Teaching Physical Education with the Inclusion Style: The Case of a Greek Elementary School

Chatoupis, Constantine; Emmanuel, Constantine

doi:10.1080/07303084.2003.10608500

Cited by 8 publications

(7 citation statements)

References 1 publication

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“…These findings suggest that additional instruction time (5 minutes) is required for demonstrating and explaining levels of task difficulty and that this, in turn, reduces the amount of time that can be allocated towards activity (7 minutes) within an inclusion style lesson. Overall, it should be noted that in the current study the amount of time devoted to activity (62%) and instruction (30%) reflects findings reported in the literature regarding ALT-PE subject matter motor time (Godbout, Brunelle and Tousignant, 1983;Randall and Imwold, 1989;Silverman et al, 1984) and general instruction time (Chow, McKenzie and Louie, 2009). Although the data show activity time to be greater in the command and practice style lessons, the unique set of choices or options presented in the inclusion style of teaching may afford some opportunities for fostering learner motivation.…”

Section: Instructional Climatesupporting

confidence: 83%

“…Findings in the practice and inclusion lessons indicated that when given the opportunity to make decisions about the pace and rhythm at which to practice, students were apt to spend more time engaging in activity that was misaligned with the lesson objectives. Research indicates that student decision-making is something that students have little experience with in the physical education setting (Chatoupis and Emmanuel, 2003b;Goldberger and Gerney, 1990;Goldberger, Gerney and Chamberlain, 1982) and this may be why it appeared that students in this study were not always physically active during the allocated activity time. If students can successfully negotiate the pace and rhythm and level of exercise difficulty chosen by the teacher, then the command style of teaching may be the more appropriate teaching style to employ of the three studied when teaching Pilates lessons.…”

Section: Time-on-fitnessmentioning

confidence: 87%

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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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Section: Instructional Climatesupporting

confidence: 83%

Section: Time-on-fitnessmentioning

confidence: 87%

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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“…These two powerful defining characteristics of the inclusion style of teaching set it apart from the practice style of teaching. Within the inclusion style, the teacher creates a plan to challenge or motivate a class of students with varying degrees of skill so that each can engage in optimal practice (Byra and Jenkins, 1998; Chatoupis and Emmanuel, 2003). This is not the case in the practice style, where all students perform the task at the same teacher-prescribed level of difficulty.…”

Section: Spectrum Teaching Stylesmentioning

confidence: 99%

Effects of spectrum teaching styles on college students’ psychological needs satisfaction and self-determined motivation

Kirby

Byra

Readdy

et al. 2015

European Physical Education Review

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The purpose of this study was to explore the effect of two landmark spectrum styles, practice and inclusion, on students' basic psychological needs satisfaction and self-determined motivation. Twelve classes of college-aged students (n ¼ 149) participated in two badminton lessons taught under the conditions of the practice and inclusion styles. The basic psychological needs for physical education scale (BPN-PE) and situational intrinsic motivation scale (SIMS) were administered prior to the implementation of the two style-specific lessons and following each lesson. Students' perceptions of fun, learning, and motivation and experience with the two teaching styles were examined through a post-study questionnaire. One-way ANOVAs with repeated measures were used to determine whether the interventions (teaching styles) had an effect on student psychological needs satisfaction, motivational behavioural regulation, perceptions of fun, learning, and motivation, and experience with the teaching experiences. Findings revealed that the students' perceptions of autonomy and competence (BPN-PE) and identified regulation motivation (SIMS) in badminton increased as a result of the teaching styles intervention. No between style differences were found. Instruction delivered under the conditions of both the practice and inclusion styles

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“…Mosston identified 11 styles of teaching and set forth characteristics describing the use of each style. When using the spectrum to plan learning experiences, the teacher selects the most suitable teaching style to accomplish the targeted learning objectives and instructs the class following the established guidelines of the chosen style (Byra, 2004;Chatoupis & Emmanuel, 2003). The role of the teacher and the role of the student are defined within each style.…”

Section: "Aren't We Already Doing That?"mentioning

confidence: 99%

Beyond Games, Gadgets, and Gimmicks: Differentiating Instruction across Domains in Physical Education

Smith

2005

Journal of Physical Education, Recreation & Dance

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Teaching Physical Education with the Inclusion Style: The Case of a Greek Elementary School

Cited by 8 publications

References 1 publication

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

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

Effects of spectrum teaching styles on college students’ psychological needs satisfaction and self-determined motivation

Beyond Games, Gadgets, and Gimmicks: Differentiating Instruction across Domains in Physical Education

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