Teacher Feedback Quality and Student Motivation in Sport-Based PE curricula

Abstract

Teacher feedback is a critical instructional variable in physical education (PE), yet the relationship between feedback quality and student motivational and performance outcomes in sport-based curricula remains insufficiently understood. This study investigated how different dimensions of teacher feedback quality—specificity, timing, valence, and congruence—relate to student motivation and motor performance in secondary school sport-based PE programs. A multi-method design combined systematic observation of teacher feedback behaviors (n = 18 teachers, 864 lessons) with student surveys (n = 428) and motor performance assessments. Structural equation modeling revealed that feedback specificity (β = .42, p < .001) and congruence with learning objectives (β = .38, p < .001) were the strongest predictors of intrinsic motivation, which in turn mediated the relationship between feedback quality and performance improvement (indirect effect β = .26, p < .001). Immediate feedback was more effective for simple skills, while slightly delayed feedback benefited complex skill learning. Positive-corrective feedback (combining encouragement with specific correction) produced superior outcomes compared to purely positive or purely corrective feedback. The findings provide evidence-based guidelines for optimizing teacher feedback practices in sport-based PE curricula.