Teaching Styles in Physical Education

 

As a Physical Education teacher it is extremely beneficial to have a strong understanding of the different teaching styles as they allow you to:

• Cater for the different way pupils learn;
• Allows students to learn all the concepts, processes and skills inherent to physical education;
• Eliminates monotony in the delivery of PE lessons; and
• Are useful for planning how students will achieve a given learning objective 

Teaching Styles allow for many approaches to teaching and learning such as behaviourist, cognitive, social constructivist, peer teaching, peer assessment, and self-assessment.

 Why Different Teaching Styles

·       Instructional strategies encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of Content .

They allow teachers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education.

·       The objective of using instructional strategies beyond subject comprehension is to create students who are independent strategic learners.

The hope is, with time and practice, students will be able to select the right strategies on their own and use them effectively to complete tasks.

·       There are a variety of different instructional approaches and strategies that can be used effectively at all levels and subject areas, with a wide range of learning styles.

·        These learning strategies motivate students by improving their engagement, capturing their attention and encouraging them to focus on not only remembering course material, but truly understanding it.

·       Educators who use instructional strategies allow students to have the capability to make meaningful connections between concepts learned in class and real-life situations.

·       They offer an opportunity for students to demonstrate their knowledge and course correct on their own when needed.

·       Teachers also benefit from using instructional strategies because they’re able to better monitor and assess student performance through different methods of evaluation.

The Command style of teaching

The Command style of teaching, also known as the Direct Instruction model, is a teaching approach that emphasizes explicit guidance and instruction from the teacher to the students. In the context of physical education, this style of teaching is often used to teach specific skills or techniques, such as how to perform a particular exercise or sport.

In the Command style of teaching, the teacher takes on a dominant role and provides clear and direct instructions to the students. The teacher tells the students what to do, how to do it, and when to do it. The students are expected to follow the instructions given by the teacher without questioning or deviating from them.

Advantages of Command style of teaching in Physical Education:

·       Provides clear guidance and instruction, which can be helpful for students who are new to a particular sport or activity.

·       Can be efficient and effective for teaching specific skills or techniques.

·       Provides a structured and disciplined environment, which can help with classroom management.

Disadvantages of Command style of teaching in Physical Education:

·       May not be engaging or enjoyable for students who prefer more autonomy and independence in their learning.

·       Can be overly prescriptive, which may limit creativity and problem-solving skills.

·       May not be appropriate for students who have different learning styles or needs.

 

The command style of teaching in physical education is a teaching method that involves a teacher providing clear and direct instructions to the students. In this style, the teacher takes control of the class and decides what activities are done, when they are done, and how they are done.

Pre-impact decisions in command style involve planning and preparing for the class. The teacher decides on the activities to be done, sets the objectives, and plans the lesson structure. The teacher may also set expectations for behavior and participation in the class.

Impact decisions in command style involve the actual implementation of the lesson plan. The teacher takes charge and delivers the instructions for the activities. The teacher also monitors the students' progress and adjusts the activities as necessary to ensure the students are learning and engaged.

Post-impact decisions in command style involve evaluating the success of the lesson and reflecting on what could be improved for the next class. The teacher may also give feedback to the students on their performance and provide opportunities for them to reflect on their own learning.

Overall, the command style of teaching in physical education can be effective for teaching fundamental skills and techniques, but it may not be suitable for all students or activities. It is important for the teacher to consider the needs and abilities of the students and to provide opportunities for student-centered learning and decision-making.

 

 

The practice style of teaching in physical education

The practice style of teaching in physical education is an instructional approach that emphasizes hands-on learning through repeated practice and feedback. This approach is based on the belief that learning physical skills requires practice and repetition, and that learners benefit from immediate feedback to help them refine their movements.

Some of the key features of practice style teaching in physical education include:

1.      Focus on Skill Development: The primary goal of practice style teaching is to develop learners' physical skills, such as throwing, catching, jumping, running, and striking. The emphasis is on the development of proper technique and form, with the goal of improving performance and reducing the risk of injury.

2.      Repetition: Practice style teaching involves repeated practice of specific skills or movements. This allows learners to develop muscle memory and improve their coordination and timing.

3.      Feedback: Immediate feedback is an essential component of practice style teaching. Learners receive feedback from the teacher, their peers, or through self-reflection. This feedback helps learners identify areas for improvement and make adjustments to their technique.

