Command:
When - not going to be used extensively, only in the 1st lesson to enforce safety concerns as well as                     rules/regulations of the game, grips, ready position and to describe equipment.

Why - because there are obviously safety concerns associated with squash, command style offers the teacher a way to ensure that students understand these factors.

Practice:
When - a very commonly used technique in out unit plan.  Used for many situations, which demand time to perform various skills at varying levels.

Why - because it is a controlled technique that is useful when 1st skills are being learned.  Students are given a model and have a small amount of say as to what part of the skill they wish to practice/perfect.

Reciprocal:
When- used when students have a basic understanding of the required skill.  When they know “how” it should be performed and are able to provide partners with feedback to increase their skill performance.

Why - allows the teacher much more time to attend to all students with out having to stop the entire class.  As observer looks at skill and provide feedback, they’re able to submissively increase their skill levels as well with help of retention.

Reciprocal Task Card

Observer:
1. Observe the performance, use the criteria (below) to analyze the performance, and offer feedback to the doer.
2. Offer feedback after each shot. Practice 10 shots.
3. At the completion of the task, switch roles.
    Sample verbal behaviour for the observer: First, acknowledge what was done well, and then offer corrective feedback about the errors.
Examples:  Your contact with the ball was below the hip, good job.
                  Although your serve was in, your back foot did not start in the service box. (Mosston and Ashworth, 2002).
 
 
 

Teaching Cues

1. -back foot is in the service box

2. -front foot is diagonally placed toward the target

3. -wrist is cocked, racquet head starts behind the hip

4. - ball dropped/tossed slightly away from the body, ahead of the leading foot

5. -contact ball below the hip

6. -shift weight forward

7. -follow-through up and in the direction of the target

 

Student	1	2	3	4	5	6	7	8	9	10
Assess	y        n	y        n	y        n	y        n	y        n	y        n	y        n	y        n	y        n	y        n
Doer 1	.	.	.	.	.	.	.	.	.	.
Doer 2	.	.	.	.	.	.	.	.	.	.

y = yes, successfully completed
n = no, unsuccessfully completed

Divergent:
When - to introduce new skills, such as the forehand/backhand drive.  Questions are given to students and they are left to “discover” various techniques to correct these problems.

Why - this style allows the student to enrich their learning by discovering what works or what doesn’t work.  By performing what they feel allows them to retain more of the technique.  Once an idea is learned of the cues of the technique, these skills are learned properly and practice style is therefore introduce to “hoan” these skills.
 
 

Divergent Questions: For the Forehand Drive

-What happens when you hit the ball low/high?
-What happens when you hit the ball hard/soft?
-Why does the ball sometimes hit the side wall before the front wall?
-Why does the ball sometimes come straight at you off the front wall?
-Where do you think the best place to try to hit the ball to is?