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European Physical Education Review
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Teacher feedback and interactions in physical education: Effects of student gender and physical activities

Virginie Nicaise

University of Lyon, France, virginienicaise{at}yahoo.fr

Geneviève Cogérino

University of Lyon, France

Stuart Fairclough

Liverpool John Moores University, UK

Julien Bois

University of Pau, France

Kathryn Davis

East Carolina University, USA

Previous research conducted in both classroom and physical education (PE) settings has examined the impact of student gender on teacher—student interactions. The purpose of this study was to extend this line of research by analysing the influence of student gender and different types of physical activity on the frequency and nature of teacher interaction patterns toward boys and girls. Seventy 10th grade students and their two respective PE teachers were examined during 18 PE lessons. Each teacher was observed nine times in two physical activities (badminton and circuit weight training). Teacher—student interactions were systematically coded with an adapted version of the Coaching Behavior Assessment System (CBAS). Classroom interactions significantly varied on the basis of student gender, type of physical activity and the gender composition of the class and the teacher. The findings from this study suggest that future research should consider that physical activities offered in PE curricula may moderate gender differentiated interaction patterns.

Key Words: differential treatment • gender effect • gender typed sport • teacher feedback

European Physical Education Review, Vol. 13, No. 3, 319-337 (2007)
DOI: 10.1177/1356336X07081799
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