Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/12628
Title: Mosston and Ashworth’s spectrum of teaching styles in the year three physical education class
Authors: Caruana, Charlene
Cassar, Matthew
Keywords: Physical education and training -- Study and teaching (Primary) -- Malta
Teaching -- Philosophy
Issue Date: 2015
Abstract: Physical Education (PE) traditionally focuses on the psychomotor domain, also known as the physical aspect of learning (Poynton, 1986). However, it is also related to a wide array of learning outcomes such as social, cognitive and effective domains (Kirk, Mac Donald, O’Sullivan, 2006, pg. 45). It is in a teacher’s responsibility to take all these outcomes into consideration in order to target all pupils’ development and improvement in the PE lessons. According to Mosston and Ashworth (2002), there are different teaching styles to teach PE. After viewing the Spectrum of Teaching Styles (STS), the authors began to reflect whether teachers are taking into consideration these styles in order to create a more holistic approach in their delivery. Different teaching styles used in PE can affect a child in the various domains (Kirk et. al, 2006). Thus, the different instructional techniques applied in PE were investigated within Mosston’s STS which established a framework of the possible options in the relationship between teachers and learners. In this study, the teaching styles applied for PE lessons in year three classes were investigated. The tools used were observations as well as interviews with specialised PE teachers. This research emphasises that teachers need further assistance to implement STS in a proper manner together with class management as well as lesson planning, delivery and reflection. The importance of initial teacher training and forming a teaching philosophy through practice were a promiment finding. The need to address particular challenges in the PE class, such as assistance through further investment in equipment and space, supporting class teachers and Learning Support Assistants (LSAs) were emphasized throughout the findings of this research.
Description: B.ED.(HONS)
URI: https://www.um.edu.mt/library/oar//handle/123456789/12628
Appears in Collections:Dissertations - FacEdu - 2015

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