Effect of augmented verbal and visual feedback on efficiency in skiing teaching

Abstract

The aims of this study were to analyse the effect of two feedback types as strategies in training ski teachers and to verify their effectiveness in the students’ learning. Thirty ski teachers participated in the study (average age=32.0±5.4 years; average experience in ski teaching=10.0±3 years). The teachers were divided into two experimental groups (group I: verbal feedback; group II: visual and verbal feedback) and one control group. Fifteen teaching trials were performed by each teacher, and a subsequent instructional supervision meeting was carried out in order to analyse quality of feedbacks delivered during the trial. A total of 180 high school students participated in the study as ski learners. During the instructional supervision meeting, the teachers were guided towards a previously established theoretical model of feedback used as the evaluation criterion. The ARIMA analysis of the time series showed changes in baseline teacher behaviour (group II came closer to the model established and concentrated better than group I; both experimental groups were better than the control group). The results of the analysis of variance for the comparison of students’ learning were also in the same direction: the students of group II teachers obtained better results than their peers of group I, and both experimental group’s students were better than those pertaining to the control group. We recommend using the criteria of the feedback model in order to achieve better quality of teacher training in skiing.