Using teaching styles to make positive contributions in physical education

Using t all told(prenominal) carriages to make positive contributions in animal(prenominal) learnThe habit of leave breeding fashions makes an important contribution to childrens learn in bodily education. Different article of faith expressive modalitys affect many aspects of teaching and learn, including the acquisition environment and the instructors magnate to meet individual needs. As somatogenic education has a broad(a) spectrum of objectives according to Macfayden Bailey (2002) teachers should drug abuse a wide chassis of teaching panaches to ensure that pupils achieve the wide smorgasbord of techniques and sciences that physical education has to gainer. This cogitation will consider the various definitions associated with the topic and accept specific attention to the spectrum of teaching ways proposed by Mosston Ashworth (1986). The hire will past specifically revolve around on use of the productive and productive styles by analysing my bea r bring against come activeings from literature.The frame establish for teaching styles and demeanours came from work by Mosston (1966). The ideas that Mosston proposed eat up changed and adapted since the first publication of the framework. The interaction between teacher and assimilator has been developed since his sign publication (Mosston Ashworth, 1986) and pass water provided a framework where the decisions ar the main element and the relationship between the teacher and the learner has in making those decisions. So influential was it that the work by Nixon Locke (1973) described it as the to the risqueest degree signifi faecest advance in the theory of physical education pedagogy in recent history.A teaching style is come to with how an activity is shifted, alternatively than what is delivered, (Macfadyen Bailey, 2002). enquiry conducted by Siendentop (1991) has alike suggested that a teaching style is typified by the instructional and managerial climate tha t exists during the lesson which can be observed in the main that the teacher interacts with the pupils and in some cases if on that point is an interaction at all. The Spectrum incorporates ten landmark styles solutiond on the decimal point to which the teacher or the student assumes responsibility for what happens in a lesson. This describes a continuum, where at one extreme is the direct, teacher-led approach and at the other lies a much to a greater extent open-ended and student-centred style where the teacher acts just now in a facilitator role.Reproductive Teaching StylesThe reproductive or direct bundle acknowledges the mold, practice, reciprocal cross, self check and comprehension teaching styles (Mosston Ashworth, 2002). Direct styles of teaching accept the learner to reproduce kn induce material or friendship by replicating a specific model. This often involves submit matter relating to concrete facts, rules or specific accomplishments/movements (Rink, 2002) . In social club for pupils to re frame specific skills Derri Pachta (2007) set that learners moldiness first be provided with a proper technical model to emulate, cap equal duration to practice the model and sound feedback related to the original model, with the correct technical model often being shown by the teacher. Research conducted by Pieron (1998) supports the use of the manipulate teaching style as the author argues that copy the roughly efficient style (that of the teachers demonstration) is highly utile. It is seen as more(prenominal)(prenominal)(prenominal) than(prenominal) profitable because it saves m as the teacher has the overall responsibility for correcting faults and it ensures that pupils receive holy feedback. The look into conducted by Salvara et al (2006) highlighted that the direct teaching styles specifically the statement style has been shown to founder a positive impact on associate control and motor per tenorance. Within my teaching I acquire lay out that using this style of teaching to be the nearly utile for break up control especially when the crystallize has a large flake of pupils and when the class selects a lot of behaviour management strategies utilise to control to the class. nevertheless Pellett Blakemore (1997) conducted a knowledge of task presentation and content performance of iv teachers who all had difference takes of beat and instal that students taught by an undergo teacher were more trenchant at performing the skills when comp ared to being taught by a teacher of little nonplus.My experience whilst on teacher training has to a fault back up these findings as I was able to present the tasks more clearly to pupils when I had more experience in that particular activity. I was likewise able to variousiate the task to a higher direct with activities that I was familiar with as I had more ideas and experience to draw upon, whereas with activities I had little experience of I put it more challenging to be original and progress the pupils.This has consequenceed in me taking actions towards trying to repair subject knowledge in areas of the curriculum where my experience is lacking or insufficient. Research conducted by Griffey (1983) has comprise that when practicing skills students of lower might benefited more from the command style of teaching as they had little previous experience to draw from. This is something that I have as well noticed, when teaching lower ability groups it is more adept to regress the instruction or demonstration of task to save time and when working with higher ability pupils allowing the more able pupils to demonstrate the skill to increase pupil motivation. These findings have not been supported by Goldberger Gerney (1990) who gear up that under circuit training conditions the lower ability pupils seemed to benefit more from the opportwholey to