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DISCOVERY THRESHOLD AND GUIDED DISCOVERY IN PHYSICAL EDUCATION AND SPORT

Year 2022, Volume: 9 Issue: 3, 91 - 101, 21.12.2022

Abstract

Physical Education and Sports (PEaS) course is one of the most important touchstone courses that contribute to the development of the individual in all aspects. Beyond a teaching practice in which students try to apply the desired movements one-to-one to their psychomotor development in the lessons, it can be carried out with a teaching practice in parallel with the 21st century skills that are mentally active and will increase this to higher levels in the future. For this, we come across Teaching Styles specific to the PEaS field, which have been studied for years. The purpose of this study is to raise awareness of PEaS teachers about the Discovery Threshold and the Guided Discovery Style used in PEaS lessons. Mosston, during his work on Teaching Styles, noticed that there was a natural break in the cognitive development process of students and divided the styles into two clusters according to the type of this cognitive involvement. The break that separates the clusters is between styles A-E and styles F-K. While the student is exposed to activities that trigger memory in the first cluster, they are exposed to exploratory behaviors in the next cluster. He named the theoretical and invisible line between these clusters, which he also referred to as the cognitive barrier, the discovery threshold. The student, who crosses the discovery threshold, is involved in the process of acquiring or discovering the knowledge himself, and engaging in intellectual activities such as problem solving, creation and critical thinking creates a great change in teacher/student interaction. This important situation allows the student to be more responsible for his own learning and enters into a different learning experience. As PEaS Teachers, we should realize what our field is capable of, and we should not forget that we are a group of teachers who will make the most important contribution to every individual equipped with 21st century skills, especially to the development of our country. As teachers, we should focus on the other tools in the toolbox, erasing the logic that we can solve any problem with a hammer.

References

  • Arjunan, R., & Jayachandran, R. (2012). Effect of Command and Guided Discovery Teaching Style on Retention of a Phychomotor Skill. Journal of Humanities and Social Science, 1(6), 27–32.
  • Chatoupis, C. (2010). Spectrum Research Reconsidered. International Journal of Applied Sports Sciences, 22(1), 80–96.
  • Christenson, R. S., & Barney, D. C. (2010). The Spectrum of Teaching Styles: Style F – Guided-Discovery. Faculty Publications(1883), 14–16.
  • Cramer, C. (2015). Spectrum of Coaching Styles: The truth about guided discovery. https://thisguytoph.wordpress.com/2015/01/12/spectrum-of-coaching-styles-the-truth-about-guided-discovery/
  • Demirel, M. (2009). Lifelong learning and schools in the twenty-first century. Procedia - Social and Behavioral Sciences, 1(1), 1709–1716. https://doi.org/10.1016/j.sbspro.2009.01.303
  • Derri, V., & Pachta, M. (2007). Motor skills and concepts acquisition and retention: a comparison between two styles of teaching. International Journal of Sport Science, 9(3), 37–47.
  • Drost, D. K., & Todorovich, J. R. (2013). Enhancing Cognitive Understanding to Improve Fundamental Movement Skills. Journal of Physical Education, Recreation & Dance, 84(4), 54–59. https://doi.org/10.1080/07303084.2013.773838
  • El Khouri, F. B., Meira Junior, C. D. M., Rodrigues, G. M., & Miranda, M. L. D. J. (2020). Effects of command and guided discovery teaching styles on acquisition and retention of the handstand. Revista Brasileira De Educação Física E Esporte, 34(1), 11–18. https://doi.org/10.11606/issn.1981-4690.v34i1p11-18
  • Germain, J. L. (2012). Guided Discovery: A Twentieth Century Model Proves Useful in the Twenty-First Century Classroom [Master Thesis]. United States Military Academy, West Point, New York.
  • Goldberger, M., Ashworth, S., & Byra, M. (2012). Spectrum of Teaching Styles Retrospective 2012. Quest, 64(4), 268–282. https://doi.org/10.1080/00336297.2012.706883
  • Kulinna, P. H., & Cothran, D. J. (2003). Physical education teachers’ self-reported use and perceptions of various teaching styles. Learning and Instruction, 13(6), 597–609. https://doi.org/10.1016/S0959-4752(02)00044-0
  • McLennan, N., & Thompson, J. (2015). Quality Physical Education (QPE): Guidelines for Policy Makers. Unesco Publishing.
  • MEB. (1988). İlköğretim okulları, Lise ve dengi okullar Beden Eğitimi dersi Öğretim Programları. Millî Eğitim Bakanlığı Yayımlar Dairesi Başkanlığı.
  • Mosston, M. (1990). The 3 R's for Teachers Reflect, Refine, Revitalize Muska Mosston. Focus on Education Journal.
  • Mosston, M., & Ashworth, S. (2008). Teaching Physical Education.
  • Mueller, S., & Mueller, R. (1994). In Memoriam: Muska Mosston. Journal of Physical Education, Recreation & Dance, 65(8), 13–14. https://doi.org/10.1080/07303084.1994.10606975
  • Ross, D. M., & Pascale, A. M. (2020). An Exploration of Mosston’s Spectrum of Teaching Styles in Athletic Training Education. Journal of Sports Medicine and Allied Health Sciences, 6(2), 1–9.
  • Starch, D. (1910). A demonstration of the trial and error method of learning. Psychological Bulletin, 7(1), 20–23. https://doi.org/10.1037/h0063796
  • Wright, S. C. (1999). The use of critical thinking in physical education: A matter of style. In S. P. Loo (Chair), MERA-ERA Joint Conference, Malacca, Malaysia.
  • Zeng, H. Z. (2012). Teaching physical education using the spectrum of teaching style: Introduction to Mosston's spectrum of teaching style. China School Physical Education, 2012(01), 65–68.

