EDSE 447/448

1. EDSE 447/448 Teaching Styles for Appropriate Physical Education Instruction

2. Today’s Agenda • Teaching Styles in Dance - Saville Gym • Break • Defining the various teaching styles • Examples and discussion “As we start a new school year Mr. Smith, I just want you to know that I am an Abstract-Sequential learner and trust that you’ll conduct yourself accordingly!”

3. WHO - WHAT - HOW • Teaching is . . . • Learning is . . . • Pedagogy is . . .

4. Teaching styles in physical education Every act of deliberate teaching is a consequence of a prior decision. Decision making is the control or primary behavior that governs all behaviors that follow: how we organize students, how we organize the subject matter, how we manage time, space and equipment. The need for an integrated framework is vital since many PE teachers believe in students reproducing knowledge and seeking to replicate ideas, movements, etc. Teachers also believe that students should produce their own knowledge, think for themselves, and create new ideas.

5. Teacher Learner Objective Teaching behaviour is a chain of decisions

6. The anatomy of any teaching style includes three specific stages: Pre-impact phase - Intent-Objectives-Outcomes /Assessment Impact phase - Action-Implementation Post-impact phase - Assessment / Feedback Pre-impact phase defines the intent. The planning and preparation decisions Impact phase defines the action. The face-to-face implementation of the pre-impact decisions (the transaction, task engagement, or performance) Post-impact set defines the assessment-including feedback about the performance during the impact and overall evaluation of the congruence between the intent and the action of the learning experience.

7. Developmental Channels • Physical • Cognitive • Affective You can do it, Ted. Just think of it as a touchdown, the point after, and a field goal”

8. Muska Mosston & Sara Ashworth These 2 people are pioneers in the area of teaching strategies for physical education. Mosston & Ashworth (2003) Teaching Physical Education, 5th edition outlines all the pertinent details of teacher-centered strategies through to learner-centered strategies. Teaching Strategies Continuum < > Teacher-centered Learner-centered

9. Command Style The essence here, is the direct relationship between the teacher’s stimulus and the learner’s response. Role of Teacher - make all decisions Role of Learner- follow all directions Does this remind you of your high school PE experience?

10. Practice Style Individual and private practice of a memory/reproductive task with feedback. ROT- to make all subject matter and logistical decisions and to provide private feedback to the learners. Designing of task sheets for the learners is also a good idea here. ROL- to individually and privately practice a memory/reproductive task which includes making some of the decisions (eg. time on task, location for practising tasks) The decisions in the pre & post impact sets still remain the responsibility of the teacher.

11. Reciprocal Style This style is based upon social interactions, reciprocation, and giving feedback. ROT- make all subject matter, criteria, & logistical decisions and to provide feedback to the observer. To monitor the observers/learners. ROL- to work in partnership relationships. The decisions in the impact and post-impact phase are the responsibility of the partners.

12. Soccer Throw-In Task: Take 10 throw-ins against the wall from the designated line. The observer is to analyze the doer’s performance and offer feedback. Starting Position: Throwing Action: Follow Through:

13. Self-Check Style Performing a task and engaging in self-assessment. ROT- make all subject matter, criteria & logistical decisions. To initiate communication with the learner. ROL- Work independently and check their own performances against the criteria prepared by the teacher.

14. Tennis Volley • Task: Stand just forward of the service line, volley/rally back and forth with your partner • Stance: • Racquet Position: • Volley Action:

15. Inclusion • Learners with varying degrees of skill participate in the same task by selecting a level of difficulty at which they can perform. • ROT- Makes all subject matter decisions, including the possible levels of the tasks. Answer’s the learners questions.ROL- Survey’s the available levels in the task, selects an entry point, practices the task, checks performance against criteria. • Inclusion ensures • continued participation!

16. Discovery threshold- the invisible line between the teaching-learning styles which differentiate from students acquiring knowledge VS students discovering knowledge.

17. Guided Discovery The logical and sequential design of questions that lead a person to discover a pre-determined response. ROT- Make all subject matter decisions, including the target concept to be discovered and the sequential design of the questions for the learner. ROL- To discover the answers to the questions. *Questions in the guided discovery style use a convergent process that leads the learner to discover a pre-determined target. When one discovers something for oneself, the chances of remembering it are greater!

18. ACTIVITIES: Can you show me what balance is? Can you show me 3 more examples of balance? Can you show me your most balanced position? Can you move into a position that is least balanced? DISCUSSION: Can you tell me what balance is? What is the effect of the size of your base of support in relation to your balance?

19. It is imperative that PE teachers realize they teach thinking (cognitive) skills! “You did very well on our IQ test!” Convergent thinking- Learners are facilitated to come to the same answer. Divergent thinking- Learners are facilitated to come to many answers.

20. Divergent Style • This style invites the learner to go beyond the known • Teacher designs the problem(s) to be solved. • The learner makes evaluation decisions about the discovered solutions

21. The Final Frontier • The learner designs their own program • The learner initiates their own learning