The University of Southern Queensland Faculty of Education Postgraduate and Early Research Group 10th Research Symposium Slide 1 I'd firstly like to welcome everyone for taking time out of your busy schedules to attend my confirmation of candidature. And secondly, I’d like to acknowledge the tireless assistance and support of Dr Ken Edwards and Dr Rick Churchill throughout this process. Paper presentation October 2012

Mitchell Hewitt and Associate Professor Ken Edwards Title Self-Identified and Observed Teaching Styles of Junior Development and Club Professional Tennis Coaches in Australia by Mitchell Hewitt and Associate Professor Ken Edwards

Research Questions What teaching styles do Junior Development and Club Professional tennis coaches in Australia believe they are using during coaching sessions throughout the year? What are the observed teaching styles of Junior Development and Club Professional tennis coaches in Australia?

Mosston and Ashworth’s Spectrum of Teaching Styles Began in 1966 Unified theory of teaching An array of teaching style options Based on decision-making Non-versus The spectrum of teaching styles describes a unified theory of teaching and has been widely employed and refined since its origin in 1966 by Muska Mosston Mosston identified 3 reasons for developing and using a spectrum teaching framework. Firstly, Mosston discovered that ideas in education are generally presented in opposition, for instance, direct instruction versus indirect instruction. Mosston believed that this versus approach prevents a systematic approach to teaching and learning from a broad structure that embraces and connects ideas. Because the versus approach rejects ideas, it limits educational practices. Mosston’s discovery of the limitations of the versus approach therefore led him to seek a unifying framework that would invite, absorb, and link new ideas into a system – one which Mosston labelled as a non-versus approach. This system honours the full range of educational ideas and rejects none. 2. Secondly, in the absence of a broad professional system and or reliable theoretical foundation, teachers and coaches approach their teaching and coaching from an idiosyncratic approach – that is each teacher or coach, according to his or her personal understanding and previous experiences, decodes theory into daily practice. Because an idiosyncratic approach represents personal interpretations and biases , it limits educational practices. Mosston’s discovery that one’s idiosyncrasies represent only a portion of what teaching can be led him to search for a body of knowledge about teaching that was beyond his idiosyncratic preferences and behaviours, Such an approach honours the full range of educational ideas. 3. Lastly, as Mosston investigated pedagogical approaches , he observed that commonly used terms often had little consistency or uniformity. He found that a lack of conceptual agreement, variability in meanings, and contradictory results in the educational literature were more often the norm than the exception. Mosston believed that inconsistent use of terminology created confusion and leads to misinterpretation of events , and ultimately 4

Spectrum of Teaching Styles Reproduction: Style A – Command Style B – Practice Style C – Reciprocal Style D – Self Check Style E – Inclusion Production: Style F – Guided Discovery Style G – Convergent Discovery Style H – Divergent Discovery Style I – Learner Designed Individual Program Style J – Learner Initiated Program Style K – Self Teaching SLIDE 5 – MOSSTON AND ASHWORTH’S SPECTRUM OF TEACHING STYLES As Mosston and Ashworth’s spectrum of teaching styles plays a significant role in my proposed research, I’d like to provide a brief conceptual and theoretical outline of this teaching framework. Mosston and Ashworth’s Spectrum of Teaching Styles is considered on of the most comprehensive pedagogical models in physical education. It describes a unified theory of teaching that includes an array of teaching styles options that have been arranged on a continuum. Each teaching style is unique and distinguishable from another by; specific teacher actions and decisions, AND BY specific student actions and decisions. The latest version of the spectrum consists of 11 different landmark styles which are represented by corresponding letters The first five styles (A-E) form a cluster that represents teaching options that foster REPRODUCTION of existing (known or past) information and knowledge. The remaining styles (F-K) form a cluster that represents options that invite PRODUCTION or discovery of new knowledge. The line of demarcation (that is red on the slide) is called the discovery threshold – this identifies the cognitive boundaries of each cluster.

