The Spectrum of Teaching Styles in Physical Education

Description

This is the first in-depth, practice-focused book to explain ‘spectrum theory’ and its application in physical education and sports coaching. Spectrum theory identifies 11 distinct teaching styles, with decision making as a central characteristic, and allows teachers to select age and developmentally appropriate styles across social, physical, ethical, emotional and cognitive channels. The book brings together leading thinkers in spectrum theory, to demonstrate how it can be applied to improve teaching and learning in PE and coaching. Drawing on real-world research in schools and universities, the book considers the history of spectrum theory, and examines its significance across important areas such as physical education teacher education, sport pedagogy, teacher development, models such as Games Sense and Teaching Games for Understanding, skill acquisition and student learning and perception. Every chapter highlights the practical implications of research in real-world settings and considers how spectrum theory can enhance learning experiences. This book is invaluable reading for all pre-service and in-service school physical education teachers, sports coaches, school pedagogical leaders and college lecturers. Cover Half Title Title Page Copyright Page Dedication Table of Contents List of Contributors Chapter 1: Introduction to The Spectrum Brief history and changes About the chapters Spectrum development Criticisms of The Spectrum References Chapter 2: History and overview of The Spectrum The beginning Landmark Styles (A–K) Clusters Non-Landmark Styles – Canopy Styles Episodic Teaching* Episodic Teaching Research O-T-L-O Developmental Channels* Financial Developmental Channel Center on Teaching Future perspectives References Chapter 3: The Spectrum: my journey A Spectrum-based PETE program Summary References Chapter 4: Using The Spectrum to interrogate the Teaching Styles of physical education teachers The need for a common language Curriculum documents Sporting problems How to interrogate teaching styles References Chapter 5: Using The Spectrum to ground PETE students’ pedagogical footings Education in, through and about movement Transformative pedagogy and pedagogical accountability Using The Spectrum as transformative PETE at Flinders University Foregrounding the learner Critical examination of apprenticeship Conclusion References Chapter 6: Considering the application of a range of teaching styles from The Spectrum that promotes the holistic development of tennis players in a variety of learning domains Practice style – in practice ‘Crosscourt Chargers’ Divergent Discovery – in practice ‘Triple Treat’ Inclusion Style – in practice Inclusion Style and game modification – in practice Shifting decisions to create new learning and teaching episodes Practice Style to Reciprocal Style – in practice References Chapter 7: Reconciling approaches: Mosston and Ashworth’s Spectrum of Teaching Styles as a tool to examine the complexity of any teaching (or coaching) approach The Spectrum A constraints-led approach Discussion Conclusion References Chapter 8: An analysis of Spectrum research on teaching: Study 2 The research Identifying research Categorising research Data analysis Results Trends by decade of publication outlet/dissertation research Country of origin Teaching Styles used Population Focus Observation used Discussion Conclusion References Chapter 9: Featuring The Spectrum in an eclectic PETE program PETE at UA The Spectrum within the core PETE program at UA Permeating theories and perspectives Foundational pedagogies Instructional models Graduate students’ involvement with The Spectrum Conclusion References Chapter 10: Inclusion Style of teaching: Student autonomy and responsibility Description of Inclusion Style Inclusion Style – a holistic instructional approach: psychomotor, cognitive and affective educational learning domains Implementing Inclusion Style Conclusion References Chapter 11: Effects of the Reciprocal Teaching Style on skill acquisition, verbal interaction and ability to analyse in fifth grade children in physical education Syllabus documents Reciprocal Style Method The task The treatments Testing Results Discussion Conclusion References Chapter 12: Teachers’ and students’ experiences with and perceptions of the Teaching Styles The Spectrum use and perceptions Overview How many styles are being used? What are participants’ perspectives on the styles? Do participant characteristics influence their perspectives? Discussion References Chapter 13: Examining physical education teachers’ and pre-service physical education teachers’ knowledge related to reproduction and production Teaching Styles through the Framework Theory of Conceptual Change Framework Theory of Conceptual Change Conceptual Change and implications to curriculum design Pre-service physical education teachers and physical education teachers’ knowledge development of teaching styles Initial mental model Synthetic mental model Implications References Chapter 14: The teaching continuum: A framework for generalist trained elementary school teachers in physical education Importance of effective teaching in elementary school physical education Critical components of an elementary school physical education experience Teaching Styles available for GT teachers GT teachers’ background of physical education The Teaching Continuum The Teaching Continuum – examples Why teachers should use The Teaching Continuum Conclusion References Chapter 15: Future considerations on The Spectrum Canopy designs An inventory of Landmark Teaching Styles The Spectrum model Using The Spectrum to in fields other than physical education and to interrogate other teaching models Conclusion References Index