Predictors of teaching styles: enjoyment, skill development, social aspects, and motivation

Stefan Koehn, Andrea J. Cameron

Research output: Contribution to conferenceAbstract

Abstract

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.
Original languageEnglish
Pages152-153
Number of pages2
Publication statusPublished - 2013
Event13th World Congress of the International Society of Sport Psychology - Beijing, China
Duration: 21 Jul 201326 Jul 2013

Conference

Conference13th World Congress of the International Society of Sport Psychology
CountryChina
CityBeijing
Period21/07/1326/07/13

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teaching style
social development
instructor
student
physical education
student teacher
pupil
education curriculum
coaching
Teaching
interaction
social factors
regression analysis
Sports
questionnaire
teacher
school
experience

Cite this

Koehn, S., & Cameron, A. J. (2013). Predictors of teaching styles: enjoyment, skill development, social aspects, and motivation. 152-153. Abstract from 13th World Congress of the International Society of Sport Psychology, Beijing, China.
Koehn, Stefan ; Cameron, Andrea J. / Predictors of teaching styles : enjoyment, skill development, social aspects, and motivation. Abstract from 13th World Congress of the International Society of Sport Psychology, Beijing, China.2 p.
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title = "Predictors of teaching styles: enjoyment, skill development, social aspects, and motivation",
abstract = "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.",
author = "Stefan Koehn and Cameron, {Andrea J.}",
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Koehn, S & Cameron, AJ 2013, 'Predictors of teaching styles: enjoyment, skill development, social aspects, and motivation', 13th World Congress of the International Society of Sport Psychology, Beijing, China, 21/07/13 - 26/07/13 pp. 152-153.

Predictors of teaching styles : enjoyment, skill development, social aspects, and motivation. / Koehn, Stefan; Cameron, Andrea J.

2013. 152-153 Abstract from 13th World Congress of the International Society of Sport Psychology, Beijing, China.

Research output: Contribution to conferenceAbstract

TY - CONF

T1 - Predictors of teaching styles

T2 - enjoyment, skill development, social aspects, and motivation

AU - Koehn, Stefan

AU - Cameron, Andrea J.

PY - 2013

Y1 - 2013

N2 - 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.

AB - 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.

M3 - Abstract

SP - 152

EP - 153

ER -

Koehn S, Cameron AJ. Predictors of teaching styles: enjoyment, skill development, social aspects, and motivation. 2013. Abstract from 13th World Congress of the International Society of Sport Psychology, Beijing, China.