I have been extremely fortunate to have had numerous email communications with the co-creator of the spectrum – Professor Sara Ashworth, who has provided limitless guidance and advice in regards to using the spectrum of teaching styles in this study. Recently, Professor Ashworth did a significant update to the spectrum of teachings styles theory and I was lucky enough to discuss these additions to the spectrum theory Located between the landmark styles are many, if not an infinite number, of teaching and learning options called canopy designs. Canopy designs support in varying degrees a segment of or combination of the decisions, the learning objectives, and the developmental focus of the two landmark styles they are in between. Canopy designs exist between all landmark styles and not considered less relevant or essential than the landmark styles.

Teaching Style Definition A Teaching Style is a plan of action that defines the specific decision interaction of the teacher or coach and the learner for the purpose of leading to the development of specific objectives in subject matter and behaviour.* One or more teaching styles may be used during a lesson/session. *Ashworth, S. (2009). Teaching a Spectrum Repertoire. Keynote presentation for the 26th ACHPER International Conference. Brisbane, Australia, July. SLIDE 4 – TEACHING STYLES DEFINITION There are numerous interpretations and definitions that have been attached to the term – TEACHING STYLE Given this, I have provided a definition of how this term is interpreted in this study, particularly when I am referring to Mosston and Ashworth’s Spectrum of teaching styles and the survey questionnaire. I will also use the term instructional practices. This term is used in a more general sense (aimed at encompassing the numerous terms that are often used interchangeably with teaching styles). Ultimately, teaching styles and the more general term of instructional practices refer to the ‘HOW’ of tennis coaching – how coaches conduct their lessons, RATHER than the ‘WHAT’ or content areas of their lessons.

Literature Review Increasing importance of teachers’ and coaches’ understanding and mastery of various teaching styles Limited number of studies have explored the teaching styles of physical education teachers using Mosston and Ashworth’s Spectrum of Teaching Styles (2008) Curtner-Smith, Hasty & Kerr (2001) Observed 16 physical education teachers Curtner-Smith et.al. (2001) Observed 18 physical education teachers Kulinna & Cothran (2003) Surveyed 212 physical education teachers’ in relation to their perceptions of teaching styles Cothran et. al. (2005) Surveyed 1,400 physical education teachers’ in regards to their self-reported use of and beliefs about teaching styles – scenario descriptions SueSee (2010, unpublished doctoral thesis) Surveyed and observed the teaching styles of physical education teachers – scenario descriptions 6. Jakkola & Watt (2011) Surveyed 294 Finnish physical education teachers Despite research indicating the increasing importance of teachers and coaches mastery of various teaching styles, there is only a small number of studies that have focused on the practices and views of physical education teachers using Mosston and Ashworth’s spectrum of teaching styles. The studies by Curtner-Smith in 2001 involved observing physical education teachers to see whether or not the introduction of a new curriculum expanded their use of teaching styles The studies by Kulinna and Cothran in 2003 and Cothran et al in 2005 focused on the teachers’ perceptions of the teaching styles they conducted . Using a survey questionnaire that consisted of a scenario description of each teaching style, teachers were asked about their experience with the teaching style in addition to their views pertaining to the potential benefits of using certain teaching styles. The most recent study has involved researching the teaching styles of secondary physical education teachers. This study used a survey questionnaire to assess the frequency with which teachers believed they used certain teaching styles, in addition to observations that allowed the researcher to see whether teachers were implementing the styles they believed they use. Currently, there is no research in regards to tennis coaches and teaching styles.

