MTU Library Catalogue

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Teaching physical education / Muska Mosston and Sara Ashworth.

By: Mosston, Muska.
Contributor(s): Ashworth, Sara.
Material type: materialTypeLabelBookPublisher: New York : Toronto : New York : Macmillan ; Maxwell Macmillan Canada ; Maxwell Macmillan International, 1994Edition: 4th ed.Description: xiii, 268 p. : ill. ; 24 cm.ISBN: 0023841834; 9780023841835.Subject(s): Physical education and training -- Study and teaching | Teaching of a specific subject | Educational: Physical educationDDC classification: 613.707 | 613.707 MOS
Contents:
An overview -- The anatomy of any teaching style -- The command style (style A) -- The practice style (style B) -- The reciprocal style (style C) -- The self-check style (style D) -- The inclusion style (style E) -- About styles A-E -- On discovery -- The guided discovery style (style F) -- The convergent discovery style (style G) -- The divergent production style (style H) -- The individual program - learner's design (style I) -- The learner-initiated style (style J) -- The self-teaching style (style K) -- Some thoughts about the spectrum.
Holdings
Item type Current library Call number Copy number Status Barcode
General lending MTU Bishopstown Library Lending 613.707 (Browse shelf(Opens below)) 1 Available 00155392
General lending MTU Kerry North Campus Library First Floor Main 613.707 MOS (Browse shelf(Opens below)) 1 Available 38888000429880
Total holds: 0

Enhanced descriptions from Syndetics:

The definitive source for the groundbreaking ideas of the "Spectrum of Teaching Styles" introduced by Mosston and Ashworth and developed during 35 years in the field. This book offers teachers a foundation for understanding the decision-making structures that exist in all teaching/learning environments and for recognizing the variables that increase effectiveness while teaching physical education. In this thoroughly revised and streamlined edition, all chapters have been updated to include hundreds of real-world examples, concise charts, practical forms, and concrete suggestions for "deliberate teaching" so that teachers can understand their classrooms' flow of events, analyze decision structures, implement adjustments that are appropriate for particular classroom situations, and deliberately combine styles to achieve effective variations. As in prior editions, individual chapters describe the anatomy of the decision structure as it relates to teachers and learners, the objectives (O-T-L-O) of each style, and the application of each style to various activities and educational goals. For physical education teachers.

Includes bibliographical references (pages 257-263) and index.

An overview -- The anatomy of any teaching style -- The command style (style A) -- The practice style (style B) -- The reciprocal style (style C) -- The self-check style (style D) -- The inclusion style (style E) -- About styles A-E -- On discovery -- The guided discovery style (style F) -- The convergent discovery style (style G) -- The divergent production style (style H) -- The individual program - learner's design (style I) -- The learner-initiated style (style J) -- The self-teaching style (style K) -- Some thoughts about the spectrum.

Table of contents provided by Syndetics

  • List of Tables
  • List of Figures
  • 1 Key Factors That Shape All Teaching
  • A Paradigm Shift
  • The Spectrum
  • The Benefits of a Universal Theory
  • 2 An Overview
  • A Framework about Teaching and Learning
  • An Overview of the Spectrum
  • Six Premises of the Spectrum
  • The O-T-L-O Relationships
  • The Need for a Spectrum
  • 3 The Anatomy of Any Teaching Style
  • The Pre-Impact Set
  • The Impact Set
  • The Post-Impact Set
  • 4 Feedback
  • Four Feedback Categories
  • Feedback Combinations
  • Degree of Privacy During Feedback
  • Summary of the Assets and Liabilities of Different Forms of Feedback
  • 5 Cognition
  • Cognition: The Premise
  • A General Model for the Flow of Conscious Thinking
  • Convergent and Divergent Thinking
  • The Discovery Threshold
  • The Role of Cognitive Operations
  • Cognitive Operations and Verbal Behavior
  • Creativity - A Different Viewpoint
  • Cognition and Wait Time
  • Designing the Subject Matter
  • 6 The Command Style
  • A The Objectives
  • The Anatomy of this Style
  • The Implementation of the Command Cycle
  • Description of an Episode
  • How to Implement the Command Style
  • The Implications of this Style
  • Subject Matter Considerations
  • Style-Specific Comments
  • Common Pitfalls to Avoid
  • The Developmental Channels
  • Images of the Command Style
  • 7 The Practice Style
  • B The Objectives
  • The Anatomy of this Style
  • The Implementation of this Style
  • Description of an Episode
  • How to Implement this Style
  • The Implications of this Style
  • Selecting and Designing the Subject Matter
  • Style-Specific Comments
  • The Developmental Channels
  • Examples of Task Sheets for the Practice Style.
  • 8 The Reciprocal Style
  • C The Objectives
  • The Anatomy of this Style
  • The Implementation of the Reciprocal Style
  • Description and Implementation of an Episode
  • The Implications of this Style
  • Selecting and Designing the Subject Matter and Criteria Sheet
  • Style-Specific Comments
  • The Developmental Channels
  • Examples of Criteria Sheets
  • 9 The Self-Check Style
  • D The Objectives
  • The Anatomy of the Style
  • The Implementation of this Self-Check Style
  • Description of an Episode
  • How to Implement the Self-Check Style
  • The Implications of this Style
  • Selecting and Designing the Subject Matter and Criteria Sheet
  • Style-Specific Comments
  • The Developmental Channels
  • Example of Task Sheet for Self-Check Style
  • 10 The Inclusion Style
  • E The Objectives
  • The Concept of Inclusion
  • The Anatomy of this Style
  • The Implementation of this Inclusion Style
  • How to Implement the Inclusion Style
  • The Implications of this Style
  • Selecting and Designing the Subject Matter
  • Style-Specific Comments
  • The Developmental Channels
  • Examples of Individual Programs
  • 11 Issues Common to All Styles
  • Task Teaching, Learning Centers, and Station Teaching
  • Organizational Options
  • Implementing the Spectrum Theory
  • The Lesson Plan
  • Episodic Teaching
  • Terminology
  • 12 The Guided Discovery Style
  • F The Objectives
  • The Anatomy of this Style
  • The Implementation of the Guided Discovery Style
  • Description of an Episode
  • How to Implement the Guided Discovery Style
  • How to Implement the Guided Discovery Style
  • The Implications of this Style
  • Selecting and Designing the Subject Matter
  • Style-Specific Comments
  • The Developmental Channels
  • Examples in Physical Education and Related Areas
  • The Convergent Discovery Style