The definitive source for the groundbreaking ideas of the "Spectrum of Teaching Styles" introduced by Mosston and Ashworth and developed during 35 years in the field.
Teaching Physical Education, Fifth Edition, offers teachers a foundation for understanding the decision-making structures that exist in all teaching/learning environments and for recognizing the variables that increase effectiveness while teaching physical education. In this thoroughly revised and streamlined edition, all chapters have been updated to include hundreds of real-world examples, concise charts, practical forms, and concrete suggestions for "deliberate teaching" so that teachers can understand their classrooms' flow of events, analyze decision structures, implement adjustments that are appropriate for particular classroom situations, and deliberately combine styles to achieve effective variations. As in prior editions, individual chapters describe the anatomy of the decision structure as it relates to teachers and learners, the objectives (O-T-L-O) of each style, and the application of each style to various activities and educational goals.
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Breite: 235 mm
Dicke: 18 mm
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978-0-205-34093-4 (9780205340934)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
List of Tables.
List of Figures.
1. Key Factors That Shape All Teaching.
A Paradigm Shift.
The Spectrum.
The Benefits of a Universal Theory.
2. An Overview.
A Framework about Teaching and Learning.
An Overview of the Spectrum.
Six Premises of the Spectrum.
The O-T-L-O Relationships.
The Need for a Spectrum.
3. The Anatomy of Any Teaching Style.
The Pre-Impact Set.
The Impact Set.
The Post-Impact Set.
4. Feedback.
Four Feedback Categories.
Feedback Combinations.
Degree of Privacy During Feedback.
Summary of the Assets and Liabilities of Different Forms of Feedback.
5. Cognition.
Cognition: The Premise.
A General Model for the Flow of Conscious Thinking.
Convergent and Divergent Thinking.
The Discovery Threshold.
The Role of Cognitive Operations.
Cognitive Operations and Verbal Behavior.
Creativity - A Different Viewpoint.
Cognition and Wait Time.
Designing the Subject Matter.
6. The Command Style - A.
The Objectives.
The Anatomy of this Style.
The Implementation of the Command Cycle.
Description of an Episode.
How to Implement the Command Style.
The Implications of this Style.
Subject Matter Considerations.
Style-Specific Comments.
Common Pitfalls to Avoid.
The Developmental Channels.
Images of the Command Style.
7. The Practice Style - B.
The Objectives.
The Anatomy of this Style.
The Implementation of this Style.
Description of an Episode.
How to Implement this Style.
The Implications of this Style.
Selecting and Designing the Subject Matter.
Style-Specific Comments.
The Developmental Channels.
Examples of Task Sheets for the Practice Style.
8. The Reciprocal Style - C.
The Objectives.
The Anatomy of this Style.
The Implementation of the Reciprocal Style.
Description and Implementation of an Episode.
The Implications of this Style.
Selecting and Designing the Subject Matter and Criteria Sheet.
Style-Specific Comments.
The Developmental Channels.
Examples of Criteria Sheets.
9. The Self-Check Style - D.
The Objectives.
The Anatomy of the Style.
The Implementation of this Self-Check Style.
Description of an Episode.
How to Implement the Self-Check Style.
The Implications of this Style.
Selecting and Designing the Subject Matter and Criteria Sheet.
Style-Specific Comments.
The Developmental Channels.
Example of Task Sheet for Self-Check Style.
10. The Inclusion Style - E.
The Objectives.
The Concept of Inclusion.
The Anatomy of this Style.
The Implementation of this Inclusion Style.
How to Implement the Inclusion Style.
The Implications of this Style.
Selecting and Designing the Subject Matter.
Style-Specific Comments.
The Developmental Channels.
Examples of Individual Programs.
11. Issues Common to All Styles.
Task Teaching, Learning Centers, and Station Teaching.
Organizational Options.
Implementing the Spectrum Theory.
The Lesson Plan.
Episodic Teaching.
Terminology.
12. The Guided Discovery Style - F.
The Objectives.
The Anatomy of this Style.
The Implementation of the Guided Discovery Style.
Description of an Episode.
How to Implement the Guided Discovery Style.
The Implications of this Style.
Selecting and Designing the Subject Matter.
Style-Specific Comments.
The Developmental Channels.
Examples in Physical Education and Related Areas.
13. The Convergent Discovery Style - G.
The Objectives.
The Anatomy of this Style.
The Implementation of the Convergent Discovery Style.
How to Implement the Convergent Discovery Style.
Selecting and Designing the Subject Matter.
The Implications of this Style.
Style-Specific Comments.
The Developmental Channels.
14. The Divergent Discovery Style - H.
The Objectives.
The Concept of Divergent Discovery.
The Anatomy of this Style.
The Implementation of the Divergent Discovery Style.
Description of an Episode.
How to Implement the Divergent Discovery Style.
The Implications of this Style.
Selecting and Designing the Subject Matter.
The P-F-D Process.
Style-Specific Comments.
The Developmental Channels.
15. The Learner-Designed Individual Program Style - I.
The Objectives.
The Anatomy of this Style.
The Implementation of the Learner-Designed Style.
How to Implement the Learner-Designed Style.
Subject Matter Considerations.
The Implications of this Style.
Style-Specific Comments.
The Developmental Channels.
16. The Learner-Initiated Style - J.
The Objectives.
The Anatomy of this Style.
The Implementation of the Learner-Initiated Style.
How to Implement the Learner-Initiated Style.
Subject Matter Considerations.
The Implications of this Style.
Style-Specific Comments.
The Developmental Channels.
17. The Self-Teaching Style.
Who is the Self-Teaching Individual?
The Anatomy of this Style.
The Implications of this Style.
18. Designing Subject Matter.
Mosston's Developmental Movement Concept.
Developing a Point of View - Human Movement Categorized.
Assigned Value.
Functional Value.
Intrinsic Value.
The Developmental Concept.
Three-Dimensional View of Movement Classification.
Designing Subject Matter.
Skill Task Design.
Designing Tasks.
19. Research On the Spectrum.
Early Era of Spectrum Research.
Recent Era of Spectrum Research.
Reproductive Teaching Styles.
Productive Teaching Styles.
Summary.
20. The Spectrum.
Implications Network.
Implementing the Spectrum.
Bibliography.
Appendix.
Index.
