Optimising instruction and feedback in Physical Education. The application of OPTIMAL Theory in practice

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Thomas Simpson ^*, Thomas Hawkins ^**, David Marchant ^* and Harjiv Singh ^***/****

^(*) Department of Sport and Physical activity, Edge Hill University, Ormskirk, UK
^(**) Carnegie School of Sport, Leeds Beckett University, Leeds, UK
^(***) Human Performance and Sport Science Center, University of Michigan, MI, USA
^(****) Charlotte Hornets Basketball Club, Charlotte, NC, USA

Citation

Simpson, T., Hawkins, T., Marchant, D., Singh, H. (2025). Optimising instruction and feedback in Physical Education. The application of OPTIMAL Theory in practice. International Journal of Sport Psychology, 56(6), 473-494. doi:10.7352/IJSP.2025.56.473

Abstract

The development of motor competence is critical for a child’s holistic development and engagement in physical activity across the lifespan. As physical education becomes more marginalised in school settings, efforts are needed to enhance the quality of movement skill learning environments. One such approach is through the optimisation of task design, instruction and feedback which engages learners in key attentional (external focus of attention) and motivational (enhanced expectancies and autonomy support) processes. This paper aims to provide practical examples of how these key attentional and motivational factors can be applied by teachers in physical education lessons to optimise the learning of motor skills and motivation to create a physically literate learner.

Keywords: Physical education, External focus of attention, Enhanced expectancies, autonomy support, Motor competence

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