The purpose of this study was to investigate which teaching styles student physical education instructors use, and whether motivation, enjoyment, motor skill development, or social factors are relevant in choosing reproductive or productive styles. Many sport and physical education curricula require students to teach in school contexts. Student teachers need to operate in and adapt to this teaching environment and make decisions about their teaching styles. The teaching styles framework outlines ten different teaching styles that include teacher-centered to student-centered styles, which lie along a continuum between reproductive and productive styles (Mosston & Ashworth, 1985, 2002). The sample consisted of 151 student teachers (males = 104; females = 47) between the age of 17 and 30 years (M = 19.23; SD = 1.92). The majority of participants had coaching experience (n = 115; 76.7%). For this study, students completed a questionnaire that was based on description and examples of teaching styles, which was developed by Curtner-Smith, Todorovich, McCaughtry, and Lacon (2001). Participants reported on a) how often they would use each style in class and whether the teaching approaches bear general benefits that facilitate b) skill development, c) social interactions, d) fun and e) motivation. These questions were adopted from Jaakkola and Watt (2011). Multiple regression analysis included one criterion variable (a: how often do you use each style) four predictor variables (b, c, d, e). The analysis was run for the reproductive styles and productive styles. Four predictors explained 41% (adjusted R2) of the variance in use of reproductive styles. Significant predictors were skill development, b = .386; p< .001, and motivation, b = .305; p< .01. For use of productive styles, the set of predictor variables accounted for 62% (adjusted R2) of the variance in the criterion variable. Skill development (b = .389; p< .001), motivation (b = .235; p< .05), and fun (b = .322; p< .001) were significant predictors of use of reproductive styles. In conclusion, student instructors generally prefer choosing teaching styles that facilitate skill development and motivation in pupils. Fun has been found to be an important variable for the choice of productive styles only. Student instructors might recognize the importance allowing pupils to make their own decisions that help facilitate their enjoyment in the session. Interestingly, social interactions did not emerge as a significant predictor for the use of either reproductive or productive styles.
|Conference||13th World Congress of the International Society of Sport Psychology|
|Period||21/07/13 → 26/07/13|