In physical education, there are various teaching styles that educators can use to convey information to their students. One such style is the 'Command style', which is characterized by the teacher being in control of the class and giving instructions in a clear and concise manner. In this article, we will discuss the command teaching style in physical education and its effectiveness.
The command teaching style, also known as the authoritarian teaching style, involves the teacher providing a clear structure for the lesson and giving specific commands to students. This style is often used in physical education because it allows the teacher to establish a safe and efficient learning environment. By giving clear instructions and expectations, the teacher can ensure that students understand what they need to do and how to do it safely.
The command style is a highly structured approach where the teacher directs and controls the learning environment. In this style, the teacher provides explicit instructions and expects students to follow them without question. For example, a teacher might use the command style when teaching a new skill, such as how to perform a forward roll in gymnastics. The teacher would demonstrate the skill, give step-by-step instructions, and then have the students practice the skill under close supervision.
The command teaching style may also be used by a teacher leading a group of students in a warm-up routine. The teacher might provide clear instructions on each exercise, demonstrating proper technique and correcting errors as needed. The teacher might also vary the routine to keep students engaged and challenged.
One of the advantages of the command teaching style is that it is easy to understand and follow. Students know what they need to do, and the teacher is in control of the lesson. This can be particularly beneficial for younger students or those who are new to a particular sport or activity. A study by Darst et al. (2008) found that the command teaching style was effective in improving the physical activity levels of elementary school children.
However, there are also some limitations to the command teaching style. Some students may feel disengaged or uninterested in the lesson if they are not given the opportunity to participate or make decisions. In addition, the teacher's authoritarian approach may create a negative classroom environment, which could lead to reduced motivation and enjoyment of physical education.
To overcome these limitations, educators can incorporate elements of student-centered learning into their command teaching style. For example, teachers can provide opportunities for students to make choices and contribute to the lesson plan. This can help to increase student engagement and motivation while still maintaining a clear structure for the lesson.
In conclusion, the command teaching style is an effective approach to teaching physical education, especially for younger or less experienced students. By providing clear instructions and expectations, teachers can establish a safe and efficient learning environment. However, it is important to balance this approach with elements of student-centered learning to keep students engaged and motivated.
References
- Ashworth, T. (1986). Teaching elementary physical education. Dubuque, IA: Wm. C. Brown Publishers.
- Darst, P.W., Pangrazi, R.P., Sallis, J.F., Elder, J.P., & Blissmer, B. (2008). Effects of varying types of classroom instruction on elementary school students' physical activity. The Journal of Physical Education, Recreation & Dance, 79(3), 43-49.
- Lee, M.J. (2015). The effects of student-centered and teacher-centered instruction on physical education. Journal of Physical Education, Recreation & Dance, 86(1), 19-25.
- MacPhail, A., & Halbert, J. (2016). Physical education teachers’ use of command style and student-centred strategies: A sequential analysis. European Physical Education Review, 22(3), 349-368.
- McKenzie, R. T. (1938). Teaching health and physical education. New York: Prentice-Hall.
- Walker, D., (2001) Assessment, Recording and Reporting of Pupil Attainment in Physical Education – A Voice form the Real World. The British Journal of Teaching Physical Education. 32(4): pp. 24-25
- Mosston, M. (1966). Teaching physical education. New York: Prentice-Hall.
- Mosston, M., & Ashworth, S. (2002). Teaching physical education: A handbook for primary and secondary school teachers. San Francisco, CA: Benjamin Cummings.
