Presentation Title:

Adopting Mosston’s Spectrum of Teaching Styles (SOTS) in Coaching Youths & Children

Benjamin TanMaster Teacher, PE

PESTA /MOE

Adopting Mosston’s Spectrum of Teaching Styles (SOTS) in Coaching Youths & Children

Benjamin TanMaster Teacher, PE

Different

strokesfor

different

Folks & Context

Outline of Presentation

• Background information

• Mosston’s SOTS & it’s applications

• Providing Feedback

• Q & A

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

BACKGROUND

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

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

https://spectrumofteachingstyles.org/index.php?id=45

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?

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

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

https://www.theperformancecorner.com/player-interventions/

COMMAND (A) & PRACTICE STYLE (B)

What comes to

your mind when

you watch this

clip?

How to coach

them?

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

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.

Coach

Athlete

Min

Min

Max

Max

Who Makes the Decision

Discovery

Threshold

Coach

Athlete

Min

Min

Max

Max

Who Makes the Decision

Discovery

Threshold

LET’S PONDER.

WHAT DECISIONS DO YOUR PLAYERS MAKE DURING TRAINING?

Practice style is the most prominent

style used by teachers, coaches and

even parents. Widely accepted as the

most effective style by many.

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

RECIPROCAL STYLE (C) & SELF-CHECK STYLE (D)

Video of Reciprocal Style

Coach

Athlete

Min

Min

Max

Max

Who Makes the Decision

Discovery

Threshold

INCLUSION STYLE (E)

SLANTING ROPE

Coach

Athlete

Min

Min

Max

Max

Who Makes the Decision

Discovery

Threshold

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

GUIDED DISCOVERY STYLE (F)

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.

Step 1

Step 2

Step 3

6 steps needed for

discovery

3 steps

needed to

set the

scene

Share with your shoulder partner:

• Your thoughts on the application of

Guided Discovery Style in your coaching.

• Can it be applied to your coaching?

Coach

Athlete

Min

Min

Max

Max

Who Makes the Decision

Discovery

Threshold

CONVERGENT & DIVERGENT DISCOVERY STYLE (G & H)

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)

Multiple responses to a single

question/situation, within a

specific cognitive operation.

Divergent Discovery – Player

discover multiple

designs/solution/responses

to a specific question.

Coach

Athlete

Min

Min

Max

Max

Who Makes the Decision

Discovery

Threshold

LEARNER-DESIGNED INDIVIDUAL PROGRAM STYLE (I)

THE LEARNER-INITIATED STYLE (J)

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.

THE SELF-TEACHING STYLE (K)

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.

Coach

Athlete

Min

Min

Max

Max

Who Makes the Decision

Discovery

Threshold

Can we

then mix

up the

styles?

THE CANOPY

BETWEEN THE LANDMARK STYLES

Q & A

In support of Coaching Development Supporting Partner Education Partner Partner in Sport