Presentation Title: Adopting Mosston’s Spectrum of Teaching … · 2019. 12. 16. · Muska...
Transcript of Presentation Title: Adopting Mosston’s Spectrum of Teaching … · 2019. 12. 16. · Muska...
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Presentation Title:
Adopting Mosston’s Spectrum of Teaching Styles (SOTS) in Coaching Youths & Children
Benjamin TanMaster Teacher, PE
PESTA /MOE
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Adopting Mosston’s Spectrum of Teaching Styles (SOTS) in Coaching Youths & Children
Benjamin TanMaster Teacher, PE
Different
strokesfor
different
Folks & Context
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Outline of Presentation
• Background information
• Mosston’s SOTS & it’s applications
• Providing Feedback
• Q & A
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Objectives
• Gain insights to Mosston’s SOTS and it’s relevance to teaching and coaching young athletes
• Understand how the different SOTS can be adopted and adapted in coaching youths and children in sports
• Experience practical examples on how SOTS can be used in different contexts to promote learning, decision making and discovery (creativity) by the learners and teachers/coaches
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BACKGROUND
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About Dr Muska MosstonMuska Mosston was a pioneer who discovered a new paradigm about teaching and learning. The Spectrum of Teaching Styles has been implemented in public and private school classrooms in all subject matters, all grades, and with varying levels of performance.
The Spectrum equips teachers with the fundamental knowledge for developing a repertoire of professional behaviors that embrace the objectives needed to connect with and to educate students.
Muska Mosston 1925-1994
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About Dr Sara Ashworth
"Historically, if Muska Mosston is the father of the Spectrum, Sara Ashworth is the
mother. It has been Sara who has singlehandedly nurtured and kept the
Spectrum alive for the past forty years."
Michael Goldberger
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https://spectrumofteachingstyles.org/index.php?id=45
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Answered the
Questions
A different Perspective that
Is teaching/coaching independent of one’s
idiosyncrasies? (We teach based on our
own experiences and preferences)
Is there only one or more than one
teaching/coaching approaches?
If there are multiple approaches to
teaching/coaching, what differentiates one
teaching approach from another?
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The Spectrum Theory
1. THE AXIOM Teaching is a chain of Decision Making
4. The Spectrum
2. The Anatomy
of Any Style
Sets of decisions that
must be made
3. The decision makers
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Spectrum of Teaching StylesSelf-teaching (K)
Learner initiated (J)
Learner-designed individual programme (I)
Divergent discovery (H)
Convergent discovery (G)
Guided discovery(F)
--------------------------
The discovery threshold--------------------------
Inclusion(E)
Self-check(D)
Reciprocal(C)
Practice (B)
Command (A)
Production
Re-Production
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https://www.theperformancecorner.com/player-interventions/
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COMMAND (A) & PRACTICE STYLE (B)
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What comes to
your mind when
you watch this
clip?
How to coach
them?
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When & why this style is used?
• Right on Cue (Timing)
• Commanding Performance
• Precision
• Safety
• Replicate the Model
• Predictable Performance
• Immediate Feedback
• Efficient
It is not be confused be DISCIPLINE or
MANAGEMENT
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Command Style Pitfalls
• Excessive instructions (talking), too little time for athletes to be active
• Not synchronised – examine the pace and rhythm speed (too fast or slow)
• Annoying or Overlapping command signals – unclear signals
• Excessive repetition – boredom, fatigue or both. Athletes need to feel challenged and satisfied that they have accomplished something (learnt)
• Stopping the whole team where only 1-2 athletes are having difficulty. Disrupts flow and diverts the team’s attention to the inadequacies of the individuals.
• Staying in one spot. Move about (using rhythm-support techniques other than counting). Allows coach to get near and give private feedback to individuals.
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Coach
Athlete
Min
Min
Max
Max
Who Makes the Decision
Discovery
Threshold
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Coach
Athlete
Min
Min
Max
Max
Who Makes the Decision
Discovery
Threshold
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LET’S PONDER.
WHAT DECISIONS DO YOUR PLAYERS MAKE DURING TRAINING?
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Practice style is the most prominent
style used by teachers, coaches and
even parents. Widely accepted as the
most effective style by many.
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Decisional shifts in Practice Style1. Location
2. Order of Tasks
3. Starting time per task
4. Pace and rhythm
5. Stopping time per task
6. Interval
7. Initiating questions for clarification
8. Attire and appearance
9. Posture
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RECIPROCAL STYLE (C) & SELF-CHECK STYLE (D)
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Video of Reciprocal Style
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Coach
Athlete
Min
Min
Max
Max
Who Makes the Decision
Discovery
Threshold
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INCLUSION STYLE (E)
SLANTING ROPE
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Coach
Athlete
Min
Min
Max
Max
Who Makes the Decision
Discovery
Threshold
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Spectrum of Teaching StylesSelf-teaching (K)
Learner initiated (J)
Learner-designed individual programme (I)
Divergent discovery (H)
Convergent discovery (G)
Guided discovery(F)
--------------------------
The discovery threshold--------------------------
Inclusion(E)
Self-check(D)
Reciprocal(C)
Practice (B)
Command (A)
Production
Re-Production
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GUIDED DISCOVERY STYLE (F)
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Logical and sequential design of questions (and practice tasks) to lead an individual to discover a pre-determined response. The role of the learner is to discover the answers.
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Step 1
Step 2
Step 3
6 steps needed for
discovery
3 steps
needed to
set the
scene
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Share with your shoulder partner:
• Your thoughts on the application of
Guided Discovery Style in your coaching.
• Can it be applied to your coaching?
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Coach
Athlete
Min
Min
Max
Max
Who Makes the Decision
Discovery
Threshold
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CONVERGENT & DIVERGENT DISCOVERY STYLE (G & H)
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Convergent Discovery – Style G• Discover the correct (pre-determined) response using a
convergent process.
• Coach makes the subject matter decisions, including the target concept to be discovered, and to design the single question delivered to the learner(player).
• Learner (player) to engage in reasoning, questioning, and logic to sequentially make connections about the content to discover the answers (movement solutions)
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Multiple responses to a single
question/situation, within a
specific cognitive operation.
Divergent Discovery – Player
discover multiple
designs/solution/responses
to a specific question.
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Coach
Athlete
Min
Min
Max
Max
Who Makes the Decision
Discovery
Threshold
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LEARNER-DESIGNED INDIVIDUAL PROGRAM STYLE (I)
THE LEARNER-INITIATED STYLE (J)
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Style I & J
Learner-designed individual programme
• Independence to discover a structure that resolves an issue/problem –solutions/movements
• Investigate the general subject matter logistical decisions
Learner-initiated
• Responsibility for designing the learning experience
• Initiated independently
• Create the criteria decisions
• Coach is to accept the learner’s readiness to make maximum decisions
• To be supportive, participate according to the learner’s requests.
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THE SELF-TEACHING STYLE (K)
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Self-teaching style is individual tenacity and the desire to learn. The
learner makes ALL the decisions and assumes the roles of a teacher
and a student. Does not have a precise designated set of objectives:
individual selects objectives.
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Coach
Athlete
Min
Min
Max
Max
Who Makes the Decision
Discovery
Threshold
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Can we
then mix
up the
styles?
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THE CANOPY
BETWEEN THE LANDMARK STYLES
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Q & A
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In support of Coaching Development Supporting Partner Education Partner Partner in Sport