Health and Physical Education · 35 minutes
Suggested grades 9–12 · Unit 2: Feedback and Teamwork · Lesson 1 of 2
Give Feedback About an Action, Not a Person
Use supplied observations to make a skill-feedback plan without requiring physical performance.
Mr. S Teaches · Original starter lesson · HS-HPE-03 · Grade range is planning guidance.Watch, notice, discuss
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How to practice effectively...for just about anything - Annie Bosler and Don Greene
By TED-Ed
Identify a specific movement to repeat, an observable comparison criterion and feedback about the action.
Open on YouTube: How to practice effectively...for just about anything - Annie Bosler and Don Greene (opens a new tab) ↗4 things all great listeners know
By TED-Ed
Paraphrase a partner’s goal before giving a concrete, task-focused observation; avoid judgments about bodies or personality.
Open on YouTube: 4 things all great listeners know (opens a new tab) ↗What idea from the video helps you write two specific feedback statements and a fair comparison plan using observable task criteria? Identify one useful example and one limit of the video's model or explanation.
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Learning objective
Write two specific feedback statements and a fair comparison plan using observable task criteria.
Before you begin
- Distinguish observation from a personal judgment.
Gather your materials
- Paper or notebook
- Pencil; calculator optional for numerical work; all task data supplied below
Language to know
- cue
- A short instruction directing attention to a task feature.
- feedback
- Information about an action relative to a criterion.
- reliability
- Consistency of a measurement or observation procedure.
Understand the concept
Original paper-skill scenario: A learner is planning to roll a soft ball toward a large floor target. Supplied observations say attempts starting from a marked line vary widely when the release direction varies; slower controlled releases in the same direction cluster nearer the target. No actual rolling is required: use the drawn paths. “You are bad at sports” describes a person, not a useful task variable. Feedback can identify an observable action and invite the learner’s choice of a next trial without promising a universal technique.
Teach it step by step
- Read the scenario and sketch the supplied scattered and clustered path patterns.
- Name one observable action and a criterion, such as direction consistency, without evaluating the learner’s body or identity.
- Prepare a short actionable cue and a way to compare similar attempts from the same starting condition.
- Discuss with a partner/tutor, ask how the cue was understood, consider an alternative and revise the wording respectfully.
Make the thinking visible
Worked example or model response
“Keep the planned release direction pointed at the center marker and compare the drawn paths” names an action and evidence. “Be more athletic” supplies neither. A comparison should use the same target and starting line rather than attributing every change to the cue.
Guided practice
Together rewrite “Try harder; everyone else can do it” as a neutral, specific cue with a choice of paper analysis or optional movement.
Independent practice
Write two feedback statements and a four-step paper comparison plan. Include a consistent scoring criterion, a way to record every attempt and a question checking the learner’s understanding.
Quick assessment
Would selecting only the best attempt provide a reliable picture of improvement?
Answer key & assessment criteria
Answers and teaching guidance
- Guided: A suitable revision identifies a chosen direction cue, invites the learner to describe the plan and offers paper-path analysis without comparison to other people.
- Independent: Assess specific action language, consistent conditions, all-attempt recording, a stated scoring rule and respectful clarification.
- Quick check: No. Selecting the best result can hide variation and misrepresent overall change.
Look for: Assess the stated objective using the concrete criteria and explanations in the answer key. Invite an alternative supported solution; distinguish a model’s prediction from an established observation.
Make it work for your learner
More support
Use large drawn paths and dictated feedback; all tasks can remain seated and silent except optional discussion.
Extension challenge
Compare two scoring rules, such as nearest distance and consistency, and explain how they emphasize different learning goals.
Verified references · Selected contributions
Standards connections
Subject-content alignment not yet verified
Supporting literacy connections
These records apply to the specified reading, writing or communication task. They do not establish subject-content alignment.
Supporting Common Core connection
SL.9-10.1
Common Core · Grades 9–10
Prepare, discuss evidence, question ideas and respond to other perspectives.
Read the official standard ↗The prepared critique or discussion practices selected communication skills in the stated ELA band. This is not an arts, music, health or physical-education content standard and does not establish subject-content alignment.
Verified 2026-11-04. Selected contribution, not full attainment.