Research Grant Program

Title of Research Grant Proposal

The effects of Spectrum of teaching styles knowledge on teachers implementing the pedagogies of MBP

Purpose of Research Study

Some (SueSee et al., 2022) have suggested The Spectrum of Teaching Styles (The Spectrum) could assist teachers implementing Models Based Practice (MBP) and narrow the gap between the hope and the happening (Casey et al., 2020). Further to this Casey (2014) has asked are MBP great white hopes or great white elephants? Our research question is “What are the effects on teaching of teacher Spectrum knowledge on implementing a MBP (Game Based Approach, Teaching Personal and Social Responsibility and Sport Education/PSI)?

Authors

Brendan SueSee

University of South Queensland

Shane Pill

Flinders University

Michael Davies

University of Canberra

Title of Research Grant Proposal

Teaching the JEDI Concepts through the Spectrum of Teaching Styles

Purpose of Research Study

The specific research questions we will attempt to answer are: (a) How do Spectrum of Teaching Styles lessons, emphasizing the promotion of JEDI, impact school-aged students' social and sport behavior? and (b) What is the impact of a training program on PTs’ ability to use the Spectrum teaching styles to teach the JEDI concepts?

Authors

Kanae Haneishi

Western Colorado University

Matthew Curtner-Smith

University of Alabama 

Bruce Nkala

Sandy Spring Friends School

Title of Research Grant Proposal

Does edTPA influence student teachers’ use of teaching styles?

Purpose of Research Study

The overarching purpose of this study is to investigate how the educative teacher performance assessment (edTPA) influences physical education student teachers use of the Spectrum of Teaching Styles at the University of [concealed]. Specifically, the researchers are interested in investigating whether the edTPA has a positive or negative impact on student teachers use of teaching styles when they are preparing their portfolio, which includes developing lesson plans and assessments, recording instructional videos, and writing descriptive commentaries. The problem statement this research is trying to address is why our student teachers often struggle to utilize a variety of teaching styles during student teaching despite a wide variety of instructional approaches being covered during methods courses. We also want to gain a better understanding of why our edTPA first time pass rate is lower than we believe it should be, and whether a more diverse approach to employing teaching styles is something that can help improve these scores. This study has two aims. First, to identify what teaching styles are employed by student teachers during the edTPA learning segment. Second, to identify what edTPA factors influenced the use of teaching styles during the edTPA learning segment. The study will aim to answer the following research questions: How do physical education student teachers employ teaching styles during the edTPA learning segment? What edTPA factors influenced how student teachers employed teaching styles during the edTPA learning segment? Did cooperating teachers witness any changes in student teachers’ use of teaching styles during the edTPA learning segment?

Authors

Craig Parkes

University of South Alabama

Shelley Holden

University of South Alabama

Title of Research Grant Proposal

Student coaches: Teaching style effects in Sport Education

Purpose of Research Study

The purpose of this research is to critically examine how the adoption of various (three) teaching styles within the Sport Education (SE) model influences students’ motivation, skill acquisition, and game performance in college-level physical education (PE). By focusing on three distinct teaching styles - reciprocal, learner-designed individual program, and learner-initiated, this study will investigate how student coaches adopted these three teaching styles to organize their team practice and its impact on students' learning outcomes and game performance. Given the complexity of PE instruction and the nuanced skills required for various sports, this study hypothesizes that the tailored application of these pedagogical approaches can significantly enhance students' engagement and proficiency. The research questions aim to delineate three designated teaching styles for students’ development and to identify the ways in which each style fosters not only physical capabilities but also intrinsic motivation and skill application (game performance). This investigation is premised on the belief that effective student coaching strategies are pivotal to students' success and that the pedagogical content knowledge inherent in SE necessitates a multifaceted approach to education. By systematically exploring the efficacy of these styles, the study seeks to provide evidence-based recommendations for PE curriculum development, thereby enriching the academic discourse and offering practical insights for educators. Research Question(s): How do reciprocal, learner-designed individual programs and learner-initiated teaching styles influence the learning outcomes in SE-based college PE? How do these teaching styles affect college students' motivation, skill development, and game performance?

