How can you alter your styles of teaching to meet the demands of different practises and competitive situations for individual, racket, and team activities?

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Elizabeth Knights

How can you alter your styles of teaching to meet the demands of different practises and competitive situations for individual, racket, and team activities?    

Each teaching style is essential in relation with its sport as it provides the competitors with the right knowledge of skills, gives the correct feedback within the games as well as training; racket, individual and team activities need specific types of support and motivation as its essential for a good performance.

Discovery

This involves the teacher setting a task and getting the learners to create or discover the solutions; this approach links closely with Gestalt and whole approach to learning where the learners will develop a solution through insight and understanding. This type of teaching style lets the group to ‘get on’ by themselves and generally plays a passive role like laissez-faire. They do not interfere, either by directing or co-ordinating. They are generally unsure of the task they tend not to give any positive or negative feedback or evaluations. This type of teacher would be related to a relationship orientated leader as they focus more on developing and maintaining good interpersonal relationships rather than the task in question. This teaching style helps the individual discover skills without guidance or skills helping them to remember and develop their abilities. In order to make sure they are performing the right skills in relation to the sport, the teacher gives a dilemma and asks how individuals can improve or correct it. The weakness of this teaching style is that the solutions that the learners are finding may be wrong or go against other rules; in order to fix this the teacher must set out the rules of the game and concentrate on the solutions that the learners are finding to make sure this is correct but, this is taking on a more command style of teaching and going against the characteristics of a discovery style of teaching.

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                      This teaching style would suit an individual sport as the competitor can provide feedback either positive or negative by themselves, as they can use times or measurements as the feedback either in training or competitions, where they cannot shout to the performer during the activity being performed; this type of teaching style is also a great motivator as the competitor feels trusted to make their own decisions as the teacher is there as a consultant.

Reciprocal

This type of teaching style helps relationships within peers by ...

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