Mark Byra

A Review of Spectrum Research: The Contributions of Two Eras

Research on Mosstons (1966, 1981) and subsequently Mosston and Ashworths (1986, 1994) Spectrum of Teaching Styles has been conducted for more than three decades. The Spectrum has provided PETE researchers with a framework to systematically study teaching and learning in physical education. In this paper, Spectrum research completed over the past 30 years is reviewed in light of the development and refinement of the Spectrum of Teaching Styles. The review of literature is organized around two time periods, the 1970s to the early 80s, and the mid 1980s to the present, to exemplify the link between the development of Spectrum research and the evolution of the Spectrum of Teaching Styles. What we have learned about the reproductive and productive clusters of Spectrum teaching styles based on research is discussed as well as future directions for Spectrum research

Preactive and Interactive Decision-Making Tendencies of Less and More Experienced Preservice Teachers

The purpose of this study was to describe the planning and interactive thoughts and decisions of less and more experienced preservice teachers (PTs). Twelve PTs, 6 less and 6 more experienced, planned, taught, and reviewed two lessons in lacrosse. While planning, the PTs were instructed to think aloud and verbalize their thoughts. After teaching, the PTs viewed six segments of their videotaped lessons and, following each segment, were presented with a set of questions, given orally. The verbal reports from the think aloud and stimulated recall sessions were audiotaped and transcribed. Descriptive analysis revealed that more experienced PTs made more information requests and decisions while planning than did less experienced PTs. During instruction, all subjects tended to teach from their plan when lessons were perceived to be progressing as planned. When lessons were perceived as not progressing as planned, the more experienced PTs tended to make lesson adjustments whereas the less experienced PTs tended to continue to teach without making any adjustment. These findings are discussed within the context of knowledge representation with implications for professional preparation.

Spectrum of Teaching Styles Retrospective 2012

The Spectrum of Teaching Styles was introduced by Dr. Muska Mosston in his 1966 book Teaching Physical Education. In this essay the development of the Spectrum is briefly recounted and five refinements made since 1966 are reviewed. In closing, the authors reflect on the influence of critiques from scholars in the field on the development of the Spectrum and Spectrum research.

Applying a Task Progression to the Reciprocal Style of Teaching

reaking down content and sequencing it into meaningful learning experiences is critical to effective teaching. The term associated with this instructional practice is “task progression.” When teaching a new skill, physical educators present a progression of tasks to facilitate learning. Each task within the progression adds to the level of difficulty or complexity of the skill being performed. According to Kink (2002), physical educators “use progressions of tasks to lead the learner from beginning levels to more advanced levels with the content” (p. 11 1). In the following example of a task progression, Emily is teaching her fifth-graders the forearm pass in volleyball: Task 1. “Standing about 30 feet apart, toss the ball to your partner so that he or she receives it at a low level. Partner, show me what you think would be the best way to return the ball in the direction of your partner.” After having given the students time to practice, Emily calls them in and asks, “What skill did you use to return the ball in the direction of your partner and why?” Two students who had some previous experience playing volleyball said, “We used the bump pass because it was low; it wasn’t high enough to set.” “Great answer, girls! That is correct. By the way, the bump is now called the forearm pass.” Task 2. “Now, I want you to move 10 feet from your partner and complete the same task like this.” She tosses the ball, using a two-handed underhand toss, to John, a student demonstrator. Madelyn, who performs the skill with some consistency, passes the ball back to Emily. Emily catches the ball and says to the class, “ I am going to toss the ball to Madelyn three more times. Watch her carefully and put a hand up when you can identify one or more skill cues in Madelyn’s performance.” After passing the ball three times, Emily asks her class, “What are the skill cues for the forearm pass?“ The students respond with elbows locked, thumbs parallel, sitting position, and wide base (feet apart, knees bent). “Outstanding,” says Emily. “Now, in pairs, toss the ball to your partner 10 times, as demonstrated. Think about the skill cues you identified. After 10 good tosses, switch roles. Continue this task until I ask you to stop. Begin.” Task 3. After observing the students for a minute, Emily notices that many are keeping their arms too close to their bodies on contact. Emily stops the students and says, “Where are my arms, in relation to my body, as 1 pass?” The students watch her as she passes the ball back to a partner three times. “Melissa, where are they?“ “Away from your body,” she says. “Good, very good. Now go back to your partner and focus on your arm position.” After several minutes of practice, Emily stops her class and says, “We’re ready to make the task more game-like.” Task 4. “Get into groups of three.” Emily then explains the task with a group of three learners. “Madelyn, you stand on the 10-foot line on that side of the net (net height set at six feet). Take the ball with you. Melissa, you stand just beyond the 10-foot line on this side of the net (opposite side from Madelyn). Get in ready position to forearm pass. Meghan, you need to stand right beside the net on Melissa’s side. You are the target for Melissa. Madelyn, toss the ball to Melissa, just like we did in the last drill, so that she can forearm pass the ball to Meghan.” The three demonstrate the task three times, at

Measuring qualitative aspects of teaching in physical education.

