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Effects of teacher feedback and stud...

Drost, Daniel Kenneth.

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Effects of teacher feedback and student skill performance on student motivation in physical education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of teacher feedback and student skill performance on student motivation in physical education./
Author:	Drost, Daniel Kenneth.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
Description:	214 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
Contained By:	Dissertation Abstracts International74-05A(E).
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3547418
ISBN:	9781267820839

Effects of teacher feedback and student skill performance on student motivation in physical education.
Drost, Daniel Kenneth.

Effects of teacher feedback and student skill performance on student motivation in physical education. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 214 p.

Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.

Thesis (Ed.D.)--The University of West Florida, 2012.

This study principally examined the effects of feedback and student performance on perceived competence and affect. A secondary objective was to determine if the Competence Motivation Theory (CMT) is an appropriate motivational model in the physical education domain. Participants (N = 113) were fifth-grade physical education students, recruited from 2 elementary schools and randomly assigned into small groups. Participants within each group were randomly assigned to receive positive general, corrective informational, or no feedback. Groups were given a task presentation by one of 3 trained teachers on the lacrosse shot and completed 22 attempts, including a 5-shot pre- and posttest. During the lacrosse task, teachers administered feedback treatments to participants at the rate of every other attempt for a total of 6 feedback statements, excluding the control group. Groups also completed a pre- and post-task questionnaire to measure demographics, perceived competence, affect, and competence motivation. Lacrosse experience was found to be 2.45 on a 9-point Likert-type scale, exposing that the sample was unfamiliar with the lacrosse skill. Data analyses revealed no significant differences between feedback treatment groups and motivational constructs and no interaction effects of feedback on competence change or product performance change. However, further data analyses exposed significant differences in overall perceived competence change (p < .001), product performance change ( p = .004), and process performance change (p < .001). A split plot 2 x 3 analysis of variance (ANOVA) revealed that the interaction between process performance change was related to feedback treatment ( p = .005). A post hoc test determined informational feedback, in comparison to general feedback, had a statistically greater effect ( p = .016) on process performance. Simple linear regression analyses revealed that posttest product performance total was a predictor of perceived competence (p = .018) but not affect or competence motivation. Post-task process performance total was not a predictor of any motivational constructs. The findings demonstrated that student motivation appears to remain high after experiencing an unfamiliar task in elementary school physical education, regardless of receiving feedback or the type of feedback. Student performance was also found to be relatively unrelated to constructs of motivation.

ISBN: 9781267820839Subjects--Topical Terms:

635343
Physical education.

Effects of teacher feedback and student skill performance on student motivation in physical education.
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100 1 $a Drost, Daniel Kenneth. $3 3290259
245 1 0 $a Effects of teacher feedback and student skill performance on student motivation in physical education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2012
300 $a 214 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
500 $a Includes supplementary digital materials.
500 $a Adviser: John R. Todorovich.
502 $a Thesis (Ed.D.)--The University of West Florida, 2012.
520 $a This study principally examined the effects of feedback and student performance on perceived competence and affect. A secondary objective was to determine if the Competence Motivation Theory (CMT) is an appropriate motivational model in the physical education domain. Participants (N = 113) were fifth-grade physical education students, recruited from 2 elementary schools and randomly assigned into small groups. Participants within each group were randomly assigned to receive positive general, corrective informational, or no feedback. Groups were given a task presentation by one of 3 trained teachers on the lacrosse shot and completed 22 attempts, including a 5-shot pre- and posttest. During the lacrosse task, teachers administered feedback treatments to participants at the rate of every other attempt for a total of 6 feedback statements, excluding the control group. Groups also completed a pre- and post-task questionnaire to measure demographics, perceived competence, affect, and competence motivation. Lacrosse experience was found to be 2.45 on a 9-point Likert-type scale, exposing that the sample was unfamiliar with the lacrosse skill. Data analyses revealed no significant differences between feedback treatment groups and motivational constructs and no interaction effects of feedback on competence change or product performance change. However, further data analyses exposed significant differences in overall perceived competence change (p < .001), product performance change ( p = .004), and process performance change (p < .001). A split plot 2 x 3 analysis of variance (ANOVA) revealed that the interaction between process performance change was related to feedback treatment ( p = .005). A post hoc test determined informational feedback, in comparison to general feedback, had a statistically greater effect ( p = .016) on process performance. Simple linear regression analyses revealed that posttest product performance total was a predictor of perceived competence (p = .018) but not affect or competence motivation. Post-task process performance total was not a predictor of any motivational constructs. The findings demonstrated that student motivation appears to remain high after experiencing an unfamiliar task in elementary school physical education, regardless of receiving feedback or the type of feedback. Student performance was also found to be relatively unrelated to constructs of motivation.
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