4.      Progression: Practice style teaching typically involves a progression of skills. Learners start with basic movements and gradually build up to more complex skills. This helps learners develop a strong foundation of skills and allows them to build on their prior knowledge.

5.      Individualized Instruction: Practice style teaching allows for individualized instruction, where teachers can provide feedback and instruction tailored to each learner's needs and skill level.

Some strategies used in practice style teaching in physical education include:

6.      Drill and Practice: Teachers use drills to help learners develop muscle memory and perfect their technique. These drills involve repetitive movements that isolate specific skills.

7.      Peer Feedback: Learners provide feedback to each other, allowing them to learn from each other's mistakes and successes. This also helps learners develop their communication and teamwork skills.

8.      Video Analysis: Teachers use video analysis to provide learners with immediate feedback on their technique. This can be a powerful tool for helping learners identify areas for improvement and make adjustments to their movements.

9.      Skill Progressions: Teachers use skill progressions to help learners build on their prior knowledge and develop more complex skills. This approach involves breaking down skills into smaller components and building on each component until learners can perform the entire skill with confidence.

Overall, practice style teaching is an effective instructional approach for developing physical skills in learners. By providing repeated practice, immediate feedback, and individualized instruction, teachers can help learners build a strong foundation of physical skills and develop a love for physical activity that can last a lifetime.

 Practice style refers to the way in which a physical activity or skill is taught and practiced. In physical education, there are three stages of decision-making related to practice style: pre-impact decisions, impact decisions, and post-impact decisions.

Pre-impact decisions refer to the decisions made before the physical activity or skill is actually practiced. This includes decisions related to the learning objectives, the selection of appropriate teaching methods and materials, and the planning of the practice sessions. These decisions are critical as they set the stage for the subsequent learning process.

Impact decisions refer to the decisions made during the physical activity or skill practice. These decisions involve adjusting the practice style to better facilitate learning and skill acquisition. For example, an instructor may decide to modify the practice environment or the task difficulty to better match the learners' abilities and needs.

Post-impact decisions refer to the decisions made after the physical activity or skill practice is completed. These decisions include evaluating the effectiveness of the practice style and making changes or modifications for future practice sessions. This is an important stage for reflecting on the learning outcomes and planning for subsequent practice sessions.

In practice style, all three stages of decision-making are interrelated and affect each other. A well-planned pre-impact decision can lead to better impact and post-impact decisions, resulting in more effective learning outcomes. Therefore, it is crucial for physical education instructors to carefully consider each stage of decision-making and how they relate to one another.

 

 

 

Reciprocal teaching

Reciprocal teaching is a teaching method that involves students in collaborative learning, where they take turns in assuming the role of teacher and student. This method can be effectively applied in physical education classes to enhance students' learning and engagement.

The reciprocal style of teaching in physical education involves breaking down complex skills or movements into smaller parts, and then assigning each student a specific role, such as coach, observer, or performer. Students work in small groups, and each group member takes turns assuming different roles. The coach helps the performer execute the skill correctly, the observer watches the performer and provides feedback, and the performer practices the skill under the guidance of the coach.

Reciprocal teaching in physical education has several benefits. It promotes peer learning and collaboration, which can increase student motivation and engagement. It also allows for differentiated instruction, as each student can assume a role that matches their learning needs and abilities. Additionally, reciprocal teaching helps students develop communication and leadership skills, as they take turns assuming different roles and providing feedback to one another.

To implement reciprocal teaching in physical education, teachers can start by introducing the method and its benefits to their students. They can then break down complex skills or movements into smaller parts and assign roles to each student. Teachers should also provide clear guidelines for each role and facilitate discussions among group members to ensure effective communication and collaboration.

Overall, the reciprocal style of teaching in physical education is a valuable teaching method that can enhance students' learning, engagement, and communication skills.

In this style, there are three key decision-making phases: pre-impact, impact, and post-impact.

1.      Pre-Impact Decisions: This phase involves preparing for the negotiation and setting goals for what each party hopes to achieve. In reciprocal style, it is important to identify potential areas of agreement and disagreement, and to plan how to address them during the negotiation. This phase is also a time for building rapport and establishing trust with the other party.