make decisions to the highest degree time spent practicing at each pos t. However within this study the practice style of teaching has excessively been meditated.According to Byra (2000) in the practice style of teaching the learners work at their own pace and complete teacher designed tasks in the order they choose, the class is organised around stations and the teacher provides individual feedback to the learners. The well-nigh effective type of practice style of teaching I have used whilst on teaching experience was the use of circuit training as I chose the activities/skills/tasks to be practiced at each station and the pupils chose the intensity to which they performed as each station. In a study by Beckett (1991) on college age students the practice style has proved to be in truth effective in promoting motor skill changes. From my experience of using this style I discovered that it was not particularly useful at promoting learning when thither was expressage time or large groups as varied ability pupils will progress at diametrical quantif y and lay down long-run with certain skills. However the ages of pupils should be taken into consideration as my experience is from working with pupils aged 11-16 who because they are more susceptible to cultivation in motor skills than college aged students. This may explain why Beckett did not notice any changes in motor skills as the subject in his study may have already fully developed. My experience has also been determine and supported by Goldberger Gerney (1986) Goldberger et al (1982).However I did find this style of teaching useful during a health and fitness unit of work where the beat of skill learning was minimal and the main focus on the lesson was for pupils to be active using circuit training and the learning was aimed at pupils being introduced to new knowledge or gaining a pull ahead understanding of current knowledge on different types of exercises rather than developing skills.The reciprocal style has also been examined by Goldberger Gerney (1986) Goldb erger et al (1982). These inquiryers identified that in this style the learners work in pairs to achieve the outcomes. The teachers ability to give effective instruction/information is important when using this style as when one learner performs the other observes and gives feedback to the performer specific to the instruction that the teacher gives at the start of the task and when the performer completes the task the learners switch roles. From my experience the approximately effective ways of giving instruction are in the form of a demonstration or a criteria sheet, I also found that demonstrations are very effective when demonstrating skills that I can show high levels of competence. In addition to improved skill performance Goldberger (1992) also found that learners in the reciprocal style provided more feedback, expressed more empathy, offered more praise and encouragement and requested more feedback from each other when compared to a control group. However from my experienc e of this style the spousal relationship of pupils is important as if you pair pupils of different levels the feedback would either be to complex or alike simple thus change the do of learning and skill performance. in any case when working with pupils/groups where behaviour management is an issue it is more beneficial for the teacher to pair the pupils according to ability rather than letting pupils pick their companion as this tends to lead to the pupils picking friends and being distracted and going off task. I have also found that the way in which you give the instruction also can have an effect on the lesson as task sheets often dont work with groups where behaviour management is an issue as they do not respond well to the resource and see it as something to mess about with rather than an educational tool.Byra Marks (1993) conducted a study which focuses on the reciprocal style and the effects that different pairings had on pupils fastenment. This study highlighted pupi ls who were identified as friends gave more effective and specific feedback due to their console levels being higher as they were working with a friend.The authors also found that grouping by ability had no effect on the amount of feedback given or the comfort level which is in stopment with my own personal experiences. This studies findings suggests that pupil working with friends is beneficial besides this study does not take into account the behaviour of the group which I have experienced can be a major contributing fact when pairing pupils. I have experienced when allowing pupils to work in friendship pairs can sometimes be detrimental when they feel the task is not recognize or beneficial as they distract each other and sometimes dont complete the task. I have found that to pair pupils with friends is beneficial only when you have built a rapport with the pupils and are aware of how they reply working with friends. My experience of this style is that it is also beneficial to use when assessing pupils providing they are aware of the grading criteria they can receive more feedback thus improve performance when compared to other direct teaching styles. In support of this coxswain (1986) found that when comparing the reciprocal style against the command and practice styles that the amount of skill movements was very similar which was surprising as the reciprocal style involves a lot more feedback. It was also found that three times the number of feedback statements were offered to performers using the reciprocal style resulting in higher skills and knowledge gains along with the development of social relationship skills.According to Byra Jenkins (1998) within the inclusion body style of teaching learners choose the level of difficulty within a task and assess their own skill performance. With this