Practice Teaching Style

Physical education is an essential component of a child's education, as it helps to develop their physical, cognitive, and social abilities. However, teaching physical education can be a challenging task, as it requires teachers to be adept at creating effective lesson plans and delivering them in a way that engages and motivates students. One of the most commonly used teaching styles is the 'Practice style' developed by Muska Mosston and Sara Ashworth. In this article, we will explore the Practice style in physical education, its key principles, and examples of its application.

The Practice style of teaching, is characterized by the teacher assuming full control of the class and giving clear instructions on what to do. According to Mosston and Ashworth, the Practice style is most appropriate for teaching basic motor skills, such as throwing, catching, and running. The style involves the teacher demonstrating the skill to be learned, giving verbal instructions, and providing feedback on the student's performance. The Practice style is particularly effective when students are new to a skill or need to refine their technique.

One of the key principles of the Practice style is that it is teacher-centered. The teacher takes charge of the class and provides explicit instructions on what to do, with minimal input from the students. Another principle of the Practice style is that it is task-oriented. The focus is on developing specific skills or movements, rather than on the game or sport as a whole. Finally, the Practice style is characterized by individualization, as the teacher provides feedback and instruction tailored to each student's needs.

An example of the Practice style in action can be seen in a basic basketball lesson. The teacher would begin by demonstrating the proper technique for dribbling the ball, explaining the correct hand placement and arm motion. Students would then practice the skill individually, with the teacher providing feedback and correction as needed. Once the students have demonstrated proficiency in dribbling, the teacher would move on to the next skill, such as shooting or passing.

Another example of the Practice style can be seen in a gymnastics lesson. The teacher would begin by demonstrating a basic movement, such as a forward roll, and explaining the proper technique. Students would then practice the movement under the teacher's guidance, with the teacher providing feedback and correction as needed. Once the students have demonstrated proficiency in the forward roll, the teacher would move on to more advanced movements, such as a backwards roll.

In conclusion, the Practice style of teaching, developed by Mosston and Ashworth, is a useful approach for teaching basic motor skills in physical education. Its key principles of teacher-centeredness, task-orientation, and individualization make it particularly effective for introducing students to new skills or refining their technique. By using the Practice style, teachers can create engaging and effective lessons that help students develop their physical, cognitive, and social abilities.