Abstract Few systematic observation instruments are available in physical education for measuring qualitative aspects of the teaching process. This article describes an instrument designed to measure the qualitative aspects of teaching in physical education. This instrument can be used to collect information about lesson introductions, task presentations, and lesson closures and is designed to be used with preservice and/or inservice teachers to improve quality of teaching.

Matching Instructional Tasks to Learner Ability: The Inclusion Style of Teaching

I n Mr. Weavers third-grade physical education class, students begin their fitness routine immediately upon entering the gymnasium. All students do the same exercises, in the same way and at the same time. For example, when students perform push-ups, they do so from a prone position, with their hands under their shoulders and their backs straight. Following six minutes of continuous moderate to vigorous physical activity, Mr. Weaver gathers his students to review the major concepts and skills covered in the last class (throwing and catching). He then instructs his 24 girls and boys to choose partners and overhand-throw a small foam ball to their partners while standing 15 feet apart. As his students practice this task, Mr. Weaver observes their performance and gives each of them positive and corrective feedback specific to the critical elements of throwing and catching. After the students have thrown the ball to their partners 20 times, Mr. Weaver stops the class to introduce the new skill of the day: striking with a bat. He begins by highlighting the critical elements of striking, and then demonstrates them by hitting several underhand pitches. The students regroup as partners and practice striking with a bat and a small foam ball, standing ten feet apart and alternating as pitcher and batter. Again, Mr. Weaver observes them perform the task and gives each of them positive and corrective feedback specific to the critical elements of batting. At the

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

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 = 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 was found to be equally effective in positively influencing students’ basic psychological need satisfaction and level of self-determined motivation.

A Coherent PETE Program: Spectrum Style

eacher education has been a source of considerable conT cern and debate since the quality of teaching within our nation’s schools came under fire some 15 years ago. Many within the subsequent reform movement have wondered who prepares our teachers, in what manner, and how well, and have directed such questions at teacher-preparation programs (Holmes Group, 1986,1990, 1995). To better understand “the education of our nation’s teachers” (p. 6), Howey and Zimpher (1989) conducted a comprehensive study of six exemplary elementary teacher preparation programs. Their research highlighted 14 program attributes that contribute to coherent preservice teacher education. According to them, coherent teacher-preparation programs: are driven by clear conceptions of teaching that foster shared beliefs; have distinctive qualities that help faculty fuse with one another; . have major goals that are both reasonable and clear; challenge students academically; tie concepts together across the curriculum; have a balanced relationship between general knowledge, pedagogical knowledge, and the experiences that promote the use of this knowledge; have students proceed through the program in groups; have specific challenging benchmarks that are to be met at different points within the program; allow for an integrative approach to curriculum; give students the time needed to assimilate significant content; M A R K BYRA

Design and Use of Task Cards in the Reciprocal Style of Teaching

Task cards are instructional tools that combine a picture of a skill with written instructions about how to perform the skill. This article provides practical guidelines for developing research-based task cards for use in physical education classes. Fitness-related motor skills are used as examples to clarify design principles for task cards. The article also discusses the use of task cards in Mosston and Ashworths reciprocal style of teaching. In this style of teaching, one learner completes a motor task (the doer), while the other observes (the observer) and provides feedback based on the information presented on the task card. Directions to successfully implement task cards in a progressive manner within reciprocal learning settings are presented, as well as ideas about how motor, cognitive, and social goals in physical education can be achieved through task card use.

Effects of timing of signal indicating jump directions on knee biomechanics in jump-landing-jump tasks

Abstract A variety of the available time to react (ATR) has been utilised to study knee biomechanics during reactive jump-landing tasks. The purpose was to quantify knee kinematics and kinetics during a jump-land-jump task of three possible directions as the ATR was reduced. Thirty-four recreational athletes performed 45 trials of a jump-land-jump task, during which the direction of the second jump (lateral, medial or vertical) was indicated before they initiated the first jump, the instant they initiated the first jump, 300 ms before landing, 150 ms before landing or at the instant of landing. Knee joint angles and moments close to the instant of landing were significantly different when the ATR was equal to or more than 300 ms before landing, but became similar when the ATR was 150 ms or 0 ms before landing. As the ATR was decreased, knee moments decreased for the medial jump direction, but increased for the lateral jump direction. When the ATR is shorter than an individual’s reaction time, the movement pattern cannot be pre-planned before landing. Knee biomechanics are dependent on the timing of the signal and the subsequent jump direction. Precise control of timing and screening athletes with low ATR are suggested.