Outcomes of a peer assessment/feedback training program in an undergraduate sports medicine course
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Melissa Catherine Marty (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Jolene Henning
Abstract: Peer assessment/feedback is clearly occurring in athletic training education
programs. However, it remains unclear whether students would improve their ability to
assess their peers and provide corrective feedback if they received formal training in how
to do so. The purpose of this study was to determine the following: 1) if a peer
assessment/feedback (PAF) training program affected the quality of feedback students
provided to their peers and if feedback improves over time, 2) if students’ perceptions of
and preferences for PAF changed over time and as a result of a PAF training program,
and 3) if PAF training affected skill performance. Two sections of an introductory sports
medicine class were used to examine the effects of a PAF training program and time on
different aspects of PAF. The subjects had three sets of laboratory skills with two days of
lab practice for each set. One section received the PAF training after the first set of labs
(n = 33); the control section received not training (n = 36). Two groups of four students
from each section were videotaped in order to observe the feedback they provided.
Surveys were completed at the beginning of the semester and the end of the semester to
examine perceptions and preferences of all subjects. The videotaped data analysis
suggests that PAF training potentially shaped the consistency of descriptive feedback, use
of strategic questioning, staying on task and the amount of reaffirming feedback
provided. Findings also suggest that other factors shaped the peer feedback, such as
baseline ability to provide quality feedback, difficulty of the skill and the number of
errors performed while executing the skills. Some of the strategies discussed in the PAF
training were used by the control groups even though they did not receive training. The
training could be beneficial for all students to either reinforce what they already do or to
teach new strategies. Subjects in the PAF training found it beneficial, which may improve
the acceptance of feedback and their wiliness to provide feedback. The subjects,
regardless of group, overwhelmingly had positive perceptions of the benefits of peer
learning, benefits of PAF and the PAF process. Students preferred peers for the activities
related to practicing and refining skills while preferring instructors for initial learning and
grading. Preferences for PAF increased for six of the 11 items with no differences
between the experimental and control groups. Finally, there were no significant
differences in exam grades thus the PAF training did not affect skill performance.
Outcomes of a peer assessment/feedback training program in an undergraduate sports medicine course
PDF (Portable Document Format)
1018 KB
Created on 5/1/2010
Views: 1782
Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2010
- Keywords
- Feedback training, Kinesiology, Peer assessment, Peer feedback, Psychomotor skills, Sports medicine
- Subjects
- Feedback (Psychology)
- Student teachers $x Social aspects.
- Sports medicine $x Study and teaching.
- Physical education and training $x Study and teaching.