The spectrum of teaching styles in physical education theory
Muska Mosston developed the teaching styles spectrum in physical education in 1966 to ensure all students understood the fundamental concepts, abilities, and ideas of physical education. Spectrum is based on the premise that teaching behavior can be explained as a chain of decisions. There is always a previous decision behind every deliberate act of teaching. There are three types of decisions in each style: pre-impact, impact, and post-impact. A pre-impact set of decisions includes decisions regarding the lesson’s objectives, the teaching method, the subject matter, the classroom environment, the location of the lesson, organizational arrangements, grading policies, and time (e.g., start and end times). The impact decision set includes options for putting pre-impact decisions into practice and, if necessary, modifying them. Post-impact decision categories include gathering data on learners’ performance, evaluating students’ performance against standards, giving feedback to students, and evaluating teaching approaches. There are many different teaching styles on the spectrum, from teacher-led instruction to more student-centered instruction. Physical education teachers are able to implement PE programs in dynamic settings by utilizing a number of teaching styles [