Teaching Styles

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PE Presentation
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Guidance

• This is the way in which the teacher guides the
  performer to achieve optimum performance.

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Types of guidance

• There are 4 types of guidance
• Verbal
• Visual
• Manual
• Mechanical

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Visual
Verbal
Guidance methods
Manual
Mechanical
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Verbal guidance

• Often accompanied by visual guidance
• Used more with component performers
• The amount of verbal guidance must be controlled
• Quality important for effective coaching
• Can be used for conditioning a response
• e.g. a coach explaining a move in trampolining

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Visual Guidance

• Mainly through demonstration
• Important in cognitive stage of learning
• Videos or often used
• Demonstrations must be correct and they must have
  cues.
• e.g. when a coach demonstrates the arm stroke in
  tennis.

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Manual Guidance

• Use of physical support
• Gives confidence
• Useful for safety reasons
• e.g support in gymnastic movement
• Allows experience of the move before thorough
  learning
• e.g a hockey player being physically guided
  through a pass move

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Mechanical Guidance

• Using a mechanical aid
• Gives confidence and ensures safety
• e.g stabilisers on a bicycle
• Gives an idea of kinaesthetic sense of movement
• Not to be overdone because it is not the real
  movement
• Performer can become over-reliant

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Practice

• Conditions
• Different ways of setting up training sessions to
  achieve optimum performance.
• 4 types
• Variable
• Distributed
• Over learning
• Massed

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Overlearning
Variable practice
Distributed practice
Massed practice
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Variable practice

• Conditions are varied to encourage formation of
  schema
• Conditions should be as realistic as possible

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Example of varied practice

• A goalkeeping coach will feed the ball to a
  player in different directions
• The player will then be used to playing the ball
  which arrives at different angles
• thus building up a repertoire of schema
• realistic because it is a natural setting for
  football. But it is not in a competitive
  situation and so is false.

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Distributed practice

• Training sessions which include rest intervals
• Rest intervals involve mental practice
• Good for most skill learning
• Gives time to recover mentally and physically.
• Good for potentially dangerous situations.

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Example of distributed practice

• The football coach decides to use the session for
  ball skills
• But gives rest between each practice for oral
  explanations or demonstrations

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Massed practice

• No rest intervals
• Duration - LONG
• Good for grooving skills and encourages a
  habitual response.
• Good for discrete skills of short duration.

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Example of massed practice

• A basket ball coach might get a player to
  repeatedly shoot the ball at the basket, helping
  to groove the skill of shooting.
• BUT
• This can lead to fatigue and boredom
• e.g

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• A basketball coach decides to use the whole of
  the training session for ball skills with no rest
  intervals
• This may be counterproductive because there may
  be elements of negative transfer.

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Presentation

• There are ways of changing how a skill is taught
  to maximise performance.
• Many factors have to be considered
• Type of skill to be taught
• Complexity of the skill
• The environment
• Ability level of the performer
• Motivational level of the performer

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Whole method
Part method
Whole Part Whole method
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Whole method

• Teaching without splitting up into subroutines.
• Used when
• It is important to get a feel of the skill as a
  whole
• fluency of performance is important
• skill is highly organised (unable to split up)
• It is important to get an understanding of the
  whole performance.

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Example of whole teaching method

• Teaching the skill of a forward roll in
  gymnastics as a complete skill
• The skill is demonstrated as a whole skill and
  then copied as a whole skill

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Part method

• Teaching parts of a skill at a time
• skills spilt up into subroutines .
• Used when
• skill has low organisation (easy to spilt up)
• Early success is important (beginners)
• Situation is dangerous or perceived as dangerous
• Teaching a serial skill

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Example of part teaching method

• The tennis serve is split up into the subroutines
  and demonstrated separately
• There are different stages of the serve and they
  are broken up and taught individually
• Each position is copied before the serve is
  completed as a whole

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Whole Part Whole method

• Many skills can be taught through this method.
• Learner first tries the whole skill to get feel
  of it.
• The teacher can isolate the difficult elements to
  teach them in parts.
• Finally the teacher then integrates them into a
  whole movement again.

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Thank you very much

• Hope you enjoyed the presentation