近年の米国にみる体育教師の効果的フィードバックに関する研究の動向
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概要
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The purpose of this study was to examine recent trends in research on physical education teachers' effective feedback, and to identify future research areas of interest. Several studies have indicated that frequent teachers' affirmative, corrective and specific feedback about students' motor learning has a significant positive relationship with increases in students' formative evaluation scores in physical education classes (e.g., Takahashi, Fukami, and others 1991-1997). Teacher feedback was also found to be a useful element for improving students' motor skills and performance. In recent years qualitative research on teaching methods in physical education has become accepted as a new research approach. However, with regards to teachers' feedback it is often difficult to discern whether qualitative research has been conducted, and in studies that do include qualitative aspects it is often left unclear what type of research was conducted and what the implications of the research results might be. In this study five recent books that deal with effective teaching of research on physical education were examined, and 31 suggestions concerning teachers' effective feedback were identified. We were particularly interested in the research methods and content of those dealing with experimental research, but found that this type of research was rather limited and that the content of actual physical education classes rarely played a part in the analysis. The vast majority of suggestions concerning feedback (23) presented in the examined studies were clearly the ideas and opinions of the researcher himself. In addition, we found that most experimental studies applied quantitative and qualitative methods simultaneously (5), while none of them relied exclusively on qualitative methods. These results lead us to conclude that it is necessary to examine the effectiveness of feedback based on a set of more meaningful indicators such as appropriateness and correctness of feedback in improving students' motor skills and performance as seen from the position of both teachers and students.
- 2004-11-10