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First published October 2005

Effects of different teaching styles on the teacher behaviours that influence motivational climate and pupils' motivation in physical education

Kevin Morgan, Kieran Kingston, and John SprouleView all authors and affiliations
Volume 11, Issue 3
https://doi.org/10.1177/1356336X05056651

Abstract

This study investigated the effects of different teaching styles on the teaching behaviours that influence motivational climate and pupils' cognitive and affective responses in physical education. Four (two male, two female) initial teacher education (ITE) students and 92 pupils (47 boys, 45 girls), from two schools in the UK, participated in the study. The student teachers were filmed teaching three lessons each, adopting a different teaching style for each. The teaching styles (command/practice, reciprocal and guided discovery) were selected from Mosston and Ashworth's (2002) spectrum. The teaching behaviours were measured using a computer-coding system devised for Ames's guidelines on how to create a mastery climate. Focus groups were conducted to examine the pupils' cognitive and affective responses. Results revealed that the reciprocal and guided discovery styles resulted in more mastery and less performance-focused teaching behaviours and more adaptive cognitive and affective responses than the command/practice style.

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Published In

Volume 11, Issue 3
Pages: 257 - 285
Article first published: October 2005
Issue published: October 2005

Keywords

  1. motivational responses
  2. observational analysis
  3. TARGET
  4. teaching behaviours

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History

Published online: October 1, 2005
Issue published: October 2005

Authors

Affiliations

Kieran Kingston
University of Wales Institute Cardiff, UK
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John Sproule
Edinburgh University, UK
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