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

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How can you alter your style of teaching to meet the demands of different practice and competitive situations for individual, Racket and team activities? Many people have different styles of teaching and they all can be affective in different situations. A good leader in one situation, if unable to be flexible may not be successful in a different situation. There is a range of different types of leader from one extreme to another. This is demonstrated in Moston and Ashworths spectrum: This shows the balance between the teacher making the decisions to the learner making the decisions. The line shows the scale from one extreme to the other. The scale runs from: Command style (A) Reciprocal style. Problem solving/discovery (J) Command style/Autocratic The coach dictates what he wants the learners to do and they do it without asking questions or offering feedback like a drill sergeant. Reciprocal style/Democratic The leader is more cognitive in its nature and makes the learners think and playing a part in each others learning by evaluating and learning from each other. The coach still controls the structure of the session. Problem solving or Discovery/laissez-fair This style leaves the learner to decide and work on what they think needs to be done and the coach helps them with that the coach leaves the decision making to the subject(s) ...read more.


The teacher will need a greater knowledge of the sport and more experience to be able to progress this level of player. This group may have some developed characters in the team and they may be up for a laugh a coach must adapt to different situations and be able to have fun but be commanding in dangerous situations. Elite/pro players e.g. top league, international players This group has a vast knowledge of there sport and will have a high motivation. Teacher will have to have to have a vast knowledge of the sport and a lot of experience to pass on to the team. The style of teaching will have to a discovery/ reciprocal approach (the H/I area of Moston and Ashworths spectrum). This is because of high motivation and experience of the players and the closeness of the team. The coach is under a lot of pressure and his sole objective which is shared by the team is to win and the fun aspect takes less precedence. There will be a lot of demands placed on the players and practices will be complex and highly organised and task analysis will be done a lot to improve. Resources, time and staffing will be the best and the best equipment which means there should be no physical restrictions to the coach to get the best from the team. ...read more.


The pattern follows Moston and Ashworths spectrum, younger less experienced people doing the sport has to be taught in a command style with the teacher making all the decisions, armature more mature subjects can have a more reciprocal approach with coaching decisions being shared and elite performers with the high levels of experience and knowledge can be left to a more discovery style and make a majority of the decisions. In what ever case it is a good teacher needs to be able to read different personalities in a team or a group and adjust to the best way for them to learn rather then to enforce there personality on to them and the way they want to teach. The idea is to make the subject want to reach the same goals that you want them to reach. The coaching at grassroots level requires a totally different approach to that of coaching elite athletes. The orientation of a beginners training session is towards enjoyment and attracting people to the sport and wanting them want to continue rather then making them progress. A coach in this situation may not be successful at an elite level unless he/she can adapt there approach and visa versa an elite coach wouldn't have a positive affect on young beginners unless they changed the approach and objectives of what they want to achieve. For models and theories see appendices. ...read more.

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