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dc.contributor.advisorHopple, Christine J.
dc.contributor.authorHinca, Daniel
dc.date.accessioned2021-09-07T20:37:27Z
dc.date.available2021-09-07T20:37:27Z
dc.date.issued2020-12-22
dc.identifier.urihttp://hdl.handle.net/20.500.12648/3965
dc.description.abstractHistorically, Physical Education (PE) teachers have utilized traditional teaching styles for PE instruction. There has been a growing emphasis over the past 20 years, however, for teachers to utilize a variety of teaching styles in PE in order to meet National and State standards along with goals and objectives of learning in the psychomotor, cognitive, and affective domains. This synthesis, then, reviewed literature regarding teachers’ perceptions and beliefs about, and intentions to utilize both reproduction (teacher-centered) and production (student-centered) teaching styles in PE. The three research questions used for this synthesis include: (a) what are teachers’ perceptions relative to the different teaching styles used in PE, (b) what are PE teachers’ beliefs about reproduction and production teaching styles and their relationship to the content being taught, (c) do intended curricular goals across the three domains of learning influence teachers’ choices of particular teaching styles for instruction? Data for this synthesis was collected using EBSCOHOST (found on The College at Brockport’s Drake Memorial Library online research website) and Google Scholar search engines. Key words in SPORTDiscus and the Google Scholar search engine were utilized to find 10 studies that focused on the synthesis’s purpose and research questions. An article grid was composed with data from each of the articles that made up the critical mass. Results influenced three key points that should be taken away from this synthesis: PE teachers prefer the utilization of reproduction styles over production styles; PE teachers’ beliefs about teaching styles impact which teaching styles they implement; and, PE teachers need to increase the usage of production teaching styles as a means to develop not only psychomotor goals in the PE curriculum, but cognitive and affective goals as well. Administrators and colleges can use this information to assist teachers in learning how to implement and utilize the different teaching styles.
dc.language.isoen_US
dc.subjectTeaching Styles
dc.subjectReproduction Styles
dc.subjectProduction Styles
dc.subjectPhysical Education
dc.titleTeachers’ Beliefs, Perceptions, and Use of Reproduction and Production Teaching Styles in Physical Education
dc.typearticle
refterms.dateFOA2021-09-07T20:37:27Z
dc.description.institutionSUNY Brockport
dc.description.departmentKinesiology, Sport Studies and Physical Education
dc.description.degreelevelMSEd in Physical Education
dc.source.statuspublished
dc.description.publicationtitleKinesiology, Sport Studies, and Physical Education Synthesis Projects


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