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Command Style
This style is used when uniformity and group control are desired.
It is distinctive in the way that the teacher makes all the performance decisions
and the students comply to these restrictions and perform accordingly.
This style is useful in badminton because the majority of the shot (ie. Overhead
clear, smash, backhand) need to be uniform, there’s not much room for individual
variation in these basic shots. |
| Practice Style This style is characterized by the use of feedback by the teacher. The teacher makes all the performance decisions and then the students take some time on their own to practice the desired skill. The teacher circulates through the gym giving students private feedback on their performance. This style can be effective in badminton because students have the opportunity to explore the movement on their own and then receive feedback on how they can improve. In badminton, the majority of the students will want to play games al the time so it at least they had a chance to practice some skills on their own, it would help them in the long run. |
| Reciprocal Style This style involves an observer and doer as well as comments and feedback from the teacher to the observer. Therefore, students work in pairs where the doer is making all performance decisions, as in the practice style, while the observer is using task cards or another type of criteria to evaluate the doer’s performance and offer suggestions for improved performance. This style is useful for badminton because be having an observer analyze the doer’s skill, the pair will remain focused and concentrate on improving the performance. |
| Self-Check Style This style is very individual because it is basically the Practice Style wth the addition of criteria made by the teacher which could be in the form of task cards. This may be difficult to use with badminton because there may not be enough net space and chances are students will not stay focused when there are others hitting birdies towards them. |
| Inclusion Style In this style the teacher makes all the criteria decisions where there are different level of difficulty for each task. The students then choose which level they feel is appropriate, practice the task, then make adjustments in the level of difficulty if necessary followed by checking their performance against the teachers criteria. In badminton it is difficult to change the difficulty of tasks, other than increase or decrease the speed of travel of the birdie, so we decided to use this style during warm-ups. |
| Guided Discovery This style is a series of questions that work towards a predetermined answer. This style is not useful on an individual basis, therefore we decided that this style was not appropriate for a badminton class of 30 students. |
| Convergent Discovery Students start with a variety of ideas and they use different approaches to solve the task at hand and converge to the same response. |
| Divergent Discovery When using this teaching style, the students are all given one problem and they must discover many different ways of solving it. This is the basis of badminton because there are always many options available regarding which serve, shot, or return would be the best suited for the situation. It is a game of constant adaptation and anticipation, therefore this style would be very useful. |
