An Analysis of Mosston's Spectrum of Teaching Style

Abstract

Mosston's spectrum of teaching style is one of the well-known concepts as a teaching method of physical education in the United States. But, unfortunately it has not been discussed enough in Japan. Describing this unique model, this study clarifies its limit and possibility.
Mosston's model presents many teaching styles which are different in sharing decision making between a teacher and student. Mosston emphasises teacher behavior rather than student behavior. This indicates that he is much concenned with the initiative at a teacher in the class. This paper argues that it is necessary to describe into details about relationships between student behavior and objectives (outcomes), because the student behavior is equally important to achieve the educational goal. Therefore, this study insists that Mosston's model should be revised with the classification based on 1) teacher centered type, 2) teacher-student type, 3) student centered type, and 4) student independent type. In addition, the model should be redefined in light of the way to organize students: 1) whole class type, 2) small group type, 3) peer tutoring type, 4) individualized type.
In short, these propositions are useful to verify effectiveness of each style positively, and to modify Mosston's model through the planning-process-product study.