ERIC Number: ED206598
Record Type: RIE
Publication Date: 1980-Oct
Reference Count: 0
The Effects of Teaching Styles on Motor Performance, Self Concept, and Social Skill Development.
The effects of three teaching styles in Mosston's Spectrum of Teaching Styles were examined in terms of the motor skill acquisition and social skill development of 96 randomly selected fifth grade students, who were taught a hockey accuracy task. Performance data were collected prior to, midway through, and following training and were analyzed: (1) within treatment groups to determine if learning was evident; and (2) across treatment groups to examine the relative effectiveness of the three styles. Social skill patterns were obtained by observing learner-to-learner verbal interactions in which dyads of learners were asked to "help" each other learn the task. All three groups learned the task comparably well. It can be concluded that the three styles are all effective in facilitating learning on the type of algorithmic psychomotor task studied. Style C, in which learners work in dyads, one performing the task while being provided with feedback by the other, was found not only to produce comparable task learning, but also to enhance significantly social skill development. (Author/FG)
Descriptors: Elementary Education, Feedback, Peer Teaching, Performance Factors, Psychomotor Skills, Social Development, Student Teacher Relationship, Teacher Response, Teacher Role, Teaching Methods
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($2.75).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.