1. Spectrum of Teaching Styles Practical examples
Dr. Mitch Hewitt
Tennis Australia
A/Prof Ken Edwards
Dr Brendan SueSee
University of Southern Queensland (USQ)

2. Spectrum of Teaching Style Clusters
Production Cluster
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
Reproduction Cluster
Style A – Command
Style B – Practice
Style C – Reciprocal
Style D – Self Check
Style E – Inclusion

3. Scenario Style: Command Style-A
Use in dance steps, aerobics movements and routines, swimming strokes, track and field skills and in sport skill drills. For example;
Learning the correct way of catching with a glove in softball by following commands or signals by the teacher. Teacher circulates to give feedback.
Perform a forward roll on command.
Execute a basketball set shot following specific technique points and in unison with rest of class.

4. Scenario Style: Practice Style-B
Practice of individual skills in various sports such as basketball, volleyball, tennis or golf where class is dispersed within a defined area. For example;
Cooperative learning or peer experiences where a student performs a punt kick with feedback from other students who know how to do the skill. Teacher circulates to give individual feedback.
In groups of four or individually practice the “dig” or forearm pass in volleyball.

5. Scenario Style: Reciprocal Style-C
Use in a various sports and activities with mainly skill development and refinement. For example;
Practice the set shot in basketball while providing feedback to partner. Swap roles – performance practice and feedback practice using teacher prepared detailed criteria. Teacher communicates only with observers.
Overarm throw several times of a tennis ball at a target on the wall.
Practice golf swing with partner observing and providing feedback using criteria sheet.

6. Scenario Style: Self-Check Style-D
Use in individual skills practice, target games such as archery, in interpreting fitness results. For example;
Students perform a punt kick and assess own performance with reference to a teacher prepared self- check sheet. Teacher provides feedback at end of class.
Shooting free throws in basketball using self-checking of key points from a criteria sheet.
Putting in golf. Feedback to self through teacher designed criteria sheet.
Juggling three balls.

7. Scenario Style: Inclusion Style-E
Use in difficulty level of events/activities in gymnastics, basketball shooting (distance from basket—determine factors affecting degree of difficulty), fitness and weight training levels and goals. For example;
Individual practice in a self-selected level of difficulty for a soccer kick (side foot, instep kick, half-volley, volley). All students practice at the same time. An opportunity to choose another level of difficulty if task is too easy or too hard. Self-assess based on teacher prepared criteria sheet. Teacher provides feedback regarding decision- making process but not the chosen level.

8. Scenario Style: Guided Discovery Style-F
Use guided discovery in basketball to understand the need for the push pass.
Guided discovery can be used in gymnastics to understand center of gravity, levers, stability, strength and speed.
Students try different start positions for the forward roll in gymnastics leading to an eventual best solution.
Students discover the most stable stance for putting the shot.

9. Scenario Style: Convergent Discovery Style-G
Use in tactics in sport, game situations, as well as in skill performances in gymnastics, aerobics, dance, etc. For example;
A basketball a player is double-teamed just over halfway on the sideline with the dribble still available. The player must discover the options available and conditions that might influence the best choice for a particular situation (for multiple effective solutions/choices for a particular situation then it is Style H). Students discover the single correct answer without any further assistance from teacher or other students.

10. Scenario Style: Divergent Discovery Style-H
Use in various sports and activities to generate a range of actions/options which can be chosen from and implemented as required (some ordering of level of importance, quality, relevance etc. of different solutions). For example;
Team play and shot-taker options available to take the last shot to win a basketball with 10 seconds left on the clock. The task that is set (with single questions or series of questions) leads to the discovery of multiple responses that were previously unknown to the student. Teacher encourages responses, does not make judgements.

11. Scenario Style: Learner-Designed Individual Program Style-I
An individual enrichment activity in a range of sports and activities. For example;
Students design their own badminton net play strategies for both offense and defense. Teacher observes, guides and provides individual discussion while students find solution to the problem presented/developed.
A sport education captain creates a series of practice plans specific to their team ahead of implementation.

12. Scenario Style: Learner-Initiated Style-J
Student discusses an idea with teacher about an orienteering project. The student designs an orienteering course by comparing maps of similar courses, plans and conducts the event and evaluates the experience in an attempt to improve the course. The teacher allows student to work through the experience and learn from their decisions and errors.
Discussion with the teacher before undertaking a project on lunch-time games to produce a report.

13. Scenario Style: Self-Teaching Style-K
Undertake a task or project of personal interest. Student is both teacher and learner and takes responsibility for own learning by making all decisions.
(Little application to PE classes is schools).

14. All over Red Rover

15. Spectrum Styles which require the reproduction of knowledge and the production of knowledge