The Effects of two disparate instructional approaches on student Self‐perceptions in Elementary physical education

Chatoupis, Constantine; Emmanuel, Constantine

doi:10.1080/17461390300073101

Cited by 14 publications

(13 citation statements)

References 36 publications

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“…Validating theoretical assumptions associated with the Spectrum continues to be critical to the pursuit of knowledge about landmark teaching styles. Numerous Spectrum studies have been conducted to examine student skill learning (Hennings, Wallhead and Byra, 2010; Iserbyt, Elen and Behets, 2010), knowledge gains (Beckett, 1991; Jenkins and Byra, 1996), social behaviors (Byra and Jenkins, 1998; Byra and Marks, 1993; Chatoupis, 2005), and motivation (Chatoupis and Emmanuel, 2003a; Digelidis, Papaioannou, Laparidis, and Christodoulidis, 2003; Morgan, Kingston and Sproule, 2005). In addition, student and teacher perceptions of Spectrum teaching styles in the K-12 physical education setting has drawn the attention of some researchers (Cothran et al, 2005; Jaakkola and Watt, 2011; Kulinna and Cothran, 2003; Sanchez, Byra and Wallhead, 2012).…”

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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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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“…Several studies in physical education examined the efficiency of different teaching styles in learning (Donnelly, 2002;Abd Al-Salam & Al-Naddaf 2004;Patmanoglou, Digelidis, Mantis, Papapetrou, & Mavvidis, 2007;Mizios, Digelidis, Goudas, & Papaioannou, 2009;Kollovelonis & Goudas 2012) and their influence on pupils' goal orientations (Salvara, Jess, Abbott, & Bognár, 2006), student self-perceptions (Chatoupis & Emmanuel 2003b), motivational climate and pupils' motivation (Morgan, Sproule, & Kingston, 2005), intrinsicextrinsic motivation and lesson satisfaction ( Mizios et al 2009), mastery-oriented climate, achievement goals, and intrinsic motivation (Papaioannou, Theodosiou, Pashali, & Digelidis, 2012). In addition it has been examined the formation of teacher and student beliefs resulting from the application of these styles (Kulinna & Cothran, 2003;Cothran, Kulinna, Banville, Choi, Amade-Escot, MacPhail, Macdonald, Richard, Sarmento, & Kirk, 2005;Byra 2006;Cothran & Kulinna, 2006).…”

Section: Teaching Stylesmentioning

confidence: 99%

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Pitsi¹,

Digelidis²,

Παπαϊωάννου³

2015

JPES

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Abstract:Teaching of traditional dances is mainly done through an educational process where imitation of a prototype model prevails. In reciprocal and self-check teaching styles, part of the decisions is handed to the students so they are known as student-centered teaching methods. The purpose of the present study was to examine the effects of the reciprocal, the self-check and the command teaching styles in students': a) intrinsic-extrinsic motivation, b) enjoyment and c) perceived motivational climate, while being taught Greek traditional dances. An independent group's post-test comparison experimental design was used in the present study. Seventy university students (19-20 years old) were divided into three teaching style groups: a) reciprocal (n=21, nine males and twelve females), b) self-check (n=25, eleven males and fourteen females) and c) command (as control group n=24, eleven males and thirteen females) and were taught Greek traditional dances with the respective teaching style. All scales had acceptable levels of internal consistency (a>.74). Α two-way analysis of variance (two-way ANOVA) was used to examine the differences among the three teaching styles and between males and females on the aforementioned factors. Overall, results show that the self-check style triggers a significantly greater increase in intrinsic motivation, identified regulation, enjoyment and autonomy in comparison to the reciprocal and command-teaching styles. It is also connected with a decrease in external motivation and amotivation. Male students seem to opt for the self-check style due to it reinforcing or reducing psychological factors in contrast with the other styles (p<.05) while female students have a preference for the reciprocal style as well (p<.05). The implementation of the reciprocal and the self-check styles in teaching traditional dances creates a positive atmosphere which is deemed extremely important for an efficient and qualitative lesson.

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“…Additionally, they should reinforce personal improvement and provide opportunities for social interaction during the lesson (see the reciprocal, self-check and practice styles; Mosston and Asworth, 2002). Both the TARGET and the Mosston and Asworth's teaching styles are not dependent on the curriculum and may be used with students from different cultures (Barkoukis, 2001;Chatoupis and Emmanuel, 2003;Treasure, 2001). With the use of such practices students will participate more actively in the lesson by getting involved in the decision-making process and developing more self-referenced perceptions of competence and closer relationships with teammates and teachers.…”

Section: Discussionmentioning

confidence: 99%

Achievement goals in physical education: Examining the predictive ability of five different dimensions of motivational climate

Barkoukis

Thøgersen‐Ntoumani

Ntoumanis

et al. 2007

European Physical Education Review

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The aim of the present study was to investigate the differential relationships between five dimensions of motivational climate and achievement goals, as the latter have been conceptualized by the revised achievement goal theory. Adolescents (N = 336, M age = 13.45 years, SD = 1.04) participating in a summer camp in southern Greece took part in the study. The participants completed the Approach Avoidance Achievement Goal Questionnaire (AAAGQ; measuring mastery, performance-approach and performance-avoidance goals, as conceptualized by Elliot, 1997), and the Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ; measuring five dimensions of task-and ego-involving motivational climate). Hierarchical regression analyses indicated that, after controlling for age and gender, the dimensions of motivational climate predicted achievement goals differently. Specifically, the students' learning orientation dimension was the strongest predictor of mastery goals, the students' competitive orientation dimension was the strongest predictor of performance-approach goals, while the worries about mistakes dimension was the largest predictor of performance-avoidance goals. The findings of the present study indicate that there might be differential relationships between the dimensions of motivational climate and achievement goals in a physical education context.

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The Effects of two disparate instructional approaches on student Self‐perceptions in Elementary physical education

Cited by 14 publications

References 36 publications

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

Untitled

Achievement goals in physical education: Examining the predictive ability of five different dimensions of motivational climate

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