in mind the benefits of the inclusion style are that it provides pupils with the opportunity to engage in activity that is to their appropriate skill/knowl edge level potentially increasing inclusion and engagement. My experience of using this style of teaching is that I have attempted to include it in all of my lessons as ensuring all pupils are included is intrinsic to any lesson. However when allowing pupils to decided which skill level they work at often resulted in pupils choosing a level that is not appropriate whether that be to simple or too complex. This goes against the spectrum theory which suggests that the condition provided by the inclusion style should promote success for all learners (Mosston Ashworth, 1994).The findings of Goldberger Gerney (1986) Goldberger et al (1982) has supported my experience and observed that the majority of learners made inappropriate and ineffective decisions for their skill level by choosing levels that were too complex for them to reach success or the objectives correct when encouraged or prompted by the teacher. From this I have learned to site boundaries for those pupils that make th e task to difficult so for fashion model when send awaying and catching aspect a maximum or minimum distance they can throw the ball. My experience has also taught me that this style is most effective when used with older pupils as they have a better self concept of their own ability and are less susceptible to peer pressure this was also observed by Beckett (1991). In study of college aged students Beckett (1991) found that the inclusion style to be as effective as the practice style for learner skill performance when learning motor skills. These finding do not support the conclusions of Goldberger Gerney (1986) Goldberger et al (1982) and it was suggested that the difference in students ages as a contributing factor which supports my experience. My experience of the Inclusion style has also highlighted the immenseness of planning and assessment for the lesson as I have already identified that pupils sometimes dont make the correct decisions. Therefore as a result of this I found it beneficial to assess the pupils who set boundaries and goals that may be above or below their level and pupils who do not work well together and then plan a strategy into the contiguous lesson to ensure that those pupils remain cerebrate and on task.Productive Teaching StylesWhen compared to the reproductive teaching style the productive cluster of Mosston Ashworth (1994) spectrum of teaching styles has little minimise question. The productive cluster requires the learner to produce new knowledge, from my experience the teacher needs a high level of understanding and creativity to create or design scenarios. According to Byra (2000) within the productive styles of teaching pupils should engage in cognitive operations like problem solving, creative trusting, inventing and searing thinking to discover new movements. It is the responsibility of the teacher to provide time for cognitive processing therefore there needs to be a class climate focused on searching and exami ning and feedback for producing different solutions rather than the same generic response (Mosston Ashworth, 2002).According to Mosston Ashworth (1986) six teaching styles have been identified in the productive cluster they are guided find and convergent discovery which both require convergent thinking from the learners and different production, individual program learner design, learner initiated and self teaching which require different thinking from learners. The majority of the question in this area has examine the effects of the divergent discovery, convergent discovery and guided discovery. In a study by Cleland Gallahue (1993) divergent movement patterns were observed to establish baseline information and to examine the different factors that contribute to a childs production of divergent movement. The findings highlighted that learners could modify, adopt and combine fundamental movement patterns to produce divergent movement. In a further study Cleland (1994) comp ared the divergent discovery style against the command style and a no instruction control group to examine the learners ability to produce divergent movement. The findings of this study were that students generated a greater number of divergent movements under the divergent discovery condition. The researcher concluded that employing scathing thinking in the form of the divergent discovery style positively effects learners ability to generate a higher quantity of divergent movement patterns. My experience of using this teaching style is that the pupils age/ maturity date and experience levels are major contributing factors as learners with low levels of experience have limited subject knowledge to draw from thus affecting their ability to modify current skills/movement my experience has also been supported by the findings of Cleland Gallahue (1993).As the previous research suggests a pupils ability to think exactly is important within the productive cluster of teaching styles, a ppetency this in mind Cleland Pearse (1995) conducted a study which examined the methods that physical education teachers use to ensure that pupils use critical thinking. Critical thinking has been defined by McBride (1992) as reflective thinking is used to make reasonable decisions about movement tasks or challenges (page 115). This studies conclusion match with my experience which was that this style was most effective when employing the practice style of teaching to give instruction/deliver the subject knowledge then adopting guided discovery and convergent discovery to allow the pupils to think critically. The study also highlighted that the more experienced teachers were able to create a more effective environment for the pupils to use creative