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How can you alter your style of teaching to meet the demands of different practice and competitive situations for indivdual, racket and team activities?

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Introduction

Shenal Patel SKILL ACQUISITION TASK ONE - HOW CAN YOU ALTER YOUR STYLE OF TEACHING TO MEET THE DEMANDS OF DIFFERENT PRACTICE AND COMPETITIVE SITUATIONS FOR INDIVIDUAL, RACKET AND TEAM ACTIVITIES? There are many different styles that can be adopted by teachers and used in their own way in order to meet the demands of different practice and competitive situations for individual, racket and team activities. The teaching style which is chosen to be used by the teacher or coach can depend on several variables: - The teacher's personality and ability - The type of activity to be taught - The ability of those being taught - The level of motivation of those being taught - Environmental factors If the style is to be effective, all of these variables should be taken into account when teaching. However each teacher or coach may be comfortable with their own methods of teaching which may not account for these variables. The diagram below shows the spectrum of teaching styles which were identified by Mosston and Ashworth in 1986. These styles are characterised by the amount of decisions the teacher and learner make in the teaching/learning process. A B C D E F G H I J A B C D E F G H I J THE SPECTRUM OF TEACHING ...read more.

Middle

The Centre pass order has already been decided among the centre court players prior to the start of the game. If the first centre pass is going to the Goal Defence and she/he doesn't remember then the whole team has to readjust so that another player can receive the pass. In order for this to happen the centre court players must realise what is going on and act based on what they know. This is where the Discovery/problem-solving approach comes in to play in a competitive situation. Players have to discover the problem and then solve it themselves as a team in order for the pass to be successful. This particular example most probably falls in between I and J but nearer to J because a centre pass is completely up to the players as it is them making the decision on what to do and how to make the pass successful. The teacher or coaches must also decide upon how they are going to put across the key information needed for the learners to perform their best. Three types of guidance teachers or coaches might decide to use are: - Visual - Verbal - Manual/Mechanical Visual- Demonstration, widely used when teaching motor skills. ...read more.

Conclusion

An example of this would be when an individual designs a P.E.P for them selves, using a basic guideline given by the teacher. - Learners' initiated style - The pupil actively initiates the learning experience. The teacher acts in a supportive role. An example could be learning to umpire a game of netball. The learner uses the knowledge he/she knows about the game and puts that into use with the teacher there to correct mistakes and explain new rules. - Self-Teaching style - This is independent learning without external support. It is the type of learning that experienced learners undergo as they learn from their own mistakes. In conclusion I think that the teaching style adopted by teachers in order to meet demands of different practice and competitive situations for individual, racket and team activities depend highly on what the teacher is like, what teaching styles they favour, and who they are teaching. What they are actually teaching can also affect what style they chose to adopt because the style that is chosen has to be relative to what they are actually teaching. Overall, I believe that you can alter your teaching style to meet the demands of different practice and competitive situations to a style that you feel is suitable to what you are teaching. ...read more.

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