This style is useful when introducing a basic move or position that can be learned quickly. Eg. Offensive and defensive on the ground, positions. A wrestling maneuver can be broken down into parts, and each part can be given a number. The teacher can then drill the entire class as the students perform the maneuver by the numbers. Use of this style is demanding on the teacher and may possibly turn off some students. It is suggested that this style is used minimally, however, when the teacher wants students to perform a movement that is synchronized, or when safety is an issue, this is the style to use.

PRACTICE STYLE

The teacher's role in this style would be to provide the criteria for the maneuver, allow the students to practice the maneuver, and then circulate throughout the mat stations and offer feedback- both positive and corrective, when required. Early on in the unit it is suggested that the teacher use a single-station , single-task format, i.e. each pair will practice the same task at their mat station . It is suggested to then change the task periodically to prevent boredom and keep students on-task. This style provides more decision making for the student than does the command style, but still does not provide for individual differences. At this point some students will be ready to progress to another task while others may require more practice. To help ensure smooth transition from one station to another there could be multiple tasks and multiple stations set up with visual aids in the form of wall charts, and the progressions could start with basic maneuvers up to more complex.

RECIPROCAL TEACHING

This style of teaching brings with it many assets to the wrestling class. The students can be grouped in threes, with one being the 'doer', a second student offering some resistance, and the third student having the role of the observer. It is important for the teacher to clarify who will be performing what role. The observer will watch and compare the doers performance based on the criteria offered by the teacher. When the observer has come to a conclusion he will then communicate the results to the doer. The students will all have a turn being in each of the three roles. The teacher can then circulate around the gym communicating only with the observers. If the teacher is to make contact with the doer then the student observing has had his responsibilities taken away and the style theory would be violated. If the observer is not providing appropriate feedback to the doer about the subject matter, then the teacher can ask guiding questions to lead him to the key points to consider.

ADVANTAGES TO THE RECIPROCAL STYLE

1) This style provides an opportunity for immediate feedback for the doer. In the practice style the teacher can only provide feedback to one studentat a time.

2) The observers are asked to compare and contrast the doer's performance with criteria. This will help internalize the skill.

3) Grouping in threes will mean that less mat space will be needed which is an important consideration when space and number of mats is limited. A class can be 30 students or so which makes things harder when doing mainly partner work!

4) The reciprocal style of teaching also provides many opportunities for social interaction which allows the teacher to incorporate into the lesson the student's development of positive social attitudes and communication skills.

GUIDED DISCOVERY

The purpose of this style is to discover a concept answering a sequence of questions presented by the teacher. The role of the learner is to listen to the teacher's question or clue, to discover the answer for each question in the sequence, and to discover the final answer, which constitutes the concept sought. The role of the teacher is to design the sequence of questions, each designed for a small discovery by the learner, to present the questions in a sequence, provide periodic feedback, and to acknowledge the learner's discovery of the concept.