Preliminary study of teacher feedback behavior in physical education classes

• YAMAMOTO Koji

  Department of Education, Kansai University of Social Welfare

• NAKASUGA Takumi

  Graduate School of Education, Hyogo University of Teacher Education

• SHIMAMOTO Kohei

  Department of Education, Meisei University

• SUGIYAMA Yoshio

  Faculty of Human-Environment Studies, Kyushu University

Bibliographic Information

Other Title

• 体育授業における教師のフィードバック行動の予備的検討
• タイイク ジュギョウ ニ オケル キョウシ ノ フィードバック コウドウ ノ ヨビテキ ケントウ

Abstract

In this study to examine the cognitive structure of the feedback behavior of teachers in physical education classes in the preliminary. Then, the purpose of this study was to provide the knowledge for the development of future research. / The study conducted in July-October 2020, 36 questionnaire items were developed based on “observation category of teacher behavior in physical education” (Takahashi et. al., 1991) about the frequency of teacher behavior of 1092 junior high school students (male: 561, female: 531, first-year: 250, second-year: 325, third-year: 517) who attended physical education classes. / The result of factor analysis, this scale had four teacher feedback behavior scale: advice for exercise, praise for learning and scolding for exercise. Each of their subscales had generally satisfactory score of internal consistency. In addition, significant positive correlations were observed between the sub scales (praise for learning, scolding for exercise) and the 15 items the items to evaluate the learning outcome in physical education. Similarly, covariance structure analysis revealed a moderate fit the scale’s factor analysis model (GFI＝.90, AGFI＝.88, CFI＝.92, RMSEA＝.07). A two-way analysis of variance (sex and grade) was performed to examine whether teachers' perceptions of feedback behavior differed depending on the individual attributes of the students. As a result, there were significant gender and grade differences in the perception of teacher feedback behavior. Thus, each of subscales subscales scores had moderate reliability and validity. Finally, in a future study, it is necessary to revise the item contents of the scale and examine its reliability and validity.

Journal

• 健康科学

  健康科学 43 117-125, 2021-03-25

  九州大学健康科学編集委員会

Keywords

• junior high school student
• teacher behavior
• interaction
• factor analysis
• learning outcome

Details

• CRID: 1390290699756634752
• NII Article ID: 120006998814
• NII Book ID: AN00077104
• DOI: 10.15017/4372021
• HANDLE: 2324/4372021
• NDL BIB ID: 031499979
• ISSN: 03877175
• Web Site: http://id.ndl.go.jp/bib/031499979
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I031499979
• Text Lang: ja
• Data Source:
  • JaLC
  • IRDB
  • NDL
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Allowed