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dc.contributor.authorBlackwell, John
dc.date.accessioned2011-03-22T15:02:44Z
dc.date.available2011-03-22T15:02:44Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10369/2626
dc.description.abstractThe reciprocal, self-check and inclusion teaching styles were explored in youth football by evaluating the use and effects of each style and how these styles met the learning needs of young players. The findings suggest that each style has something different to offer the learning experience of the young football player and the characteristics of each style are suited to different areas of learning. The findings emphasise the importance of innovative teaching that utilises a variety of approaches and the need to understand how learners will learn most effectively and develop to their full potential. The main conclusion of this study is that to maximise the effectiveness of a teaching style the teaching behaviours, teaching tasks and the teaching environment must be specific, appropriate and relevant to the needs, age and ability of learners. The most significant factor in ensuring effective teaching is the quality of the planning, delivery and evaluation process.en_GB
dc.languageEnglishen
dc.language.isoenen_GB
dc.publisherUniversity of Wales Institute Cardiffen
dc.subjectPhysical Educationen_GB
dc.subjectTeaching Stylesen_GB
dc.titleTeaching youth football using the reciprocal, self-check and inclusion teaching stylesen_GB
dc.typeDissertationen_GB


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