Given the important role of feedback in student learning, this scoping review investigated how feedback has been conceptualised and examined, and how the teacher and student have been positioned in feedback processes in physical education (PE) research. Following recommended processes for conducting a scoping review, 110 papers were included, and data were extracted and synthesised to address the aim. Findings identified a lack of conceptual and theoretical underpinnings, and considerable variability in feedback terminology used in PE. Feedback was mainly positioned as being transmitted verbally from the teacher to the student to evaluate performances. Research methods mainly focused on the teacher's feedback behaviours, with less attention given to how the student receives, interprets, and uses feedback to advance their learning. Based on the findings, we recommend that future feedback research in PE is underpinned by theory and frameworks that acknowledge the active role of both the teacher and the student in the feedback process. Additionally, given the critical element of feedback effectiveness is not in the provision of feedback, but how it is interpreted and used, research methods that further consider how students engage with feedback opportunities are required. If we are to maximise feedback's learning potential, future PE research and practices should consider how students can be further activated in the feedback process.

中文翻译：

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体育教育反馈的范围审查：概念化以及教师和学生的角色

鉴于反馈在学生学习中的重要作用，本次范围审查调查了如何概念化和审查反馈，以及教师和学生如何在体育（PE）研究的反馈过程中定位。按照建议的范围界定审查流程，纳入了 110 篇论文，并提取和综合了数据以实现该目标。研究结果表明，PE 中使用的反馈术语缺乏概念和理论基础，且存在相当大的差异。反馈主要定位为从教师口头传送给学生以评估表现。研究方法主要关注教师的反馈行为，较少关注学生如何接收、解释和使用反馈来促进学习。根据研究结果，我们建议未来体育反馈研究应以承认教师和学生在反馈过程中积极作用的理论和框架为基础。此外，鉴于反馈有效性的关键因素不在于提供反馈，而在于如何解释和使用反馈，因此需要进一步考虑学生如何参与反馈机会的研究方法。如果我们要最大限度地发挥反馈的学习潜力，未来的体育研究和实践应该考虑如何在反馈过程中进一步激活学生。