2.      Impact Decisions: This phase involves the actual negotiation process, where each party presents their positions and makes concessions in order to reach a mutually beneficial agreement. In reciprocal style, it is important to focus on common interests and to be willing to compromise in order to achieve a positive outcome for both parties.

3.      Post-Impact Decisions: This phase involves implementing and evaluating the agreement reached during the negotiation. In reciprocal style, it is important to maintain open communication with the other party and to follow through on commitments made during the negotiation. It is also important to assess the success of the agreement and to identify any areas for improvement in future negotiations.

 

The self-check style of teaching in physical education

The self-check style of teaching in physical education refers to an approach where students are given the opportunity to monitor and evaluate their own progress and performance in various physical activities. This method can be beneficial in several ways:

1.      Encourages Responsibility: Self-check style of teaching encourages students to take responsibility for their own learning and progress. They learn to set goals, assess their performance, and make adjustments to improve.

2.      Self-awareness: By evaluating their own performance, students become more aware of their strengths and weaknesses. This can help them to identify areas where they need to improve and focus their efforts accordingly.

3.      Active Learning: This approach promotes active learning where students are more engaged in the process of learning. They are encouraged to think critically, ask questions, and make decisions based on their own observations and feedback.

4.      Encourages Autonomy: Students develop autonomy and confidence in their abilities when given the opportunity to monitor their own progress. They become more self-motivated and invested in their own learning.

Some examples of how the self-check style of teaching can be incorporated into physical education classes include:

5.       Students keeping a record of their progress in various physical activities, such as running times or number of push-ups completed.

6.       Students evaluating their own performance using a rubric or checklist provided by the teacher.

7.       Students engaging in self-reflection and setting goals for improvement.

8.       Students participating in peer evaluations, where they provide feedback to each other on their performance.

Overall, the self-check style of teaching can be a useful approach in physical education classes as it encourages students to become more responsible, self-aware, and engaged in their own learning.

Pre-impact, impact, and post-impact are three stages that can be used to assess the effectiveness of this teaching style.

9.      Pre-impact: This stage involves setting expectations and goals for students before they engage in any physical activity. The teacher can discuss the purpose and benefits of self-check and encourage students to take ownership of their learning. Students can also assess their current fitness levels and set personal goals for improvement.

10.  Impact: During this stage, students engage in physical activities and use self-check techniques to evaluate their own performance. They can use various methods such as video recording, peer evaluation, or self-reflection to assess their strengths and weaknesses. The teacher can also provide feedback and guidance to help students improve their skills.

11.  Post-impact: In this stage, students reflect on their progress and evaluate the effectiveness of self-check. They can compare their initial goals with their actual performance and identify areas where they have improved or need further work. The teacher can also provide feedback on the overall effectiveness of the self-check approach and suggest ways to improve it in the future.

Inclusion teaching style in physical education

Inclusion teaching style in physical education involves creating a supportive and welcoming learning environment that enables students with diverse abilities and backgrounds to participate fully in physical activities. This approach to teaching focuses on adapting the curriculum and instruction to meet the needs of all learners, including those with disabilities, those from different cultural backgrounds, and those with varying skill levels.

Here are some strategies for implementing inclusion teaching style in physical education:

1.      Create a positive and supportive learning environment: Teachers should establish a classroom culture that promotes respect, inclusivity, and tolerance. This can be achieved by encouraging peer interaction, teamwork, and positive reinforcement.

2.      Use differentiated instruction: Teachers should use a variety of instructional approaches that cater to the diverse needs of learners. This can include adjusting the pace, mode, or content of instruction, providing visual aids or other resources, and using assistive technology.

3.      Provide opportunities for student choice: Teachers should offer students choices in how they participate in physical activities. This can include allowing students to choose the type of physical activity, the level of challenge, and the mode of participation.

4.      Use inclusive language: Teachers should use language that is respectful, positive, and inclusive. This includes using gender-neutral language, avoiding derogatory language, and recognizing and celebrating diversity.

5.      Offer accommodations: Teachers should make necessary accommodations to ensure that all learners can participate in physical activities. This can include providing additional support, modifying equipment, or adjusting the environment to meet the needs of learners.

By adopting an inclusion teaching style in physical education, teachers can create a more equitable and inclusive learning environment that supports the diverse needs of learners.

