A Coherent PETE Program: Spectrum Style

Byra, Mark

doi:10.1080/07303084.2000.10605721

Cited by 7 publications

(6 citation statements)

References 14 publications

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“…Despite being lauded by leaders in the sport pedagogy field over 30 years ago (e.g., Locke, 1977; Nixon & Locke, 1973), Mosston’s spectrum of teaching styles (Mosston, 1981; Mosston & Ashworth, 2002, 2008) still provides a major theoretical basis for the kinds of teacher behavior that faculty in many physical education teacher education (PETE) programs attempt to train their charges to employ within content courses, methods classes, early field experiences (EFEs), and student teaching. Indeed, currently the spectrum is enjoying something of a renaissance as evidenced by the historic 2007 Spectrum Conference held in Buckeystown, Maryland, the consequent development of a new Spectrum Teaching and Learning Institute (Spectrum Teaching and Learning Institute, 2007), and the fact that in a few universities, for example East Stroudsburg University and the University of Wyoming (Byra, 2000a), it is one of the theoretical frameworks which drives most decisions about PETE curricular content, structure, and organization.…”

Section: Preservice Teachers’ Use Of Production and Reproduction Teaching Styles Within Multi-activity And Sport Education Unitsmentioning

confidence: 99%

Preservice teachers’ use of production and reproduction teaching styles within multi-activity and sport education units

Parker

Curtner-Smith

2012

European Physical Education Review

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The purpose of this study was to examine the influence of one component of physical education teacher education on preservice teachers' (PTs) use of Mosston's (1981) spectrum of teaching styles within an early field experience (EFE). Participants were two PTs who were trained to use the spectrum within a methods course and team/turn-taught multi-activity (MA) and sport education (SE) units during the EFE. Units were filmed and coded with the Instrument for Identifying Teaching Styles. Lesson-by-lesson profiles of teaching style use within each unit were plotted. Descriptive statistics were computed across lessons for both units. Comparisons of total teaching style use during the two units were made by employing independent t-tests. The pattern of teaching style use employed by the PTs during both units was virtually identical. This pattern was largely congruent with the requirements of the MA model but did not match the requirements of the SE model.

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Section: Preservice Teachers’ Use Of Production and Reproduction Teaching Styles Within Multi-activity And Sport Education Unitsmentioning

confidence: 99%

Preservice teachers’ use of production and reproduction teaching styles within multi-activity and sport education units

Parker

Curtner-Smith

2012

European Physical Education Review

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“…The Spectrum of Teaching Styles (Mosston and Ashworth, 2002) is recognized worldwide (Cothran et al, 2005; Mellor, 1992; Telama, 1992). It has been embraced in physical education as a structure for teaching in schools (Gerney and Dort, 1992; Greenspan, 1992), designing undergraduate teacher preparation programmes (Ashworth, 1992; Byra, 2000), and conducting research (Byra and Jenkins, 1998; Goldberger, 1992; Goldberger and Gerney, 1986). The spectrum is a framework that ‘delineates alternative teaching-learning styles’ (p. 1) based on the deliberate decisions teachers and students make within the instructional setting (Mosston and Ashworth, 2002).…”

Section: Introductionmentioning

confidence: 99%

Behaviors of students and teachers in the command, practice, and inclusion styles of teaching

Byra

Sanchez²,

Wallhead

2013

European Physical Education Review

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Validating selected theoretical assumptions associated with the Spectrum of Teaching Styles is critical to the pursuit of knowledge about effective instructional strategies. To assess these styles, a total of 77 college-aged students at one university enrolled in four physical activity classes and participated in three 50-minute lessons with different teaching styles. One lesson was delivered in the command teaching style, one in the practice teaching style, and one in the inclusion teaching style. All 12 lessons (three to each class) were taught by one Spectrum trained teacher. Students performed the same series of five Pilate's abdominal exercises in all three lessons. Three observation instruments were used to systematically code instructional climate (Stewart, 1989), time-on-fitness (Chung, 1989), and teacher feedback (Dodds, 1989;Mosston and Ashworth, 2002). Descriptive statistics were computed for the student and teacher behaviors. One-way ANOVAs were used to examine behavior differences among teaching styles. The results revealed that the amount of time spent in instruction was higher in the inclusion style of teaching and amount of time spent in activity was lower. Within active fitness time, no differences were revealed across teaching styles. Individual skill feedback was provided at a higher rate in the practice and inclusion styles of 3 teaching. This information is critical to educators making informed decisions regarding the efficacy of a specific teaching style and its potential utility in facilitating student performance behavior.

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“…In fact, the teaching of motor skills necessarily takes place through a wide repertoire of contents and organizational methods but develops and proceeds further, since it will have to tend to mobilize the different factors that structure the motor competence itself. This will be possible using different teaching styles that will allow to promote the didactic mediation and the learning process of the student ( 19 – 22 ). In a teaching process, lesson, learning unit, curriculum, modulation, variation, and interaction of teaching styles determines different ways of information processing and response by the student, allowing different and personalized learning methods and a non-linear pedagogical-didactic approach ( 15 ).…”

Section: Introductionmentioning

confidence: 99%

Analysis of self-perceived use of spectrum of teaching styles in Italian physical education teachers

Monacis,

Latino,

d’Arando

et al. 2024

Front. Sports Act. Living

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IntroductionThe present study aims to assess PE teachers' perception about the use of teaching styles during curricular lessons.MethodsThe sample involved a total of 83 PE teachers (M = 41, F = 42, main age = 43,74 ± 10,76) divided according to years of service (0–4 = 36%, 5–10 = 34%, and over 10 = 30%) and academic training (Higher Institutes of Physical Education = 44% and master's degree = 56%). Teachers complete a digitalized version of a self-produced questionnaire to assess how many times they use each teaching styles during the last month.ResultsResults show that (a) reproduction rather than production teaching styles were often used, while reproduction teachings styles were most frequently used regardless of years of service.DiscussionFuture research should investigate PE teacher's behavior to enhance the quality of physical education in school.

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A Coherent PETE Program: Spectrum Style

Cited by 7 publications

References 14 publications

Preservice teachers’ use of production and reproduction teaching styles within multi-activity and sport education units

Preservice teachers’ use of production and reproduction teaching styles within multi-activity and sport education units

Behaviors of students and teachers in the command, practice, and inclusion styles of teaching

Analysis of self-perceived use of spectrum of teaching styles in Italian physical education teachers

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