Dr. Daniel K Drost

This study examined the effects of feedback on perceived competence and student performance in physical education. The sample （N = 113） consisted of fifth-grade physical education students, recruited from two elementary schools and randomly assigned into small groups. Participants within each group were randomly assigned to receive positive general, corrective informational, or no feedback and completed pre- and post-task questionnaires. Groups were given a lacrosse shot task presentation and then completed a lacrosse shot pre-test, practice session, and post-test, including a pre- and post-test. During the lacrosse task, teachers administered feedback treatments to participants at the rate of every other attempt for a total of six feedback statements, excluding the control group. Lacrosse experience was found to be 2.45 on a 9-point Likert-type scale, demonstrating that the sample was unfamiliar with the lacrosse skill. Three separate split plot 2× 3 analysis of variance （ANOVA） tests with repeated measures were conducted to determine whether feedback treatment type influenced participants＇ perceived competence, product performance skill, and process performance skill when considering pre- and post-task measures. The findings demonstrated that feedback appears to have a limited effect on perceived competence and performance during unfamiliar tasks in elementary school physical education.