Self-identified teaching styles of junior development and club professional tennis coaches in Australia
Edited book (chapter)
Chapter Title | Self-identified teaching styles of junior development and club professional tennis coaches in Australia |
---|---|
Book Chapter Category | Edited book (chapter) |
ERA Publisher ID | 2865 |
Book Title | Empowering educators: proven principles and successful strategies |
Authors | Hewitt, Mitchell (Author) and Edwards, Ken (Author) |
Editors | Larkin, Kevin, Kawka, Marta, Noble, Karen, van Rensburg, Henriette, Brodie, Lyn and Danaher, Patrick Alan |
Page Range | 127-154 |
Chapter Number | 8 |
Number of Pages | 28 |
Year | 2015 |
Publisher | Palgrave Macmillan |
Place of Publication | London, United Kingdom |
ISBN | 9781349559572 |
9781137515896 | |
Digital Object Identifier (DOI) | https://doi.org/10.1057/9781137515896_8 |
Abstract | Many educational theorists believe that there is no 'best' teaching style. A common principle in the discipline of coaching is that coaches should base their teaching style(s) on a number of considerations. These include: the developmental characteristics and individual requirements of the player, as well as the subject matter intent. Apart from anecdotal reports, however, the subject of tennis coaches and teaching styles remains unexplored. It is unknown what teaching styles coaches are employing during coaching sessions and whether these teaching styles are associated with recommended pedagogical principles advocated by scholars. Perhaps this noted lack of information regarding teaching styles is due to the theoretical and practical difficulty of comparing the various terms and interpretations that tennis coaches have in relation to their instructional processes. Arguably, many of these conceptions about teaching styles are not organised in a common theoretical framework but rather exist with the individual interpretations of tennis coaches. It has been anecdotally suggested that the terms used to define teaching styles largely lack consistency and uniformity and are frequently employed interchangeably. Conceivably, this has led to confusion and the absence of a definitive set of concepts and principles reflective of the tennis coaching process and effective practice within it. As diverse learning conditions and experiences are often created by employing different teaching styles, the necessity for coaches to understand and purposefully implement a range of teaching styles to achieve various learning objectives is vital. The requirement for a tennis coach to possess the capacity to employ a range of teaching styles when appropriate is perhaps reliant on a number of considerations. Coaches must be prepared to cater for the diversity of players' learning needs, interests, preferences and developmental readiness or stage of learning. Additionally, tennis involves learning aims from the psychomotor (physical/motor skill), cognitive (decision-making) and affective (enjoyment/motivation) domains. This might suggest the application of specific teaching styles to comprehensively develop each learning area. As no one teaching style encompasses all learning eventualities, an effective coach must have the capability to change, combine and transition between various teaching styles during sessions. |
Keywords | tennis coaching; spectrum of teaching styles; sports pedagogy |
ANZSRC Field of Research 2020 | 520107. Sport and exercise psychology |
520102. Educational psychology | |
390111. Physical education and development curriculum and pedagogy | |
Public Notes | File reproduced in accordance with the copyright policy of the publisher/author. |
Byline Affiliations | School of Linguistics, Adult and Specialist Education |
School of Health and Wellbeing | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q2520/self-identified-teaching-styles-of-junior-development-and-club-professional-tennis-coaches-in-australia
Download files
1864
total views905
total downloads0
views this month0
downloads this month