Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils' motivation in physical education
Author
Morgan, Kevin
Kingston, Kieran
Sproule, J.
Date
2005-10-01Publisher
Sage Publications Ltd.
ISSN
1356-336X
Metadata
Show full item recordAbstract
This study investigated the effects of different teaching styles on the teaching behaviours that influence motivational climate and pupils’ cognitive and affective responses in Physical Education. Four Initial Teacher Education (ITE) students and 92 pupils from two schools in the UK, participated in the study. The student teachers were filmed teaching three lessons each, adopting a different teaching style for each. The teaching styles (command / practice, reciprocal and guided discovery) were selected from Mosston and Ashworth’s (2002) Spectrum. The teaching behaviours were measured using a computer-coding system devised for Ames’ (1992b) guidelines on how to create a mastery climate. Focus groups were conducted to examine the pupils’ cognitive and affective responses. Results revealed that the reciprocal and guided discovery styles resulted in more mastery and less performance focused teaching behaviours and more adaptive cognitive and affective responses than the command / practice style.
Journal/conference proceeding
European Physical Education Review
Citation
European Physical Education Review, 11 (3), pp.257-286
Collections
- Education Research [256]
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