Pedagogical feedback for group exercise fitness activities

Abstract

In the fitness area, the pedagogical feedback is a determining tool for the teaching-learning process, and principally present three functions: motivation, reinforcement and information. The aim of the present study is to characterize the pedagogical feedback provided by the Aerobics fitness instructor, in a specific phase of the session (warm-up), and compare it according to their training and professional experience. 20 Aerobics fitness instructors participated, 10 male and 10 female, aged between 18 and 42 years old (M ± SD: 23.95 ± 6.49). Data were collected using the Sistema de Observação do Feedback dos Instrutores de Fitness (SOFIF), developed by Simões (2013), specifically for Portugal. The characterization was performed using descriptive statistics analysis (M ± SD). For comparison, several groups were created, according to their training and experience, and the ANOVA one-way test was used. With the characterization it was possible to understand the pedagogical feedback provided by the Aerobics fitness instructors depending on their training and experience, and respective trends (e.g., Positive Prescriptive is the most provided in Purpose dimension, and is higher in Aerobics instructors with training and professional experience). By the comparison, it was possible to verify significant differences in 11 categories (Positive Evaluative, Positive Prescriptive, Interrogative: Purpose; Muscle Action, Spatial Orientation, Rhythm, Body Segment Positioning, Mixed: Content; Mixed Verbal-Visual: Form; Individual, Class: Direction) and in the global provided feedback. Pedagogical feedback of more trained and experienced Aerobics fitness instructors can be a role model, through which technicians could adapt their professional intervention to increase the participants satisfaction and retention.