Methodology Survey Questionnaire Observations SLIDE 11 – RESEARCH METHODOLOGY In an attempt answer these questions, this study proposes to use a mixed method research design. Mixed methods research as a methodology is known for its ability to engage in multifaceted educational and social settings when exploring an educational or social question (Mertens, 2005). As this study intends to research the unique and complex area of the views and instructional practices of tennis coaches the employment of a mixed methods research design was deemed the most appropriate. The use of mixed methods was also considered as it aligns with “the political currency accorded to ‘practical inquiry’ that speaks to policy and policymakers and that informs practice” 3 data collection techniques will be employed A survey questionnaire – which will report the teaching styles that coaches believe they are using during their coaching sessions Interviews – that will explore the coaches’ opinions, understandings and descriptions in relation to the teaching styles they use during their coaching sessions AND Observations – that will verify the teaching styles the coaches are actually using during their coaching sessions Coaches will be sourced from four different accreditation courses conducted by Tennis Australia. These include; Junior development Club Professional Master Club professional High performance

Survey Questionnaire

Scenario Description of Teaching Style Survey Questionnaire Scenario Style Scenario Description of Teaching Style   B The coach selects the subject matter tasks, the quantity, and the time limits so that students can practice individually and privately. The coach circulates among all students and offers private feedback. The students learn to set a pace to practice tasks within an allocated time frame. How frequently do I use this teaching style in my coaching sessions throughout the year? Not at all Minimally Here and there Often Most of the time 1 2 3 4 5

Observations Three 30 minute tennis lessons with four players Performed during the coaches’ formal certification coaching courses conducted by Tennis Australia (TA) All of the 36 video-recorded lessons were coded by the researcher and a second individual Prof. Sara Ashworth provided extensive assistance and advice during the coding process

Participants Tennis Australia’s formal coaching courses Junior Development n=130 Club Professional n=78 208 tennis coaches participated in the survey questionnaire 12 coaches were selected for the observations

Self-identified use of teaching styles (n=208) Results Self-identified use of teaching styles (n=208) All teaching styles were reportedly used Practice Style-B 58.7% Command Style-A 51% Guided Discovery-F 46.2% Junior Development (JD) and Club Professional (CP) coaches reported similar teaching style usage

Tennis coaches’ observed use of teaching styles (n=12) Results Tennis coaches’ observed use of teaching styles (n=12) Two of the eleven teaching styles were observed Practice Style-B 84.2% of the time Command Style-A 10.5% of the time No other teaching styles were observed

Discussion Lack of congruency between the teaching styles that tennis coaches believe they use and what they actually use Predominant use of teaching styles in reproductive cluster Coaching accreditation manuals recommend a range of teaching styles Results are not compatible with favoured pedagogical processes

Implications What are coaches doing? Self-reflective Promote awareness Benefit of a variety of styles Encourage the use of a variety of styles Pursue greater understanding

Summary Report the current teaching styles being used by 208 Australian tennis coaches using Mosston and Ashworth’s Spectrum of Teaching Styles (2008) as a basis of identification 2. Observe twelve coaches and verify whether they are using the teaching styles they report 3. Results indicate tennis coaches predominantly use one teaching style – Practice Style-B 4. Coaches spend most of their time using teaching styles located in the reproduction cluster of The Spectrum 5. Correlate with direct instruction guidelines SLIDE 16 – SUMMARY In summary, the…… Intention of the proposed study is as follows; Report the current teaching styles being used by Australian tennis coaches using Mosston and Ashworth’s Spectrum of Teaching Styles (2008) as a basis of identification. Observe the coaches and verify whether they are using the teaching styles they report. Explore the opinions, understandings, and definitions of the instructional practices being used by Australian tennis coaches. Reveal insights into how they decide what instructional practices to use and when to use them.

Further Research Information forms part of a larger doctoral study Observing one coach for an extended period of time Interviewing all the observed coaches Some exploration of canopy designs that are located between teaching styles

Preliminary Findings 1. Observation Similar results to the coaches who were observed during three 30 minute lessons Interviews Multiple instructional processes exist for coaching Coaches’ interpretations and definitions lacked consistency and were often used interchangeably Canopy Designs An early examination of teaching and learning experiences that are located between the eleven teaching styles demonstrated the prevalence of teaching behaviour that can be analysed as canopy designs.

99 Thankyou This brings us to our last slide. I would like to take this opportunity to thank you for your time today. I will do my best to answer any questions you may have in regards to any part of my proposal and I would appreciate any suggestions or guidance you have to help me achieve my objectives.