Welcome to the third out of a short series of blogs explaining Mosston & Ashworth’s Spectrum of Teaching Styles. Today our writing is based on episode #257 of the podcast Playing with Research in Health and Physical Education. This blog is almost verbatim from the podcast, so if you prefer the audio version, here is the link for episode #257. You can also listen to the first episodes of this series in the following links #255 and #254 or read the first two blogs #1 and #2. All of the podcasts are listed by category on a google doc that you can find as the pinned tweet on the account @theHPEpodcast on Twitter. Alternatively, you can find it here. You can find the website where you can download the book for free and find more information and resources at the end of this blog.
Today we (Risto and Alba) will talk about Style B-The Practice style. The practice style is the first one in the Spectrum that involves the learner making some decisions. So, this is the initiation of students’ independence and decision-making process in the teaching and learning environment. learners make nine specific decisions about the pace and rhythm that they practice the task, which is set by the teacher, the location where they will practice, with whom in the classroom they practice, and the time they will practice, meaning when they will start and stop practicing. We see a lot of this in PE when the teacher sets the task and students practice on their own in the gym and then the teacher walks around and gives a lot of individual feedback.
More specifically, the teacher will make all the subject matter and logistic decisions. The learner takes the role of individually and privately practicing a memory or a reproduction task while making nine specific decisions that are the initial decisions to develop independence. These nine decisions are:
Location
Order of the task
Starting time per task
Pace and rhythm
Stopping time per task
Interval
Initiating questions for clarification
Attire and appearance
And posture
The subject matter objectives of this style are based on the understanding that practice is the way to proficient performance- I am sure you’ve heard the mantra practice makes perfect-. The behavior objectives focus on the learners starting to be accountable for their decisions, respecting the rights of others to make their own decisions, and begin developing the skills of decision-making. Take a look at the chapter regarding practice style if you want to see more specific objectives.
Let’s think about the differences between this style and the Command style. In the Command style, the teacher will define the task, demonstrate each part step by step, AND tell learners what and when to perform the task.
Most of the feedback in the Command style is made to the group. In the practice style, most of the decisions are still made by the teacher, who teaches the learners a well-defined task. However, the learners practice on their own and the teacher walks around providing individual feedback.
Let’s think of an example. Imagine a karate class teaching kata, which is the sequence of movements students learn to perform in a specific order---also known as form. If the teacher is using the command style, they will be counting and saying the cues of the movements the learners will perform next to help them move correctly. All students perform at the same time. If adjustments are needed, the teacher stops the task, provides feedback, and then restarts the activity. So, all students stop- all students listen to the feedback- regardless of if 1 kid in the group was perfect.
When using the practice style in the same situation, the teacher will tell students that they are practicing that specific form. Each learner goes to a part of the gym and practices on their own. The teacher walks around the class and provides individual feedback refining the performance of the students. You can use Task sheets to help increase students’ independence when remembering the details of what should be done.
So, back to the karate example, the teacher can provide students with a task sheet or a link to a video with the form that they are aiming to improve. The content in this style still focuses on the replication of a skill activating memory and cognitive operations. This style reinforces the acquisition of accurate content. In this style, the teachers start to trust that the learners will make appropriate decisions while practicing the task.
So, how could you use this style?
STEP 1…HERE…the book suggests…The teacher starts out by explaining the concept of shifting decisions to achieve different learning objectives, describes the nine decisions that the learners will make during the lesson, and the meaning of these decisions. This explanation is important to set the expectations for the lesson.
STEP 2…The teacher then explains and demonstrates the task the students will practice. The tasks must be performed as modeled by the teacher, there are no alternatives sought by the students or individual variations, and the teacher can identify if the performance is or correct or incorrect. The teacher, on the other hand, may make certain variations to make the task easier or harder depending on the needs of the student. And that is just good pedagogy…
STEP 3…The students get the equipment needed for the practice, choose the practice space, and will practice performing the task for a short period of time.
STEP 4…While students are practicing, YOU, the teacher provides individual feedback to support students in their performance.
FINALLY…The teacher ends class with a closure----this can have a quick review, general feedback, or information about the next lesson.
The main focus of this style is for students to understand the importance of time in acquiring skills, making decisions, and developing awareness regarding time.
There are resources you can use in the book and website. If you are interested in using this approach, I suggest taking a deeper look.
This style is the one we most commonly see in physical education, and in out-of-school physical activity settings. So, let’s think of a couple more examples.
Imagine a teacher who wants to teach the learners how to correctly kick a ball in soccer. The teacher demonstrates the desired movement including a description of the critical elements and providing the cues to support learners' practice. The teacher then asks students to grab a soccer ball, choose a poli spot that was previously set throughout the gym, and students practice kicking to the wall from that spot. The teacher then goes around providing feedback to help students improve their performance.
Another example can be having students practice the backhand frisbee throw with a partner. Once again, the teacher explains the task and asks students to grab the equipment, chose a safe space for practice, chose a partner, and practice at the pace and time they define as appropriate to improve their specific throwing skill.
So…IN summary, in the Practice style, the teacher
selects the task
explains to the students the nine decisions they will have to make during their individual practice
presents the content that the learners should practice by modeling the task
and provides individual feedback while the learners are practicing.
That’s all we have for you on this one, next week we will be back with a blog explaining the “reciprocal style” or Style C.
Thanks for reading!
Alba and Risto
For more resources see below:
Full Cite: Mosston, M., & Ashworth, S. (2008). Teaching physical education: First online edition, 2008. https://spectrumofteachingstyles.org/index.php?id=16
Visit: https://www.spectrumofteachingstyles.org
Twitter: @spectrumots