Authors

Hairui (Harry) Liu

University of North Dakota

Wei Mao

University of North Dakota

Title of Research Grant Proposal

Revisiting International Physical Education Teacher Perspectives on the Spectrum

Purpose of Research Study

The purpose of this study is to provide a 20 year follow-up on the perceived usefulness and abilities of The Spectrum of Teaching Styles in a worldwide sample of Physical Educators. As a follow-up study in alignment with Cothran et al. (2005) and Kulinna and Cothran (2003), this project intends to gather data on the prevalence of The Spectrum in over 15 countries and extend previous findings in a variety of investigations. Given the exploratory nature of this study, it will be guided by three research questions: (a) to what degree are in-service physical education teachers reporting their perceived usefulness and abilities of The Spectrum (including what styles are reported as mostly highly and lowly used); (b) how do the current reports of usefulness and perceived abilities compare to the investigation completed in 2005; (c) to what degree do factors align or differ across cultures (do teachers differ across cultures by style and cluster) (d)to what degree are the perceived usefulness and abilities of The Spectrum related to teachers perceived efficacy and motivation for teaching.

Authors

Kelly L. Simonton

University of Wyoming

Ioannis Syrmpas

Postdoctoral Researcher

Title of Research Grant Proposal

Enhancing middle school students’ SEL through Mosston’s Teaching Spectrum

Purpose of Research Study

Increasing evidence suggests that this type of learning can enhance students' overall performance and help them develop resilience to cope with change (Macdonald & Turner, 2015; Gordon, 2014; Ennis, 2017; Wright et al., 2007; Graham et al., 2012). From various disciplinary perspectives, the influence of the external environment on individual emotions is crucial (Ryan & Deci, 2002; Vansteenkiste & Ryan, 2013; Ames, 1992). Additionally, resilience theory emphasizes the importance of individuals exhibiting adaptability in adverse environments (Garmezy, 1991; Werner, 1982). Recent research strongly suggests that physical education (PE) programs can provide an environment conducive to promoting social and emotional learning (Wright & Richards, 2021). However, despite the insights provided by these theories, research on the Mosston teaching spectrum model is relatively limited. Practitioners can create different learning contexts according to individual needs and learning goals to promote the development of social and emotional learning based on Mosston's spectrum theory as a theoretical foundation for curriculum and teaching (Mosston & Ashworth, 2008). The purpose of this study is not to focus on measuring the impact of teaching models on students or even exploring the effects of teaching environments on social and emotional learning but rather to assess the applicability and feasibility of the Mosston teaching spectrum model in promoting social and emotional learning, validating its maximum effectiveness in different contexts, and providing specific guidance and recommendations for educators. Therefore, this study evaluates how the Mosston teaching spectrum model influences students' social and emotional learning in educational practice. Derived from this aim, the specific research questions are as follows: (1) What impact does the application of the Mosston teaching spectrum model have on students' overall educational experience and outcomes? (2) When implementing the Mosston teaching spectrum model to enhance social and emotional learning, what are the actual challenges and facilitating factors? (3) What specific guidance and recommendations can this study provide to assist educators in implementing the Mosston teaching spectrum model to promote social and emotional learning? The anticipated contribution of this study to the spectrum teaching model lies in providing empirical support and encouraging educators to adjust teaching methods to promote students' holistic development. Moreover, the research findings may inspire more individuals to engage in spectrum teaching, thereby expanding the diversity and innovation of educational practices.

Authors

Wu, Pei-Yu

Sinshih Junior High School (SSJHS) & National Taiwan Normal University

Yang, Hsiu-Wei

National Taiwan Normal University

Liu, Yao-Ming

Taipei Municipal Ming Lun High School

Shy, Deng-Yau

National Taiwan Normal University