Impact of a Feedback Program on the Accuracy and Quality of Feedback Provided by a Secondary Physical Education Teacher

This study aimed to evaluate the consistency between the type of feedback that a secondary school physical education teacher perceives and the feedback he or she provides, as well as the quality of the feedback. The study was conducted with one physical education teacher at a public secondary school in southeastern Spain. A mixed-methods action research design was used to record the teacher's feedback during nine sessions. The results showed that the teacher provided feedback that largely contradicted recommendations from the literature. There was also a significant discrepancy between the teacher's performance and their self-perception. However, as the program progressed, the differences between perceived and actual performance diminished. Providing teachers with tools to improve their self-perception positively influences how they perceive themselves and promotes closer alignment between the type of feedback and the recommendations.