The Handbook of Physical Education: David Kirk, Doune MacDonald, Mary O'Sullivan, Chapter 4.5: “Teaching Styles and Inclusive Pedagogies”, Mark Byra.
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Within the introduction of this chapter teaching is defined as “… an action taken with the purpose of realizing learning in another” (Dewey 1933, Robertson 1987, Smith 1987). It goes on to say how teaching aims to “...engage students in meaningful goal orientated activity with the intent of meeting instructional objectives specific to a given lesson...” (Mosston and Ashworth 2002, Rink 2002). It is good to be reminded of what teaching is actually about sometimes as it just makes you stop and collect your thoughts before going on to look at it in more depth.
This chapter informs the reader that historically more formal, teacher centred teaching styles were used in P.E up until the 1960’s, only then did there seem to be a shift and the introduction of more varied teaching styles were introduced. Reasons for this include a higher demand for physical education teachers in universities and so more research was undertaken in this area.
But does this mean that before 1960 what all teachers were doing was wrong? I don’t believe this to be the case.
Some pupils probably respond very well to a more direct teaching approach where by the teachers says what to do and the student does it, especially if you are naturally quite good at the subject this way of teaching would work quite well for you. So it is not to point the finger and say that was completely wrong but to look at ways of helping those students who don’t respond so well to a direct approach and giving more equal opportunities for learning to all.
Throughout this chapter there are references to Mosstons theory and his research, his work is obviously well known and respected within this subject area as has been highlighted on a number of occasions in different pieces of literature.
When defining teaching styles they are described as having to do with the “how” and “why” of teaching content and not the “what” (Rink 2002). This is interesting as it links in with the idea that it is the process that needs to be addressed and not perhaps the final result. In a dance class it is often the outcome that people look at and judge whether or not it has been a successful lesson and sometimes the process of getting there is overlooked but what Byra says would imply that it is the process that is perhaps the most important part.
It would appear there is much scope and freedom when it comes to teaching strategies and not all lessons will run the same “In some cases the teachers and learners may engage in the same teaching styles for an entire 30 minute lesson, whereas in other situations, the teacher and learners may engage in two or three different teaching styles, one after another, within a 30 minute lesson”
Ethically this chapter backs up the importance of research and understanding in this area and the use of different teaching styles “ Inclusive pedagogies facilitate equal opportunities for success for all learner regardless of gender, socioeconomic status, race, ethnic background, or physical and/or cognitive ability” By using inclusive teaching methods there is the opportunity to create multiple learning outcomes, students are not just learning the physical activity being taught but gaining social skills, cognitive learning and learning associated with the psychomotor domain. I think these are important points to remember when teaching, it is not just about teaching that subject but you are passing on other transferable skills that’s students can take away and apply to other areas of their learning and life in general.
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