معرفی
Paul Treschman serves as a Lecturer at the School of Human Movement and Nutrition Sciences within the Faculty of Health, Medicine and Behavioural Sciences at the University of Queensland (UQ). Concurrently, he is a Higher Degree by Research Scholar pursuing his PhD at UQ, building on his Bachelor of Education (Secondary) from Queensland University of Technology.
His educational background includes:
- Bachelor of Education (Secondary), Queensland University of Technology
Mr Treschman's research centers on formative assessment and feedback dynamics in Physical Education, investigating how teacher behaviors shape student motivation, learning, and performance through frameworks like Mastery Motivational Climate, Self-Determination Theory, and Achievement Goal Theory. His work examines task design, teaching styles, evaluation processes, and the critical role of interpersonal care in creating supportive learning environments that foster student agency and risk-taking in skill development.
Analysis of his 2022-2025 publications reveals a cohesive trajectory exploring feedback conceptualization and student activation in Physical Education assessment. His outputs demonstrate interdisciplinary connections between educational psychology, pedagogy, and sports science, with increasing emphasis on practical implementation of feedback frameworks in classroom settings.
No scientific awards or honors were documented in the available information.
Mr Treschman is available for supervising higher degree research students and has contributed to grant-funded work through the Advance Higher Education Global Impact Grants (2022/2023), specifically analyzing distributed leadership in health and physical education teacher education programs. His collaborative approach involves partnerships with researchers like Michalis Stylianou and Cam Brooks.
His research activities are embedded within UQ's School of Human Movement and Nutrition Sciences, focusing on practical applications in Physical Education settings through ongoing projects examining assessment literacy, feedback processes, and teacher-student interaction dynamics.
