A4 — Guidance and Feedback in the Learning Situation

This research-informed conceptual synthesis examines instructional guidance as pedagogical regulation under incomplete information. It distinguishes guidance from feedback and separates autonomy, self-regulation, decision authority, and decision responsibility.

The article develops the project-specific concept of pedagogical fit and treats the teacher’s interpretation of learner action as a provisional hypothesis rather than direct access to the cause of performance. It also examines feedback amount and timing, learner-controlled feedback, peer guidance, safety, and intervention selection.

This manuscript is Article 4 of the six-article series Learning and Teaching Movement Skills.