TITLE:
Feedback Practices in Physical Education and Sports Instruction in Senegal: An Analysis of Teachers’ Concepts and Practices
AUTHORS:
Danty Patrick Diompy
KEYWORDS:
Feedback, Practices, Perceptions, Uses, Physical Education
JOURNAL NAME:
Open Journal of Applied Sciences,
Vol.16 No.9,
September
7,
2026
ABSTRACT: This study analyzes the perceptions and feedback practices of physical education and sports (EPS) teachers in Senegal, primarily in the Dakar region. It has two objectives: to describe these teachers’ uses of and conceptions about feedback, and to examine the extent to which their socioprofessional characteristics and their work context influence these practices. Methodologically, the study employs a mixed-methods approach combining a probability-based questionnaire administered to 150 teachers, selected through a two-stage random sampling procedure (random selection of 30 schools, then random selection of five teachers per school), and a semi-structured interview guide administered to a subsample of eight teachers selected through a non-probability network (snowball) sampling method. The quantitative data collected were analyzed using SPSS software, while the data from the interviews were subjected to content analysis. The results indicate that 69.3% of teachers consider feedback to be very important for learning, and 72% believe it has a positive influence on student motivation. They also reveal a predominantly corrective and performance-oriented conception of feedback, as well as a clear predominance of verbal (93.3%), corrective (62%), and immediate forms of feedback, which place these practices at the “task” level of the integrated typology. Regarding frequency of use, the data show that neither age nor years of experience significantly determines the preferred type of feedback. In contrast, “teachers” conception of feedback is the major determinant (χ2 = 69.16; p