Reciprocal style teaching is appropriate when the team is completing a skill that requires individualism and feedback about the performance quality, such as a ‘reverse lay-up’ in basket ball. The learner and observer must understand the concept of the skill to be able to analyze it; consequently this contributes to their understanding and comprehension of the task, making it easier to reproduce in a competitive situation. It is also appropriate to use this style when teaching interactive skills. When the skill required is based on the performance of the opponent, only the challenger can decide the movement required to beat them, e.g. a goalkeeper moving to save a striker’s shot. This develops the cognitive thinking and independency of the team. The disadvantages of the reciprocal style can be found within the complexity of the task and the developmental level of the student. Some of the team may not be able to properly analyze another’s performance, thus the feedback may be inaccurate. Due to the fact that a number of students may not be socially or emotionally developed, certain students may have difficulty working with others and accepting the feedback constructively. ‘It is essential that the interaction between the learners is of a certain standard.’ (Haynes 1997).
Pinloff stated that a team should be able to interpret a situation individually, whilst aspiring to a common goal (1993). Therefore discovery/problem solving is appropriate to develop the learner’s individualism, though at the same time discover a predetermined concept common to the entire team. Allowing the team to devise individual warm-ups is an effective use of this teaching style. It also has the physiological benefit of ensuring that individual warm-up requirements are met (students may have different injury problems, and so therefore have to do different stretches, drills to prepare etc). This style also reinforces the learning, which means the team is more likely to implement the skills appropriate in a competitive situation. However, Students could also learn skills inaccurately, consequently putting themselves in dangerous situations. For example in Rugby, if two players are practicing tackling, and the skill is completed incorrectly, this could result in physical injury, (dislocations, fractures, breaks, tissue damage).
When considering racquet sports, ‘the ability to be able to master basic shots quickly and accurately is essential’ (England Squash Coaching initiative 2005, style is effective in enabling students to acquire these basic racquet skills quickly and correctly. Command style can also be used when explaining safety instructions, e.g not hitting a squash ball when your opponent is in front of you on court. However, this style of teaching could be less stimulating for the students. It can also be repetitive, which could demoralize the learner. Racquet sport skills often require technical feedback from the coach or observer which this style does not provide.
Reciprocal style is effective when the student is at the associative stage of learning. This is the practice stage of learning in which the learner receives feedback. It is useful when coaching a novice tennis player who is trying to develop their serve. They understand the concept; though still need to receive feedback on their technique. The advantage therefore, is that the player can develop at their own speed, and understand how they are developing, so are more likely to implement it in a competitive situation. However, in order for this to be possible the player must have an understanding of the game, which comes with experience, and so is not appropriate for beginners. ‘Players cannot develop their skill beyond a certain level, with out understanding how they are developing.’ (England squash website, www.englandsquash.com)
Brown and Wragg thought that ‘children should be involved in, rather than being passive recipients of an explanation’ (1993). Guided discovery is therefore appropriate to use when the teacher wants the students to have an active role in their learning. The discovery style would also be used when the students have basic background knowledge of the sport and some basic skills, to provide a starting point from which to progress. For example, whilst playing doubles in badminton, the teacher allows the students the freedom to decide how to position themselves when returning the serve. However, giving students this responsibility could result in unmotivated students going off task; students may not complete tasks because they are not being told what to do.
Individual athletes would benefit from the coach occasionally using command style. If used constructively, command style can be motivational, ‘Motivation is the key to sportspeople having a positive mindset’ (D. Siedentop, 1991); For example, a coach telling an athlete he is the best before a race, motivates the athlete, allowing them to produce the best performance. However, this style can make the individual feel like they are being dictated to and could damage coach-performer relationships.
Reciprocal teaching could be used when coaching an intermediate standard high jumper. The high jumper can contribute their own thoughts to where improvements are required, whilst still accepting the coach’s advice, "The role of the teacher moves closer to that of manager, advisor, guide, supporter and improver," (Brown and Wragg 1993). However, there may be discrepancies between what the athlete and the coach thinks which could cause a break down in the athlete-coach relationship.
Guided discovery teaching is best used when the individual is in the autonomous phase of learning i.e. when the skill is almost automatic. The performer is confident and able to consistently perform a skill accurately and can now concentrate on more complex responses. It also allows the athlete input into the session so they can improve aspects of their skills spectrum they is feel weak. However, guided discovery is time consuming; the athlete takes longer to learn skills than when a more teacher centred style is used.
In conclusion, it is clear that there are many variables that influence the use of certain teaching styles. It would appear that as a team/individual improves the teaching style generally used progresses further form style A (command) towards styles H-J (guided discovery). However, besides student ability, there are other considerations when selecting a teaching style. The teacher’s personal preference and personality would influence the style used. A teacher should also consider the students socio-cultural background, because it affects the way in which a child learns best. Different child-rearing practices are preferred in different cultures, and these will have a significant effect on later learning. Dougherty and Bonanno (1987) suggested using different styles to suit the needs of the learners and the situation. It is important a teacher can draw upon a range of styles to be able to cater for the situations that arise when teaching.
Edward Fry
1184 words (excluding bibliography, quoting and brackets)
Bibliography
Siedentop, D. (1991) Developing Teaching Skills in Physical Education. Merrill
Mosston, M. and Ashworth, H. (1994) Teaching Physical Education. Heinemann
Haynes, J. (1997) Using teaching styles in schools. Nelson
Pinloff, R. (1993) Building a team. Penguin
Wragg, E. and Brown, G. (1993) Questioning. Routledge
Dougherty, N. and Bonanno D. (1987)