Feedback Environment and Creative Performance in High School Physical Education : The Mediating Effects of Deliberate Practice and Feedback Literacy

The purpose of this study was to investigate the structural relationships among feedback environment, feedback literacy, deliberate practice, and creative performance in high school physical education (PE) classes. For this purpose, high school students in Gyeonggi Province were set as the population, and 313 students were selected through convenience sampling. The collected data were analyzed using confirmatory factor analysis and structural equation modeling with bootstrapping procedures in AMOS 26.0 and SPSS 26.0. The results were as follows. First, the feedback environment had statistically significant positive effects on feedback literacy and deliberate practice. Second, feedback literacy and deliberate practice had statistically significant positive effects on creative performance, whereas the direct effect of the feedback environment on creative performance was not significant. Finally, the feedback environment influenced creative performance only indirectly through feedback literacy and deliberate practice, indicating a complete mediating effect of these two variables.