Self-Reported and observed teaching styles of Swedish physical education teachers

SueSee, Brendan (author): School of Linguistics, Adult and Special Education, University of Southern Queensland, Queensland, Australia

Barker, Dean, 1977- (author): Gothenburg University,Göteborgs universitet,Institutionen för kost- och idrottsvetenskap,Department of Food and Nutrition, and Sport Science

(creator_code:org_t)

2018-12-02
2019
English.
In: Curriculum Studies in Physical Education and Health. - : Taylor & Francis. - 2574-2981 .- 2574-299X. ; 10:1, s. 34-50

Related links:: https://urn.kb.se/re...; show more...; https://doi.org/10.1...; https://gup.ub.gu.se...; show less...

Abstract Subject headings

Physical education scholars have identified a number of factors thataffect how teachers translate policy into practice. It is becomingclear that to create learning experiences that reflect the intentionof guiding documents, teachers need to employ appropriateteaching styles. The aim of this paper was to determine whetherthe teaching styles used by a group of PE teachers provideopportunities for students to meet objectives relating to creativity,problem solving, personal responsibility and independence. Thefirst part of the investigation involved the use of a questionnairebased on Mosston and Ashworth’s Spectrum of Teaching Styles(Mosston, M., & Ashworth, S. (2002). Teaching physical education(5th ed.). Boston: Benjamin Cummings. (United States). Thesecond part involved observations of six primary and middleschool teachers’ physical education lessons. The results suggestthat PE teachers may not use different pedagogies for differentreasons. The paper is concluded with a consideration of how ateaching styles framework can help teachers to meet diversecurriculum objectives.

About the subject

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