing to trust the feedback of peers. This can come naturally when there is a close bond between students but when there are factors that come in between then peer feedback's effectiveness is highly moderated.