Hugues LeBlanc, PhD

Faculty of Education, Pedagogy Department

Hugues LeBlanc


University of Sherbrooke




Translator: Teaching Physical Education 5th Edition - French

Meetings with Muska and Sara through the years:

In 1970, I was introduced to the teaching styles by a physical educator at the Ottawa University during my undergraduate course. As physical educators have many disciplines to teach, he mentioned he had learned about Muska's Spectrum and that it could be an excellent way to be a good teacher and be conscious about students' implications.

After teaching two years at a high school, I realized most of the teachers were proceeding by trials and errors, without any theoretical foundations. As I learned the personality and learning theories at the graduate level, I came to the conclusion that the Spectrum was a comprehensive and simple way to integrate the whole concepts from behavioral to humanistic theories. Above that, the students had the opportunity to be involved in the decision making through their learning: from dependence to independence.

From 1975 to 2000, while I was full time teacher in the teacher education program in physical education, I always made sure that my students knew about the personality and learning theories. From there, teaching the Spectrum was really very practical and especially integrative to the whole pattern related to teaching. Considering all the teaching methods and all disciplines physical educators must teach, at last we had a very comprehensive theory of instruction that all could master with practice and supervision.

In 1981, I was invited to a symposium on sport pedagogy at Purdue University. That is where I met Muska for the first time. (My first meeting with him is described in the book "Muska: A Biography of Dr. Muska Mosston", page 100). Our meeting confirmed my perception of the Spectrum and its utilization through the student's formation. It sure did reinforce my point of view about the Spectrum and especially in improving my way to make it essential for future teachers. From that moment, our friendship was installed and it was always a pleasure to meet him to discuss about the Spectrum. Above all, it was amazing to see how many people knew him and they seemed so happy to discuss with him.

In March 1986, Muska accepted my invitation to Sherbrooke. It was quite a significant experience to all of us, students, teachers and Muska, to see how the Spectrum was taught and practiced by my students. For him, it was the first time he had witnessed the styles taught in French. He was really impressed and from that experience he invited me to translate his book Teaching Physical Education.

In the 1990's I have met him quite a few times at the AAPHERD conferences held in different American cities. Indeed, he was still very dedicated and hopeful that more teacher education programs in all faculties would adopt the Spectrum as a fundamental reference on teaching. New models were proposed, and the research results were much more reinforced.

Being involved with the AIESEP association for years, it is where I had the opportunity to meet Sara. Indeed, it was evident that she was very dedicated and very much involved also in the teacher education program at her university. I could appreciate her dedication to the Spectrum and especially her availability and receptiveness as everyone could easily understand and promote the Spectrum at all levels of teaching and for different disciplines taught in schools. It is amazing to see how she made all possible efforts to promote the Spectrum and specially to make it manageable to use by all teachers.

In 2003, I had the opportunity to start the promise I had made to Muska a few years ago: to translate the latest book on the Spectrum. With Sara's collaboration, this project was finally attainable. Thus, the French translation was published in 2006 ("Le Spectre des styles d'enseignement" 2006, Les Editions C&C, North Hathley, Quebec ( It was quite an honor to hand it over to Sara the first issue in March 2007. The book has already been used in two teacher education programs in physical education. Its promotion will be made in the European countries where French is the mother tongue.

About Hugues LeBlanc: Hugues advocated and conducted research on the teaching styles as presented by Mosston and Ashworth throughout his teaching career in physical education and in different teacher education programs specific at the secondary level. He has also conducted research on micro teaching; analysis of teacher behavior and their effects on teaching different physical activities; class management and discipline; and activities related to coaching, etc. From 1975-2007, he was a full-time university professor at the University of Sherbrooke, Quebec, Faculty of Physical Education and Sport and Faculty of Education. He is currently student teaching supervisor for History students in the Faculty of Education.

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