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| Instructional Strategies |
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| The Command Style (Style A) The teacher makes all the decisions and the learner follows or performs these decisions. The command style is the direct and immediate relationship between the teacher's stimulus and the learner's response. The stimulus (the command signal) by the teacher precedes every movement of the learner, who performs according to the model presented by the teacher. Hence, all the decisions about the location, posture, starting time, pace and rhythm, stopping time, duration, and interval are made by the teacher. Pre, impact, and post are decided by teacher. |
| The Practice Style (Style B) Teacher shifts roles to learner, these roles are: posture, location, order of tasks, starting time per task, pace and rhythm, stopping time per task, interval, attire and appearance, and initiating questions for clarification. Pre and postimpact decisions are made by teacher. The decison is shifted to the learner in the impact set, they must perform to the nine roles. |
| Preimpact set- What is the goal, expectation, objective. Impact set- How should you act on decisions during class. Postimpact set- How should you be evaluated after class. |
| The Reciprocal Style (Style C) Teacher shifts more decisions to learner in the postimpact set. This gives lead to immediate feedback. To implement this in physical education class students must be assigned to pairs with each menber assigned a specific role. One member is assigned the doer (d) and the other as the observer (o). The role of the doer is the same as the practice style, including communicating with the observer. The role of the observer is to offer feedback to the doer and communicate with the teacher. The role of the teacher is to observe the doer and the observer but only communicate with the observer. The teacher makes all of the decisions in the preimpact set, the doer makes all of the decisions in the impact set, and the observer makes the decisions in the postimpact set. d o T |
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| The Self-Check Style (Style D) The teacher decides about the preimpact set, subject matter. Each individual performs the task(s) (impact set), as in the practice style and then makes the postimpact decisions for oneself. The style C skills of comparing, contrasting, and drawing conclusions are used by each learner to ckeck one's own performance. The teacher usually provides learner with a check list for feedback. |
| The Inclusion Style (Style E) The teacher makes the decisions of the preimpact set while the learner decides on the impact set, including the decision about the entry point into the subject matter by selecting the level of task performance. In the postimpact set, the learner makes the assessment decisions about his or her performance and decides in which of the available levels to continue. The teacher must give multiple levels and areas to perform while the learner decides where to begin. |
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