The Effects of Field Experience on Delivery of Feedback


  • Adolfo R. Ramos Southeast Missouri State University
  • Kerry Esslinger Western Kentucky University
  • Elizabeth Pyle Western Kentucky University



The purpose of this study was to examine pre-service teachers’ (PTs) ability to deliver feedback, which has been used as a process variable in identifying teacher-effectiveness and an established NASPE standard for beginning teachers. These questions guided the study:

  1. Will overall feedback interactions delivered by PTs reach 45 per video?
  2. What is the nature of the feedback interactions provided by physical education pre-service teachers?

The participants in this study were nine college-aged PTs enrolled in a required Elementary Physical Education Practicum and Methods course taught twice per week to students in Grades 3 to 6 and videotaped four times. Analysis of the videotapes was performed using the Studiocode analysis program. PTs surpassed the 45 feedback interactions by delivering an average of 56 feedback interactions per lesson. Delivery of corrective feedback was reduced from 34.78 interactions in pretest to 32 interactions during posttest. Congruent feedback increased from pretest to posttest from 6.22 to 8.55 interactions, respectively. Individual interactions were reduced from pretest (39.55) to posttest (26.55), and small group interactions increased from pretest (17.55) to posttest (21.66). Analysis of videotapes should continue to be integrated during field experiences to augment PTs pedagogical skills. Future research should be focused on the effects of specific feedback protocols on PTs delivery of feedback during field experiences.