COMMAND STYLE

    The command style would be utilized for introducing new skills, and for skills where safety of the student participants is a concern.  For example, when instructing the students on how to perform a forward roll, a demonstration repeated a few times for the class and then having the class perform the skill all together is necessary so the teacher can ensure that all the students are progressing through the skill safely and properly.  It is important for the students to correctly learn and execute the proper techniques for the various types of Landings in gymnastics, for if they cannot land properly, injury can result.

PRACTICE STYLE

    The practice style would be utilized early on and often during the unit for Grade Eight gymnastics, because it is a good way to introduce and improve on new skills.  By having the students perform a skill (or series of skills) repetitively and with each other, they will improve their ability and performance of these skills, as they will develop the muscle memory and movement patterns required.  The students will use the practice style with Cartwheels, Handstands, and Headstands in particular.  The practice style would be also be used when students have learned several skills and are attempting to put together a simple Gymnastics Routine, for it allows them to be innovative, creative, to practice and hone what they have learned, and to shape it into a presentation they will have fun with and be proud of.

RECIPROCAL STYLE

    The reciprocal style is an excellent way to help students perfect their skills, and for them to learn about how to help others.  By having the students observe and assist each other, they will not only be affected in the psychomotor and cognitive domains- they will also be affected positively in the affective/social domain, as they will learn to help and trust each other.  Task cards will be given out for skills to be practiced in the reciprocal style of teaching.  The students will work in pairs, or groups of three if necessary (available equipment or class numbers).  One student will perform the listed task while the other(s) will observe.  The observer(s) will provide direct feedback to the student performer and assist them in improving their performance.  The teacher will assist the observers in providing helpful and meaningful feedback, with the focus being on positive, constructive, and important feedback.

Task Cards For Falling Forward:
 

Skill	Student Name:	Student Name:
	Yes/No?	Yes/No?
1. Hold balance for 5 seconds	?	?
2. Starting on knees	?	?
3. Arms out, hands slightly pointin in	?	?
4. Fall Forward	?	?
5. Finger tips contact first	?	?
6. Then hand	?	?
7. Bend Arms	?	?
8. No hitting mat	?	?
9. Movement is smooth and controlled	?	?

Task Card For Falling Backwards:
 

Skill	Student Name:	Student Name:
	Yes/No?	Yes/No?
1. Hold balance for 5 seconds	?	?
2. Start in crouch position	?	?
3. Hands reaching backwards	?	?
4. Fall backwards	?	?
5. Hands reach back to contact mat first	?	?
6. Fingers pointing towards body	?	?
7. Lower Back and arms	?	?
8. Shoulders contact mat	?	?
9. Movement is smooth and controlled	?	?

Task Card for Forward Roll:
 

Skills	Student Name:	Student Name:
	Yes/No?	Yes/No?
1.  Hold balance for 5 seconds	?	?
2. Squat with arms forward	?	?
3. Extend legs	?	?
4. Tuck head under, chin to chest	?	?
5. Roll forward	?	?
6. Reach forward with arms	?	?
7. Stand up on feet	?	?
8.  Movement is smooth and controlled	?	?

Task Card for Backward Safety Roll:
 
 

Skill	Student Name	Student Name:
	Yes/ No?	Yes/No?
1. Balance for 5 seconds	?	?
2. Tuck position	?	?
3. Arms out in front	?	?
4. Roll back	?	?
5. Place one arm on mat	?	?
6. Look over shoulder of arm on mat	?	?
7. Bring legs and body over shoulder	?	?
8. Movement is smooth and controlled	?	?

SELF CHECK

    This style of teaching allows students to independently check their own performance.  It is an excellent way for students to start think and feel  what they are doing anc critiques their own performance.  Students can privately review their skill and move at a pace that suits their style.  Self Check sheets are used as part of this style, to allow student to see the cues for the skill and the steps to complete the skill.  The teacher give feedback on the students performance directly to the student.  The feedback could be a suggestion, clarification, reinforcement, simplification or extension.  Students can also work as part of a pair or group of 3.  This is possible only if the student is allowed to critique their own performance and not allow anyone else to give them feedback besides the teacher, or the learning situation will flow back to the reciprocal style.

Self Check Sheet for Landings:
 
 

Skill	Students Name
	Yes/ No?
1. Feet landing at the same time	?
2. Feet are shoulder width apart	?
3. Facing forward	?
4. Knees bent	?
5. Arms out in front	?
6. Head up	?
7. Hold for 3 seconds	?

GUIDED DISCOVERY

     In guided discovery the teacher and students work towards a common goal.  The teachers role is to make up steps for questions that would lead the student toward a goal or answer.  The student has to discover the answer in the style.  This is a great for introducing concepts that require the student to explore their environment.  In the gymnastics unit, it is great for introducing balance and center of gravity or the gymnastic positions.  Feedback is given when the student reaches the goal.

Example questioning for balance, after the students have explored it for a while with different positions given by the teacher (See Patches and Points Activity)
- When was it easy to balance (on toes or on flat feet)?
- Was it easier to balance when you were closer to the floor or reaching away from the floor?

Example questioning for gymnastics positions:
- What would V-sit look like?
- What do you think a tuck position looks like?
-  Where should our hands be?
- What about our backs and toes?

DIVERGENT DISCOVERY

    This style of teaching is an excellent way to allow students to express interest and their personalities.  Students are given a situation or question and have to come up with their own response.  Students have the chance to discover the relationship between cognitive and physical performance.  This response has no right or wrong answer, but students have to assess the validity of their responses.  The teachers role is to come up with the question or situation that send the students on their way.  In the gymnastics unit, the final floor routine allows the students to explore this style of teaching.  The students are given a situation but are allow to explore it as much as possible to get to an end result of a performance in front of the class.  See Floor Routine Performance.