Firstly, command style is the most extreme, teacher-centered style. This is where the teacher makes all decisions and expects no feedback from the student. The task will be broken down into simple step by step instructions. Command style is usually applied when the student has very low self confidence/motivation. Therefore, if the student listens to the teacher and succeeds, they will become more motivated. It is also applied when there is a large group of students who are not very academic, i.e. a bottom set, group of 30, year 9 boys. The reason for the decision in this case will be to ensure safety. Experience is also a big factor because a less experienced player will need a command style approach. This way, they will gain experience and succeed much quicker. The environment also plays a big factor in the choice of style. Where the environment is dangerous and there are many hazards, therefore command style will be applied to ensure safety.
Examples:-
- Individual – when carrying out a bench press in weightlifting, a trainer may use a command style when showing an inexperienced pupil how to go about it, step by step. This will ensure they avoid using the wrong technique and will improve the amount he can lift. It will also increase his motivation.
- Team – when performing a free throw in basketball, a coach may use a command style when showing a large group of boys how to execute it. This will ensure safety and avoidance of incorrect technique.
- Racket – when serving in tennis, a coach may use a command style to break down the serve into simple steps, when showing an inexperienced player. The player will use the correct technique and will also gain motivation because they will be successful more often.
Another teaching style that is utilized is reciprocal. This differentiates from command style due to the greater involvement by the student. Students will give feedback to the teacher and may also ask them questions. It is therefore a mutual relationship between teacher and pupil. But it is still a more teacher-centered style as shown on Mosston’s spectrum. It would be applied in situations such as when the student has some experience, but wants to gain a lot more. Also, it may be when students work in pairs, where one carries out the skill and the other analyses it and gives feedback.
Examples:-
- Individual – when performing the triple jump, the student may ask questions such as ‘what are the factors of a triple jump?’ and the teacher would provide a suffice answer.
- Team – when fielding in cricket, the teacher may give a ball to a pair of student and tell them to practice fielding, where one fields and the other analyses.
- Racket – when executing a backhand in tennis, the student may want the teacher to show them how to execute it firstly and they may then take this information and incorporate it into their own backhand to improve their performance.
The guided discovery style is known to be the balance between the teacher centered and pupil centered styles. It is situated in the middle of Mosston’s spectrum. The teacher gives the bases and guide-lines to the task and it is up to the pupils to relate and attempt the task in their own individual way. If the pupils have any difficulty starting or keeping on the task the teacher will advise them in a subtle way, allowing them to think for themselves.
Examples:-
- Individual – the teacher tells the student to contract his biceps brachii 20 times on a fitness machine. This will enable the student to think of which exercises will contract the biceps brachii and the intensity that they should be using.
- Team – the teacher gives a basketball to a group of pupils and tells them to devise a game where a score can be counted, but without the ball touching the ground. This will allow student to think of their own games and will allow them to express their own ideas.
- Racket – the teacher gives tennis rackets and balls to a pair of students and tells them to count how many times they can keep the ball off the ground, while passing to each other alternately.
The final and other extreme style that can be applied is discovery, which is situated at the end of Mosston’s spectrum. This makes it the most pupil centered style. Students are the decision makers in this and are allowed to experiment. This style is rarely used in schools because the outcome is rarely known. It will be used with elite performers with a lot of experience. They usually have a lot of intrinsic motivation and are taking part because they enjoy it and are good at it.
Examples:-
- Individual – this may be the only time when this style of teaching is used. X-country running is discovery style and is 3
- Team – when professional footballers are given a ball and no instructions.
- Racket - two students are both given 2 tennis rackets and 2 balls along with no instructions.
In conclusion, when choosing a teaching style, factors such as age, environment, activity, motivation, ability and stage of learning should all be considered. When there is a lack of ability or motivation, student centred styles should be applied. However, when there is young and large group, in a dangerous environment, teacher centred styles ensure safety. Overall, the choice teaching style can be summed up by one point. If the teacher makes most decisions, the style should be teacher centred, and if not, it should be student centred.
Bibliography:
Picture taken from
Definition of skill taken from
Used to define different teaching styles
Adhal Mahmood
1264 words
