Observed teaching styles of junior development and club professional tennis coaches in Australia

Hewitt, Mitchell and Edwards, Kenneth (2013) Observed teaching styles of junior development and club professional tennis coaches in Australia. ITF Coaching and Sport Science Review (59). pp. 6-8. ISSN 1812-2302

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Abstract

Diverse learning conditions and experiences are often created by employing different teaching styles and tennis coaches need to purposefully implement a range of teaching styles. This paper presents the findings of research completed on the observed teaching styles of 12 tennis coaches in Australia using Mosston and Ashworth's Spectrum of Teaching Styles (2008). The 12 coaches were selected
after completing a survey questionnaire about teaching styles and indicating their willingness to participate in systematic observations of their instructional practices. Results indicate that Junior Development and Club Professional tennis coaches commonly use two teaching
styles (Command Style-A and Practice Style-B. These teaching styles share common and complimentary pedagogical principles with direct instruction guidelines whereby the coach is in control of what the students are learning in addition to how and why they are learning it.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Open Access Journal
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 28 May 2013 07:06
Last Modified: 07 Nov 2017 00:10
Uncontrolled Keywords: teaching styles; development; coaching
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
17 Psychology and Cognitive Sciences > 1701 Psychology > 170114 Sport and Exercise Psychology
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective: C Society > 93 Education and Training > 9399 Other Education and Training > 939902 Education and Training Theory and Methodology
URI: http://eprints.usq.edu.au/id/eprint/23554

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