thinking skills McBride (1992).From my experience I have also been able to agree with these findings as I felt more comfortable creating an environment that was causative to creative thinking when teaching a subject I had more experien ce in as I was able to give more effective feedback.The research presented to this point has seemed to favour the use of the productive teaching styles especially when creating cognitive learning however there is conflicting research presented by Salter Graham (1985). Salter Graham (1985) examined the effects of the command style, guided discovery style and no instruction on learners skill learning, cognitive learning and skill attempts. The results showed that although their was evidence that learning occurred using all three styles the pupils in the guided discovery and command style record significantly better cognitive learning compared to no instruction. For skill attempts however learners in the no instruction style made significantly more attempts at the task than learners in the other styles. The researchers went onto recommend that a longer practice time than 20 minutes may have resulted in the guided discovery having more skill learning, cognitive learning and skill atte mpts as this style requires longer practice time for the full benefits to be witnessed. From my own experience this is something which I have also observed as pupils respond better when they have longer periods of time to experiment different skill movements. My experience has also taught me that to increase the practice time requires effective instruction delivery which has also been identified by Cleland Pearse (1995).ConclusionIn conclusion several research questions have been answered about the reproductive styles of teaching what the effects of the reproductive styles have on learning, how learners of different ability level are influenced by different styles, what effect pairings have on pupils ability to give effective feedback, what factors influence learners decision making and what effect the different styles have on learners ability to learn new knowledge.The findings from the productive style are can learners employ critical thinking, what is the effect of productive st yles on learners ability to produce divergent movement and how can teachers promote critical thinking. The amount of research that is available for the productive styles of teaching in limited when compared to the breadth of research studies on the reproductive teaching styles. However, a study by Cothran et al. (2000) has identify that teachers reported using a variety of style in their lessons yet only one productive style was in the top five styles used.Although it is encouraging that teachers report using a variety these results must be interpreted as it suggests that teachers over estimate the variety of teaching styles used thus affecting the amount of research there is available in relation to the productive styles of teaching. Research conducted by Goldberger (1992) has identified that the reason that may remain unconvinced or unsure of the styles use is because of the lack of confirmatory research on those styles. Therefore further research is needed into the productive st yles of teaching to provide teachers with a knowledge base on how these styles can be effective at promoting learning.RecommendationsThese findings have provided an initial insight into the use of teaching styles across a theoretically link spectrum. One noticeable exception was that there is conflict within the research findings and not all researchers reported the same findings which identifies that there are a significant amount of variables related to spectrum research and that the variable that is being focused on should be properly investigated by using the correct research method. Spectrum research needs to continue as not all findings regarding assumptions associated to the spectrum have not been supported. However, some assumptions have been confirmed within this study for example the reciprocal style does in fact facilitate the provision of feedback, more so than any another style and having learners chose their partners based on friendships helps improve social skills (B yra Marks, 1993). Other assumptions like, the self check and inclusion styles are the most effective at promoting cognitive development and the inclusion style is most effective at improving participation of low, medium and high ability learners still needs to be examined. Replication studies also need to be conducted in different environments as the research findings and my experience would suggest that the reciprocal style is an effective style at promoting feedback.However, would it be as effective at facilitating learning with different aged pupils in different schools where behaviour management has a far greater emphasis in lessons. later on reviewing the appropriate relevant literature and reflecting on my own personal experiences I feel that the use of appropriate teaching styles makes an important contribution to pupils learning in bodily Education and should not be left to chance. physical Education can provide pupils with the opportunity to think critically, problem br ing and to improve own learning. Pupils will be able to think about what they are doing and make decisions independently and know when to use principles such as choreography, games strategies and problem solving. If pupils are to access the full National Curriculum for somatic Education (NCPE) (DfEE/QCA, 1999) and to achieve the outcomes of high quality Physical Education (QCA/DfES, 2005), teachers must employ a variety of appropriate teaching styles to facilitate the opportunities that Physical Education offers. It is because of this that both reproductive and productive teaching styles should be used to enhance learning and motivation.