{"title":"Using The Spectrum to ground PETE students’ pedagogical footings","authors":"S. Pill, Joss Rankin","doi":"10.4324/9780429341342-5","DOIUrl":"https://doi.org/10.4324/9780429341342-5","url":null,"abstract":"","PeriodicalId":398616,"journal":{"name":"The Spectrum of Teaching Styles in Physical Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128337878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-10DOI: 10.4324/9780429341342-15
Mitchell Hewitt, S. Pill, B. SueSee
{"title":"Future considerations on The Spectrum","authors":"Mitchell Hewitt, S. Pill, B. SueSee","doi":"10.4324/9780429341342-15","DOIUrl":"https://doi.org/10.4324/9780429341342-15","url":null,"abstract":"","PeriodicalId":398616,"journal":{"name":"The Spectrum of Teaching Styles in Physical Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131477439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With over 100 published research initiatives, Mosston and Ashworth’s Spectrum of Teaching Styles is one of the most researched theories in relation to physical education pedagogy. In most cases, the claims in connection to The Spectrum have been validated, demonstrating that reproduction and production clusters are effective in promoting motor skill acquisition in school-age and college-age students. Learners taught using Reciprocal Style, Self-check and Inclusion Styles have revealed higher gains of knowledge compared to learners who receive instruction that does not require them to formally assess performance. Finally, increased levels of autonomy and perceived control, along with higher levels of physical and cognitive involvement, have additionally been reported by students educated using the Reciprocal Style (Goldberger, Ashworth & Byra, 2009). Despite this, The Spectrum may seem foreign and complex to many teachers with its 11 teaching styles. This chapter introduces The Spectrum and the chapters that follow which present examples of how a variety of teachers, coaches and academics have employed The Spectrum by applying their own perspective to it. Rather than it just being a theory, the contributing authors have ‘breathed life’ into it by incorporating it in their own way in diverse environments.
{"title":"Introduction to The Spectrum","authors":"Mitchell Hewitt, B. SueSee, S. Pill","doi":"10.4324/9780429341342-1","DOIUrl":"https://doi.org/10.4324/9780429341342-1","url":null,"abstract":"With over 100 published research initiatives, Mosston and Ashworth’s Spectrum of Teaching Styles is one of the most researched theories in relation to physical education pedagogy. In most cases, the claims in connection to The Spectrum have been validated, demonstrating that reproduction and production clusters are effective in promoting motor skill acquisition in school-age and college-age students. Learners taught using Reciprocal Style, Self-check and Inclusion Styles have revealed higher gains of knowledge compared to learners who receive instruction that does not require them to formally assess performance. Finally, increased levels of autonomy and perceived control, along with higher levels of physical and cognitive involvement, have additionally been reported by students educated using the Reciprocal Style (Goldberger, Ashworth & Byra, 2009). Despite this, The Spectrum may seem foreign and complex to many teachers with its 11 teaching styles. This chapter introduces The Spectrum and the chapters that follow which present examples of how a variety of teachers, coaches and academics have employed The Spectrum by applying their own perspective to it. Rather than it just being a theory, the contributing authors have ‘breathed life’ into it by incorporating it in their own way in diverse environments.","PeriodicalId":398616,"journal":{"name":"The Spectrum of Teaching Styles in Physical Education","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124985484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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