 

The Inclusion Teaching Style in Physical Education involves creating an inclusive environment that caters to the needs of all students, regardless of their abilities, gender, race, or socio-economic background. This teaching style focuses on creating a positive and supportive learning environment that encourages all students to participate in physical activities and develop their physical fitness.

Here is how the Pre-impact, Impact, and Post-impact phases of Inclusion Teaching Style in Physical Education can be described:

Pre-impact: This phase involves preparing the students and the learning environment for inclusive teaching. This phase includes setting goals and objectives, establishing expectations, developing lesson plans, and selecting appropriate teaching strategies and resources. Teachers may also need to identify and address any potential barriers to inclusion, such as language barriers, physical disabilities, or cultural differences.

Impact: This phase involves implementing the inclusive teaching strategies and resources that were planned in the pre-impact phase. During this phase, the teacher will need to monitor the progress of the students and make adjustments to the teaching strategies and resources as needed. The teacher may also need to provide additional support and accommodations for students who are struggling with the physical activities or who have special needs.

Post-impact: This phase involves evaluating the effectiveness of the inclusive teaching strategies and resources that were implemented during the impact phase. Teachers may use a variety of evaluation methods, such as surveys, assessments, and observations, to gather feedback from students and assess the impact of the inclusive teaching on their physical fitness and overall well-being. Based on the evaluation results, teachers can make further adjustments and improvements to their teaching strategies and resources for future classes.

Overall, the Inclusion Teaching Style in Physical Education aims to create an environment that supports all students in achieving their physical fitness goals and developing positive attitudes towards physical activity. Through careful planning, implementation, and evaluation, teachers can effectively promote inclusion and ensure that all students have the opportunity to participate and succeed in physical education.

The Convergent Discovery teaching style in Physical Education

The Convergent Discovery teaching style in Physical Education is an instructional approach that emphasizes problem-solving and decision-making skills. It involves creating a challenging and dynamic learning environment in which students are encouraged to explore and discover solutions to problems independently.

In this teaching style, the teacher provides a framework for learning and facilitates the students' exploration and discovery process. Students are encouraged to use critical thinking and problem-solving skills to find solutions to real-life situations that relate to physical education. They work in groups, with each group responsible for finding solutions to a specific problem.

The convergent discovery teaching style emphasizes student-centered learning and provides opportunities for students to take ownership of their learning. Students are encouraged to develop their decision-making and problem-solving skills, which are essential for success in physical education and life.

One of the benefits of this teaching style is that it helps students develop their cognitive, social, and physical skills. They learn how to work effectively in a team, develop communication skills, and build self-confidence. Additionally, students learn how to analyze and evaluate information and make informed decisions based on their analysis.

Overall, the convergent discovery teaching style is an effective way of teaching physical education. It promotes active and engaged learning, helps students develop critical thinking and problem-solving skills, and prepares them for success in their future lives.

Convergent Discovery is a teaching style in which the teacher sets a problem or task, and the students work together to find a solution using their own creativity and critical thinking skills. In Physical Education, this teaching style can be used to encourage students to explore their physical capabilities and develop their problem-solving skills. Here's an example of how Convergent Discovery can be used in Physical Education:

Task: The teacher sets up an obstacle course in the gymnasium, using cones, ropes, and other equipment. The course has a starting point and an ending point, and the students have to navigate through the course as quickly as possible.

Convergent Discovery Teaching Style:

1.      The teacher explains the task and the rules of the game.

2.      The students work together to plan their approach to the obstacle course, discussing the best way to navigate the obstacles and strategizing how to optimize their time.

3.      The students practice and refine their techniques, exploring different ways of moving through the obstacles and evaluating their success.

4.      The teacher observes and provides feedback, encouraging the students to try new approaches and providing guidance on how to improve their performance.

5.      The students compete against each other, putting their skills to the test and trying to complete the course in the fastest time possible.

6.      After the game, the students reflect on their performance, discussing what worked well and what could be improved, and sharing their insights with the rest of the class.

This approach to teaching Physical Education not only develops the students' physical skills, but also encourages them to think critically, collaborate with their peers, and reflect on their own performance. By engaging in a problem-solving process, the students take ownership of their learning and develop a deeper understanding of the subject matter.

The Convergent Discovery teaching style is a student-centered approach to teaching that emphasizes the exploration and discovery of information through inquiry-based learning activities. This teaching style is particularly well-suited to physical education, as it encourages students to develop their physical skills and abilities through trial and error and problem-solving.

