• Summary
  • Contents
  • Subject index

What is the condition of the field of Physical Education? How is it adapted to the rise of kinesiology, sport and exercise science and human movement studies over the last thirty years? This Handbook provides an authoritative critical overview of the field and identifies future challenges and directions. The Handbook is divided in to six sections: Perspectives and Paradigms in Physical Education Research; Cross-disciplinary Contributions to Research Philosophy; Learning in Physical Education; Teaching Styles and Inclusive Pedagogies; Physical Education Curriculum; and Difference and Diversity in Physical Education.

Teaching Styles and Inclusive Pedagogies
Teaching styles and inclusive pedagogies

Teaching signifies action taken with the purpose of realizing learning in another (Dewey, 1933; Robertson, 1987; Smith, 1987). The aim of teaching is to engage students in meaningful goal-oriented activity with the intent of meeting instructional objectives specific to a given lesson or set of lessons (Mosston and Ashworth, 2002; Rink, 2002). Teaching styles, also referred to as teaching strategies in the literature (Metzler, 2000; Rink, 2002), are planned interactions between teacher and learners that result in the accomplishment of a set of specific outcomes. A given teaching style is distinguishable from another by particular teacher actions and decisions, particular student actions and decisions, and the objectives that the relationship satisfies (Mosston and Ashworth, 2002).

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