Towards a Formative-Affective Feedback in Physical Education: a Delphi Analysis of its Key Attributes
DOI:
https://doi.org/10.47197/retos.v82.118735Keywords:
feedback;formative assessment;physical education.Abstract
Feedback in educational context is a resource used to convey information about learning in order to regulate and motivate it throughout the process, and it is considered a central element of formative assessment. In Physical Education (PE), the motor nature of tasks and social interaction with peers foster an affective–emotional climate that supports the development of feedback. Although there is a substantial body of research on feedback, its characteristics are presented in diverse ways and are sometimes insufficiently systematized. The aim of this study is to identify the attributes that define affective formative feedback in PE. To this end, the Delphi method was applied through two rounds of consultation with 14 experts. The results revealed high levels of representativeness and consensus regarding six attributes related to: (1) adaptation to students; (2) information about learning, successes, and errors; (3) the promotion of dialogue, active listening, and respect; (4) integration into peer-assessment strategies; (5) inclusion in self-assessment actions; and (6) orientation toward personal improvement, self-confidence, and commitment. These attributes constitute the conceptual framework of affective formative feedback and represent an essential preliminary phase for the subsequent development of research instruments that are useful both for generating scientific evidence and for improving initial and in-service teacher education in PE.
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