Observation of teaching styles in physical education in high school. How to teach motor competencies?

Purpose: Reproduction and production teaching styles (Mosston & Ashworth, 2008) in physical education are essential for promoting different ways of learning (Garn & Byra, 2002). Production styles favor variable, creative and transferable motor responses, developing perception of competence, intrinsic motivation and meta-cognition. Objectives: a) experiment a list of descriptors of teaching styles b) analyze the teaching styles mainly used by teachers. Methods: The sample consists of ten PE teachers from the high school, 5 males (age, M±SD: 35.20 ± 4.08) and five females (age, 32.60 ± 2.07). Each teacher carried out 8 lessons for group-class. A list of descriptors has been predefined to identify each teaching style. In the study, the behaviors of each teacher were observed during 8 lessons of the same class group (one month) and each learning episode and teaching style used in each class was added (SueSee et al., 2018). The descriptive statistics (M ± SD) was made on the results that emerged. Each lesson has been videotaped. Results. It emerged that each teacher, in each class group, used predominantly reproduction styles over production ones. The learning episodes performed with reproductive teaching styles in males (M±SD=27.00±5.91) with respect to production styles (M±SD=2.60±1.81) were recorded. Females also used predominantly reproduction styles (M±SD=23.8±5.11) with respect to those of production (M ± SD=6.40 ± 2.30). Conclusions: Defining the descriptors of the teacher's behavior allows you to: (a) reconstructing the methods of proposing motor tasks; (b) the learning methods of the mainly stressed students; (c) the methods in which didactic mediation is carried out for the development of psychological and social factors in developmental age.Proposing motor activities through directive styles can condition learning processes, limit the variety of motor responses and the intrinsic motivation of the students.