Physical education teaching styles can be categorized as reproductive or productive styles. Productive teaching styles are student-activated because students play an active role in the learning process. On the other hand, in reproductive teaching styles, students mimic their teacher’s understanding instead of constructing it. This paper discusses the importance of using various teaching styles, the use of motor learning knowledge in physical education, and the issues teachers should anticipate.
Understanding a variety of teaching styles in physical education helps teachers to identify the decision patterns associated with each style and specific decisions in each pattern. Additionally, teachers understand the relationships between decision patterns and how to apply them in the classroom context (Las 340). Using a variety of teaching styles helps students develop a positive attitude towards physical education, fosters learner’s interests, and prepares them for engaging in similar activities in the future. Moreover, using different teaching styles promotes self-regulation in physical education classes, which enhances motivation and lesson satisfaction (Chatzipanteli 334). Therefore, teachers should strive to understand a variety of teaching styles.
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When teachers understand the basic principles of proper performance techniques, teaching motor learning becomes easier. Teachers should appreciate that motor learning depends on the level of individual ability and performance. Additionally, it also progresses in three developmental patterns. Teachers can use blocked practice to schedule tasks, which helps learners concentrate on a task, refine and correct it (Raiola 2240). Using this knowledge to sequence tasks during practice sessions maximizes learning.
My elementary physical education learning environment differed from that prescribed in Pangrazi and Beighle (49) in that there was no limit of the gymnasium space students would occupy during instruction. Pangrazi and Beighle (51) also recommend limiting squads to more than four students, but equipment limitations made it impossible to have less than ten students per squad. When preparing to teach physical education, issues that must be addressed include the lesson objectives, activities to be taught, student and teacher characteristics, the class size, and the facilities and equipment available (Pangrazi and Beighle 36). Teachers must consider these factors before choosing a suitable teaching style.
Conclusion
Teachers can use reproductive or productive teaching styles in physical education. They should consider various aspects, such as the class size and student characteristics when preparing for the lessons. Using different teaching styles promotes self-regulation in physical education classes, which enhances motivation and lesson satisfaction.
Works Cited
Chatzipanteli, Athanasia, Nikolaos Digelidis, and Athanasios G. Papaioannou. "Self-Regulation, Motivation and Teaching Styles in Physical Education Classes: An Intervention Study." Journal of Teaching in Physical Education 34.2 (2015): 333-344, doi: http://dx.doi.org/10.1123/jtpe.2013-0024.
Las Johansen, Balios Caluza, Ma Victoria A. Diaz, and Romyr Gabon. "The Use of Teaching Styles in Physical Education Perceived by Graduate Students." International Journal of Education and Research 3.3 (2015), doi:http://www.ijern.com/journal/2015/March-2015/29.pdf.
Pangrazi, Robert P., and Aaron Beighle. Dynamic Physical Education for Elementary School Children . Human Kinetics Publishers, 2019.
Raiola, Gaetano. "Motor Learning and Teaching Method." Journal of Physical Education and Sport 17 (2017): 2239-2243, doi:10.7752/jpes.2017.s5236.
