Feedback Loop Play

Overview

In this lesson (5 of 9), students apply the “feedback loop” by giving and receiving constructive feedback with a partner to improve movement quality during structured partner tasks and small-sided games. Students practise simple, respectful feedback using clear cues and one “next step”.

Learning intentions

Students will:

• learn how to give constructive feedback about movement using the “start, stop, next” structure
• learn how to receive feedback and try one improvement right away
• apply feedback to improve a partner’s technique during movement and game situations
• practise safe, fair and respectful partner behaviour while moving

Success criteria

• I can use a feedback sentence that includes what I saw and one next step (e.g., “I noticed… Next time try…”).
• I can listen to feedback and attempt one change during the next attempt.
• I can give feedback in a kind, specific and respectful way using positive language.
• I can keep space, follow safety rules, and demonstrate fair play during partner tasks.

Curriculum links

• Movement and physical activity: students develop and practise movement skills and apply them in different situations.
• Personal and social capability through PE: students use respectful communication, teamwork and safe practices in physical activities.
• Achievement expectations: students participate actively, provide and apply feedback to improve performance, and reflect on improvements.

Lesson structure (50 minutes)

1. 5 min Retrieval: Warm-up “Echo Cues” Students jog or travel in lanes while the teacher calls movement “echo” cues from the previous lesson (e.g., how to move, body position, landing safely). Students mirror the cue once, then pair-share a quick “I noticed…” about good movement. Safety: keep spacing in lanes, stop on the teacher whistle.

2. 4 min Goals: WALT + Success Criteria Teacher says: WALT: we are learning to give and receive constructive feedback to improve movement quality. Show 2 cue cards: “I noticed…” and “Next time try…”. Add Spanish CLIL: “buena ayuda” (good help), “siguiente paso” (next step), “escucha” (listen). Students repeat the I can success criteria.

3. 12 min Learning (I Do): Model feedback “Start–Stop–Next” Teacher models with one student: performs a short movement action (e.g., controlled balance/landing or low-to-high transfer linked to prior learning), then teacher demonstrates feedback. Example script: “I noticed your body was steady. Stop rushing. Next time try a slower landing with knees bent.” Emphasise one next step only. Check understanding by asking: “What is the next step sentence frame?”

4. 8 min Learning (We Do): Guided partner practice with teacher checks In pairs, students rotate through 3 stations (2 minutes each) using the same movement action each time:

• Station A: perform the movement (focus point shown by teacher)
• Station B: partner gives feedback using “I noticed… Next time try…”
• Station C: performer tries again immediately and gives a thumbs rating for improvement. Teacher roams, stamps success with “buena ayuda” and corrects feedback that is too vague.

5. 10 min Learning (You Do): Feedback loop game—“Coach Tag” Small-sided activity: groups of 6–8 in an area. One “coach” per group gives feedback to a partner during safe moments (e.g., after each mini-rep). Rules:

• To “tag” (or score), a player must complete 2 correct reps with the partner’s next-step cue attempted.
• Coaches must use only one next-step instruction per turn.
• Switch coach role every round. Teacher ensures minimal downtime by using clear timers and roles.

6. 6 min Consolidation: Quick reteach + targeted support Gather class briefly: show 2 micro-examples (one strong feedback, one vague feedback). Students vote: “Which is clearer?” Then teacher demonstrates how to adjust movement using the next step. Short independent moment: students practise their sentence frame with a partner: “I noticed… Next time try…”

7. 5 min Show Me What You Know: Partner performance + reflection Students do one final partner round. After each attempt, partner must give one “I can” sentence. Performer must try the next step. Exit reflection (quick, verbal): “What was your next step?” and “Did it improve?” Collect 2–3 answers.

Resources

• 3–4 cue cards: “I noticed…”, “Next time try…”, “Stop…”, “Start…”
• Coloured spot markers or lane cones for spacing
• Whistle or timer for rotations
• Soft balls or markers for the “Coach Tag” scoring method (optional)
• Teacher clipboard or simple observation checklist (for feedback quality)
• Partner role cards: “Coach” and “Player”
• Spanish support cards with: “escucha”, “buena ayuda”, “siguiente paso”
• Bibs/vests to identify coach roles

Assessment

• Teacher observes whether students use specific feedback and one next step (not vague comments).
• Teacher checks if performers attempt the next step immediately in the next rep.
• Students self/peer rate improvement using a simple thumbs signal and share one reflection.

Differentiation

• Support: provide sentence starters and a single movement focus (one cue only). Use slower pacing and more repetition at one station before moving on.
• Support: pair a confident student with a learner who needs scaffolding; allow “coach” to point to the focus cue card.
• Extension: ask advanced students to add a second improvement only if it is still one clear next step (e.g., “Next time try… and keep your balance by…”).
• Extension: in “Coach Tag”, advanced groups must justify their feedback using one specific detail (e.g., “your arms were…” or “your landing was…”).
• EAL/SEN: model feedback aloud with clear hand signals; allow drawing/pointing to show “next step” instead of long sentences. Use the same routines and timers to reduce cognitive load.