scholarly journals Effects of command and guided discovery teaching styles on acquisition and retention of the handstand

2020 ◽  
Vol 34 (1) ◽  
pp. 11-18
Author(s):  
Fernanda Buonome El Khouri ◽  
Cassio de Miranda Meira Junior ◽  
Graciele Massoli Rodrigues ◽  
Maria Luiza de Jesus Miranda
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Skill Acquisition ◽  
Teaching Style ◽  
Teaching Styles ◽  
Third Graders ◽  
Group Differences ◽  
Guided Discovery ◽  
Motor Skill Acquisition ◽  
Spectrum Of Teaching Styles

The influential Mosston’s Spectrum of Teaching Styles is a guide to teaching decisions in Physical Education. This highly researched topic has been tested in many contexts so that our focus is centered on the type of skill during motor skill acquisition in physical education settings. Given that the tasks employed in the studies have been either specialized or manipulative fundamental skills, we sought to extend our understanding of the issue addressing the effects of teaching styles in the process of learning a stability fundamental skill. Our purpose was to examine motor and psychological effects of command and guided discovery teaching styles from Mosston's Spectrum in the acquisition and retention of the handstand in scholars. Third graders from a suburban school in Sao Paulo, Brazil, were assigned to a command (n=22) and a guided discovery (n=23) group. The process of learning the handstand lasted six acquisition sessions, carried out between a pretest and a posttest/retention. We used as dependent variables the motor developmental level (initial, elementary and mature), the movement ratings (scores from 0 to 10) and the motivation levels (post-learning self-reported subscales from the Intrinsic Motivation Inventory). The guided discovery teaching style led more scholars to reach the mature developmental stage of the handstand on retention compared to the command teaching style. No group differences were detected with respect to ratings or intrinsic motivation. Regardless of the group, the pretest ratings were lower than the posttest ones as well as boys scored higher in pressure and tension subscale as compared to girls. The current findings suggest that both teaching styles promoted motor acquisition, but the guided discovery teaching style seemed to yield superior handstand retention.

scholarly journals Effects of command and guided discovery teaching styles on acquisition and retention of the handstand

2020 ◽  
Vol 34 (1) ◽  
pp. 11-18
Author(s):  
Fernanda Buonome El Khouri ◽  
Cassio De Miranda Meira Junior ◽  
Graciele Massoli Rodrigues ◽  
Maria Luiza De Jesus Miranda
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Skill Acquisition ◽  
Teaching Style ◽  
Teaching Styles ◽  
Third Graders ◽  
Group Differences ◽  
Guided Discovery ◽  
Motor Skill Acquisition ◽  
Spectrum Of Teaching Styles

The influential Mosston’s Spectrum of Teaching Styles is a guide to teaching decisions in Physical Education. This highly researched topic has been tested in many contexts so that our focus is centered on the type of skill during motor skill acquisition in physical education settings. Given that the tasks employed in the studies have been either specialized or manipulative fundamental skills, we sought to extend our understanding of the issue addressing the effects of teaching styles in the process of learning a stability fundamental skill. Our purpose was to examine motor and psychological effects of command and guided discovery teaching styles from Mosston's Spectrum in the acquisition and retention of the handstand in scholars. Third graders from a suburban school in Sao Paulo, Brazil, were assigned to a command (n=22) and a guided discovery (n=23) group. The process of learning the handstand lasted six acquisition sessions, carried out between a pretest and a posttest/retention. We used as dependent variables the motor developmental level (initial, elementary and mature), the movement ratings (scores from 0 to 10) and the motivation levels (post-learning self-reported subscales from the Intrinsic Motivation Inventory). The guided discovery teaching style led more scholars to reach the mature developmental stage of the handstand on retention compared to the command teaching style. No group differences were detected with respect to ratings or intrinsic motivation. Regardless of the group, the pretest ratings were lower than the posttest ones as well as boys scored higher in pressure and tension subscale as compared to girls. The current findings suggest that both teaching styles promoted motor acquisition, but the guided discovery teaching style seemed to yield superior handstand retention.

The Effects of Three Styles of Teaching on University Students’ Motor Performance

1992 ◽  
Vol 11 (4) ◽  
pp. 389-401 ◽  
Author(s):  
B. Ann Boyce
Keyword(s):  
University Students ◽  
Teacher Effectiveness ◽  
Skill Acquisition ◽  
Repeated Measures ◽  
Motor Performance ◽  
Teaching Styles ◽  
Significant Group ◽  
Treatment Groups ◽  
Motor Skill Acquisition ◽  
Spectrum Of Teaching Styles

The effects of three teaching styles (command, practice, and reciprocal) from Mosston’s Spectrum of Teaching Styles were investigated in terms of motor skill acquisition and retention of a selected shooting task. University students (N=135) enrolled in nine riflery classes were randomly assigned by class to one of three treatment groups. A 3×6 (Teaching styles × Sets of trials) ANCOVA, with repeated measures on the last factor and pretest performance as the covariate, revealed a significant group-by-trials interaction. Command and practice styles were significantly superior to the reciprocal style in terms of skill acquisition and retention. Discussion addresses not only previous research on Mosston’s styles but also the research in teacher effectiveness and selected motor-learning constructs.

