Exploring pupils' preferences for different spectrum styles in physical education
University of Wales
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This study aimed to explore whether there was a significant relationship between pupils’ learning style preferences and pupils’ teaching style preferences in Physical Education. The participants consisted of 101 year 9 (aged 13 & 14) Key Stage 3 pupils spread across 3 different secondary schools. Two questionnaires were distributed to each pupil, one to ascertain their learning style preferences and one to discover their teaching style preferences. Gardner’s (1983) Multiple Intelligences questionnaire was used to identify the pupils learning style preferences, whilst the teaching style questionnaire was self-made based on Mosston and Ashworth’s (2002) spectrum of teaching styles. Statistical analysis produced results which indicated that there were a total of 14 significant relationships out of a possible 77. Linguistic learning and Reciprocal teaching, Logical/Mathematical learning and Convergent Discovery teaching, and Bodily Kinesthetic learning and Individual Program teaching proved to have the strongest relationship (p=<.05). Implications for teaching practice, strategy and policy were identified and a conclusion was reached that systematically identifying relationships between preferred styles had potential to enhance the learning experience. However, the study concluded that more research was needed before definitive conclusions could be reached on this and suggestions for this were offered.
BA Enterprise Project
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