The pre-impact phase of Convergent Discovery teaching involves planning and preparing the lesson. The teacher must identify the objectives of the lesson and create a clear and concise plan for achieving those objectives. This phase may involve reviewing previous lessons, assessing student knowledge and skills, and selecting appropriate teaching materials.

During the impact phase of Convergent Discovery teaching, students are actively engaged in the learning process. The teacher provides guidance and support as students explore and discover new information through hands-on activities and problem-solving exercises. Students are encouraged to take risks and learn from their mistakes, developing their physical abilities and problem-solving skills.

In the post-impact phase, the teacher evaluates student learning and provides feedback to support continued growth and development. This may involve reviewing student work, assessing performance on assessments, and providing feedback on areas where students may need additional support or guidance.

 

Divergent teaching in Physical Education

Divergent teaching in Physical Education involves an approach that emphasizes creativity, problem-solving, and critical thinking over traditional instruction and rote memorization. This type of teaching style encourages students to explore different ways to approach physical activities and games, and to experiment with new ideas.

Here are some characteristics of divergent teaching in Physical Education:

Emphasizes creativity: Divergent teaching encourages students to come up with their own ideas and solutions to problems. This approach is more open-ended, and allows for a wider range of responses than traditional teaching methods.

    Problem-solving focus: Divergent teaching emphasizes problem-solving skills, challenging students to think outside the box and find new solutions to physical challenges.

   Student-centered: This teaching style emphasizes the needs and interests of individual students, rather than a one-size-fits-all approach.

    Encourages experimentation: Divergent teaching encourages students to experiment with different strategies, techniques, and approaches to physical activities.

       Promotes critical thinking: Divergent teaching encourages students to think critically about the physical activities they are engaged in and to reflect on their experiences in order to improve their performance.

Overall, divergent teaching in Physical Education can help students develop a more creative, flexible, and adaptive approach to physical activities and games, which can lead to greater enjoyment, improved performance, and a lifelong commitment to physical activity.

 

Divergent teaching style 

Divergent teaching style is all about encouraging creativity and exploration among learners. When it comes to football activities in physical education, this approach can be used to promote individualism and innovation on the field. Here's an example of a football activity that incorporates divergent teaching style:

Title: Create Your Own Trick Shot

Objective: To encourage creativity and innovation on the field while developing individual technical skills.

Equipment: Football, cones, goalposts

Instructions:

   Divide the class into small groups of 3-4 students.

Each group will have a designated area to set up their own mini-goalposts using cones.

Each student will take turns attempting to create their own trick shot on goal.

The trick shot can be any unique technique or skill that the student can come up with such as a bicycle kick, a chip shot, or a knuckleball.

After each attempt, the student will explain and demonstrate their technique to the rest of the group.

The group will then provide feedback and suggestions for improvement.

Once each student has had a chance to attempt their trick shot, the group will vote on the best one.

The winning group will have their trick shot demonstrated and showcased in front of the entire class.

By allowing students to explore and experiment with their own creativity, this football activity promotes individualism and innovation on the field while developing individual technical skills. It also encourages collaboration and feedback among group members, allowing for a more inclusive learning environment.

The divergent teaching style is a teaching approach that encourages students to think creatively and independently, and to explore different ways of solving problems. In physical education, this teaching style can have several impacts, both positive and negative, before, during, and after its implementation.

 

Pre-impact: Before implementing a divergent teaching style in physical education, teachers must prepare the necessary materials and lesson plans that will allow students to explore different ways of learning and to engage in hands-on activities. Teachers must also be ready to adjust their teaching methods based on the needs and abilities of each student.

Impact: During the implementation of a divergent teaching style in physical education, students are encouraged to be more independent and creative in their thinking, and to work collaboratively with their peers to solve problems. This can lead to increased engagement and motivation among students, as well as improved critical thinking and problem-solving skills.

However, there can also be some negative impacts of this teaching style, such as confusion or frustration among students who may struggle with the lack of structure and guidance provided by the teacher. Additionally, some students may feel overwhelmed or intimidated by the open-ended nature of the activities.

Post-impact: After implementing a divergent teaching style in physical education, teachers can assess its effectiveness by gathering feedback from students and analyzing their performance in class. This can help to identify areas where students may need additional support or guidance, and to make adjustments to future lesson plans.