Physical Education (PE) teachers play a pivotal role in shaping the athletic abilities and understanding of sports for their students. A crucial aspect of this role is teaching students how to provide and receive feedback effectively, a skill that can significantly enhance performance. In this blog, we will explore how PE teachers can teach the art of feedback in the context of trampolining, catering to A-Level and GCSE PE students.

Why Feedback Matters in Trampolining

Feedback is the cornerstone of improvement in any physical activity, and trampolining is no exception. It helps students identify strengths, weaknesses, and areas for improvement in their technique, enhancing their performance over time. Furthermore, teaching feedback in trampolining is not only beneficial for those pursuing A-Level or GCSE PE but also for anyone looking to enjoy and excel in this exhilarating sport.

The Framework for Effective Feedback

Before delving into the specifics of teaching feedback in trampolining, it’s crucial to understand the framework for effective feedback:

  1. Specificity: Feedback should be specific and focused on particular aspects of performance. Generic feedback like “Good job!” lacks the depth needed for improvement.
  2. Timeliness: Feedback should be provided promptly after the performance. Delayed feedback loses its impact as students might not remember the exact details of their performance.
  3. Constructiveness: Constructive feedback highlights areas for improvement rather than simply pointing out mistakes. It should be encouraging and supportive.
  4. Goal-Oriented: Feedback should relate to the individual’s goals and objectives, helping them align their efforts with desired outcomes.

Now, let’s explore how to apply this framework to trampolining.

Teaching Feedback in Trampolining

  1. Video Analysis: Utilize video recording to capture students’ trampolining routines. Review the footage together, and encourage students to identify areas where they excelled and where they can improve. This provides a visual reference and encourages self-assessment.
  2. Peer Feedback: Incorporate peer assessment into the learning process. Students can take turns observing and providing feedback to each other. This not only encourages collaboration but also helps them view their performance from different perspectives.
  3. Rubrics: Create performance rubrics tailored to trampolining skills. These rubrics should outline specific criteria for evaluation, making it easier for students to understand what to focus on.
  4. One-on-One Sessions: Schedule one-on-one sessions with students to provide personalized feedback. This allows you to address individual strengths and weaknesses more effectively.
  5. External Resources: To supplement your teaching, provide links to external resources such as online trampolining tutorials and professional athletes’ performances. These can serve as valuable references for students seeking additional guidance.


Feedback is an invaluable tool in the arsenal of any PE teacher, especially when teaching trampolining to A-Level and GCSE PE students. By following the framework of specificity, timeliness, constructiveness, and goal orientation, educators can empower their students to continuously enhance their performance. Trampolining, with its unique blend of fun and athleticism, becomes an even more rewarding experience when students can observe their progress and strive for excellence.

Incorporate these strategies into your teaching, and watch as your students soar to new heights in trampolining.