f-Guided Discovery- Students solve teacher set movement problems with assistance
g-Divergent- Students solve problems without assistance from the teacher
h-Individual-Teacher determines content. Student plans the programme.
i-Learner Initiated- Student plans own programme. Teacher is advisor.
j- Self teaching- Student takes full responsibility for the learning process
In the Command style they are direct instructions and all decisions are made by the coach/teacher. This style is good to use if the teacher has good discipline, the learning group is large and the activity is dangerous. The learner must do what the teacher tells them to do and they are not given the freedom to make decisions for themselves. It is based on the connectionist approach, where the learner acquires skill by learning to associate a stimulus with a particular response. This style can be classed as a fixed type of practice because it enhances the technique but does not give the receiver chance to develop and the player has no option to what skill to do just has to follow commands from the coach. An example is when performing a seat drop in trampoline it’s a potentially dangerous performance, you cannot let a learner especially cognitive learners to do what they feel like. They need clear direct instructions.
The reciprocal style allows the performer to make some decisions and most importantly they are given time to practice. This style allows more social interaction and encourages a sense of responsibility. The teacher is still setting the tasks but the learner is more involved. The teacher outlines a task and will then give coaching points for the skill to be performed, pointing out any particular areas to watch out for and any common fault. This is usually done on cards called reciprocal cards these show the correct technique, do’s and don’ts and anything that will be relevant to the student understanding the task at hand. This method obviously overcomes the lack of individual attention in the command style. Reciprocal ensures all members of the group are involved throughout. This style can be classed as distributed type of practice this is the division of practice into sections, this is good because there is no real competition but the learners can concentrate clearly on the activity being taught. An example is in Basketball where students may work in-group to practice a set shot.
In problem solving the teacher sets a problem and the learner solves it. This style is more suited with autonomous learners it allows for a wider appreciation of tactical considerations. This would be classed as massed type of practice it can be a long lesson and the learners may need to improvise to get their desired goal. It also develops perception and the ability to make decisions in a performance, for example a dance teacher will ask for a learner to perform a dance but they will ask for the learner to dance to a specific piece of music with a specific theme and certain required elements.
In Guided Discovery the performer is given options, individuals or in a group. It allows individual creativity but the performer must be well motivated. The teacher gives some directions to the learning process. The learner will develop a solution through insight and understanding special the learner has more freedom by the teacher to explore a variety of potential options that facilitates a refinement in a performance through creativity for example in football, a coach will set out a set piece (a corner maybe) to be swung in the six yard box the rest the players have to work out themselves. This can be massed type of practise because you can use it effectively with a large group of learners as shown in my example can also be classed as variable because the learners can do different activities using this style.
In teaching physical education the effective teacher is involved in adjusting and reviewing tasks set according to the needs and responses from the students. Being able to use various teaching styles identified in for example Mosston’s and Ashworth’s spectrum as I’ve shown and explained above, creates an optimum working environment, maintains good discipline, sets high standards, facilitates pupils' thinking and achieves the multiple learning objectives integral to PE.
There are a lot of influences on teaching styles. The type of activity being taught for instance, if the activity is dangerous for example the coach is more likely to adapt a strict, authoritarian style. If the activity is really hard with high perceptual demands a more explanatory style will be appropriate.
The command, reciprocal, guidance and discovery styles are all relevant to the teaching of motor skills. To be successful teachers need to use a wide range of styles, and know how to adapt to changing environmental circumstances and the different needs of performers.
Bibliography
Galligan .F et al (2000) Advanced P.E for Edexcel, Heinemann
Hawkins .J et al (1996) Oxford School Dictionary
Oxford University Press
Honeybourne .J et al (1996) Advanced P.E and Sport, Stanley Thorne ltd
Wesson .K et al (1998) Sport and P.E,
Hodder and Stoughton
Reference List
Galligan .F et al (2000) Advanced P.E for Edexcel, Heinemann
Hawkins .J et al (1996) Oxford School Dictionary
Oxford University Press
Honeybourne .J et al (1996) Advanced P.E and Sport, Stanley Thorne ltd
