scholarly journals Teaching Styles and Learning-Research and Applications

1997 ◽  
Vol 3 (1) ◽  
pp. 29-34
Author(s):  
Bik C. CHOW
Keyword(s):  
Problem Solving ◽  
Physical Education ◽  
Teaching Styles ◽  
English Abstract ◽  
Physical Education Teachers ◽  
The Past ◽  
Spectrum Of Teaching Styles ◽  
Learning Research

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The author summarizes the theory of the Mosston's Spectrum of Teaching styles which is based on the amount of decisions given to students. Researches in the past ten years on the Spectrum are then reviewed. The author presents practical examples on three teaching styles of the production cluster. The intent of this article is to stimulate physical education teachers to adopt teaching styles for those goals gearing for developing students' cognitive thinking and problem solving ability.本文作者簡單介紹『摩斯登體育敎學光譜』的理論，指出不同敎學風格取決於敎師給予學生多少決策權。作者亦綜合過往十年有關光譜理論之研究 及應用，列舉生產群集的三項敎學風格例子，希望體育敎師於啟發學生思考及創造力為敎學目標的課堂上，能夠嘗試採用。

Turkish Physical Education Teachers’ Use of Teaching Styles: Self-Reported Versus Observed

2020 ◽  
Vol 39 (2) ◽  
pp. 137-146
Author(s):  
Burhan Parsak ◽  
Leyla Saraç
Keyword(s):  
Physical Education ◽  
Teaching Styles ◽  
Teaching Experience ◽  
Physical Education Teachers ◽  
Full Spectrum ◽  
Convenience Sample ◽  
Student Centered ◽  
Teachers Perceptions ◽  
Actual Use ◽  
Spectrum Of Teaching Styles

Objective: The objectives of this study were to (a) identify Turkish middle-school physical education teachers’ self-reported use and perceptions of spectrum teaching styles, (b) determine the spectrum teaching styles the teachers use when teaching, and (c) examine whether gender and teaching experience were differentiating factors. Method: A convenience sample of 58 female and 62 male teachers working in 86 different middle schools located in Adana (Turkey) were recruited into the study. The data were collected using two validated instruments: the Physical Education Teachers’ Use of Teaching Styles and Perceptions of Styles Questionnaire, and the Instrument for Identifying Teaching Styles. Results: The findings based on the teachers’ reported perceptions (questionnaire data) revealed that the teachers employed the full spectrum of teaching styles in their classes, ranging from teacher centered to student centered, regardless of their gender or level of teaching experience. However, the data based on actual observations of teaching styles yielded less evidence that the self-reported styles were used in actual teaching settings. The teachers’ perceptions and their actual use of teaching styles did not vary according to the gender and/or teaching experience of the teacher. Conclusion: There is a discrepancy between teachers’ self-reported teaching styles and the actual use of the styles in their teaching.

scholarly journals New Potential Solutions for Mentors in the Development of Physical Education Teachers

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
István Győri ◽  
József Márton Pucsok ◽  
Melinda Biró
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Public Education ◽  
Physical Education ◽  
Physical Education Teachers ◽  
The Past ◽  
Key Aspects ◽  
Special Factors

  The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches,  in the entire Public Education, especially Teacher Education sector. The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.  

scholarly journals New Potential Solutions for Mentors in the Development of Physical Education Teachers

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
István Győri ◽  
József Márton Pucsok ◽  
Melinda Biró
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Public Education ◽  
Physical Education ◽  
Physical Education Teachers ◽  
The Past ◽  
Key Aspects ◽  
Special Factors

  The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches,  in the entire Public Education, especially Teacher Education sector. The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.  

scholarly journals New Potential Solutions for Mentors in the Development of Physical Education Teachers

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
István Győri ◽  
József Márton Pucsok ◽  
Melinda Biró
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Public Education ◽  
Physical Education ◽  
Physical Education Teachers ◽  
The Past ◽  
Key Aspects ◽  
Special Factors

  The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches,  in the entire Public Education, especially Teacher Education sector. The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.  

scholarly journals Discussion on the Role Conflict between Hong Kong Physical Education Teachers and Coaches

2002 ◽  
Vol 8 (1) ◽  
pp. 59-63
Author(s):  
Siu Kuen NG
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Role Conflict ◽  
English Abstract ◽  
Physical Education Teachers ◽  
Student Athlete ◽  
Role Conflicts ◽  
Current Role

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The present paper attempted to discuss the current role conflicts between the Hong Kong physical education teachers and coaches in the aspects of (1) student/athlete characteristics, and (2) teachers/coaches role characteristics and their role preferences.本文探討香港體育敎師的兩種角色衝突。討論涉及(一)學生與運動員的特質及兩者施敎時的分別，(二)敎師與敎練的角色特點及角色定位的因素。

scholarly journals Why Teach PE? Factors that Affect Students' Decisions to Teach Physical Education Revisited

2013 ◽  
Vol 19 (1) ◽  
pp. 14-25
Author(s):  
Patrick McGAHA ◽  
David BARNEY
Keyword(s):  
High School ◽  
Physical Education ◽  
English Abstract ◽  
Physical Education Teachers ◽  
Physical Education Teacher ◽  
High School Athletics ◽  
Education Teacher

LANGUAGE NOTE | Document text in English; abstract also in Chinese. Many times a child will be asked, “What do you want to be when you grow up?” The answers are varied, yet their responses usually reflect what their parents employ may be. For this study, factors were investigated that have an effect on college student’s decision to become a physical education. For this study it was found that former physical education and coaches were the most influential people affecting college student’s decision to become physical education teachers, not parents. It was also found that many of these college student’s were actively involved in high school athletics, thus also affecting their decision to become a physical education teacher. The results from this study can serve PETE faculty to capitalize on their PETE student’s excitement to teach physical education. 本文旨在探索影響體育師範學生教學的決定因素，包括有師範學生的前體育老師及運動教練。

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 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.

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