Utilizing Guided Discovery to Promote Transfer of Responsibility Values in Young Children

2021 ◽  
pp. 1-10
Author(s):  
Robin J. Dunn
Keyword(s):  
Teaching Style ◽  
Third Graders ◽  
After School ◽  
School Program ◽  
Guided Discovery ◽  
Activity Program ◽  
After School Program ◽  
Personal And Social Responsibility ◽  
Responsible Behaviors ◽  
Heavy Dose

Purpose: In a Teaching Personal and Social Responsibility (TPSR) program, Hellison noted that transferring responsibility values to areas beyond the gym was the most important aspect of a responsibility-based program. The purpose of this study was to examine how the use of guided discovery strategies in a TPSR program impacts and promotes how elementary students construct meaning and action related to responsibility values. Method: The participants were 12 second and third graders who attended an underserved public elementary school and were part of an after-school program. In the TPSR program, participants engaged in cooperative activities and researcher-led discussions, using the guided discovery teaching style, to promote transfer of life skills. Results: The findings indicate that the students better understood the meaning of responsible behaviors following an 8-week TPSR after-school program that included a heavy dose of the guided discovery teaching style. This, in turn, suggests that the guided discovery teaching style served to stimulate the transfer of these responsibility behaviors beyond the program. Discussion and Conclusion: Transfer is challenging to facilitate. Having a program that uses the scaffolded approach of guided discovery may be a key component in transferring responsible behaviors to areas outside of a physical activity program.

scholarly journals Teaching Styles in Physical Education: A New Approach to Predicting Resilience and Bullying

2019 ◽  
Vol 17 (1) ◽  
pp. 76 ◽  
Author(s):  
Carlos Montero-Carretero ◽  
Eduardo Cervelló
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Teaching Style ◽  
Teaching Styles ◽  
Physical Education Teachers ◽  
Physical Education Class ◽  
Cross Sectional ◽  
New Approach ◽  
Class A ◽  
Practical Implications

The main objective of this study was to analyze student-perceived teaching styles’ power to predict students’ resilience and the emergence of bullying behaviors in physical education class. A total of 537 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain), participated in the study. The design of the study was cross-sectional. The results showed that bullying was positively predicted by students’ perceptions of a more controlling style and negatively by a greater perception of an autonomy-supportive style in physical education classes. Victimization was negatively predicted by greater resilience and positively by students’ perception of a teacher’s more controlling style. Finally, the mediation analysis showed that the perception of autonomy support indirectly and negatively predicted victimization, with resilience acting as a mediator. These findings provide useful information for physical education teachers interested in preventing bullying, and have important practical implications about the teaching style recommended for this purpose.

Self-Regulation, Motivation and Teaching Styles in Physical Education Classes: An Intervention Study

2015 ◽  
Vol 34 (2) ◽  
pp. 333-344 ◽  
Author(s):  
Athanasia Chatzipanteli ◽  
Nikolaos Digelidis ◽  
Athanasios G. Papaioannou
Keyword(s):  
Intrinsic Motivation ◽  
Repeated Measures ◽  
Intervention Program ◽  
Comparison Group ◽  
Self Regulation ◽  
Teaching Styles ◽  
Metacognitive Skills ◽  
Guided Discovery ◽  
Practice Style ◽  
Experimental Group

The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students’ self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group. The teachers who taught the students assigned to the experimental group used student-activated teaching styles, and specifically the reciprocal, self-check, inclusion, guided discovery, convergent discovery, and divergent discovery styles. Repeated measures analysis of variance revealed that the experimental group, compared with the comparison group, had higher scores in lesson satisfaction, intrinsic motivation, identified regulation, and metacognitive activities, and lower scores in external motivation, and amotivation. The study revealed that going beyond the command and/or the practice style of teaching, PE teachers can enhance students’ metacognitive skills, lesson satisfaction and intrinsic motivation.

Effects of Peer Mediated Instruction with Task Cards on Motor Skill Acquisition in Tennis

2011 ◽  
Vol 30 (1) ◽  
pp. 31-50 ◽  
Author(s):  
Peter Iserbyt ◽  
Bob Madou ◽  
Lieven Vergauwen ◽  
Daniel Behets
Keyword(s):  
Physical Education ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Mediated Learning ◽  
Motor Skill Acquisition ◽  
Teaching Format ◽  
Powerful Learning ◽  
Before And After ◽  
Eighth Grade Students ◽  
Teacher Centered

This study compared the motor skill effects of a peer teaching format by means of task cards with a teacher-centered format. Tennis performance of eighth grade students (n = 55) was measured before and after a four week intervention period in a regular physical education program. Results show that peer mediated learning with task cards accomplishes motor goals almost as well as a teacher-centered format in a technical sport like tennis. In addition, it is discussed that peer mediated learning settings with task cards could offer a powerful learning environment, emphasizing social as well as motor goals in physical education.

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