BEDEN EĞİTİMİ VE SPOR’DA KEŞİF EŞİĞİ VE YÖNLENDİRİLMİŞ BULUŞ

Year 2022, Volume: 9 Issue: 3, 91 - 101, 21.12.2022

Abstract

  • Beden Eğitimi ve Spor (BEvS) dersi bireyin her yönüyle gelişimine önemli katkı sağlayan mihenk derslerin başında gelmektedir. Derslerde öğrencilerin sadece psikomotor gelişimine, istenilen hareketleri birebir uygulamaya çalıştığı bir öğretim uygulamasının ötesine, zihinsel olarak aktif olduğu ve bunu ilerleyen zaman içinde daha üst seviyelere çıkartacak 21. yüzyıl becerileri ile de paralel bir öğretim uygulaması ile gerçekleştirilebilir. Bunun için BEvS alanına özgü, üzerinde yıllarca çalışılmış Öğretim Stilleri karşımıza çıkar. Bu çalışmanın amacı, BEvS derslerinde kullanılan Keşif Eşiği ve Yönlendirilmiş Buluş Stili ile ilgili BEvS öğretmenlerine farkındalık oluşturmaktır. Mosston, Öğretim Stiller üzerinde çalışmaları esnasında öğrencilerin bilişsel gelişimleri sürecinde doğal bir kırılma olduğunu fark etmiş ve bu bilişsel katılımının türüne göre stilleri iki kümeye ayırmıştır. Kümeleri ayıran kırılma, A-E stilleri ile F-K stilleri arasındadır. Öğrenci ilk kümede hafızayı tetikleyen etkinliklere maruz kalırken, sonraki kümede keşif uyandıran davranışlar sergilemeye maruz kalmaktadır. İşte bu kümeler arasındaki, bilişsel engel olarak da ifade ettiği, teorik ve görünmez çizgiye keşif eşiği adını vermiştir. Keşif eşiğini aşan öğrenciye, bilgiyi kendisinin edinme veya keşfetme sürecine dahil olmasıyla problem çözme, yaratma ve eleştirel düşünme gibi entelektüel faaliyetlerde bulunması öğretmen/öğrenci etkileşiminde büyük bir değişiklik meydana getirir. Bu önemli durum öğrencinin kendi öğreniminden daha fazla sorumlu olmasını sağlayarak farklı bir öğrenme deneyimi içerisine girmiş olur. Bizler BEvS Öğretmenleri Olarak, alanımızın nelere kadir olduğunun farkına varmalı, ülkemizin kalkınması başta olmak üzere 21. yüzyıl becerileri ile donatılmış her bireye en önemli katkı yapacak öğretmen grubu olduğumuzu unutmamalıyız. Öğretmenler olarak çekiç ile her sorunu çözebileceğimiz mantığını zihinlerden silerek alet çantasındaki diğer aletlere odaklanmalıyız.

References

  • Arjunan, R., & Jayachandran, R. (2012). Effect of Command and Guided Discovery Teaching Style on Retention of a Phychomotor Skill. Journal of Humanities and Social Science, 1(6), 27–32.
  • Chatoupis, C. (2010). Spectrum Research Reconsidered. International Journal of Applied Sports Sciences, 22(1), 80–96.
  • Christenson, R. S., & Barney, D. C. (2010). The Spectrum of Teaching Styles: Style F – Guided-Discovery. Faculty Publications(1883), 14–16.
  • Cramer, C. (2015). Spectrum of Coaching Styles: The truth about guided discovery. https://thisguytoph.wordpress.com/2015/01/12/spectrum-of-coaching-styles-the-truth-about-guided-discovery/
  • Demirel, M. (2009). Lifelong learning and schools in the twenty-first century. Procedia - Social and Behavioral Sciences, 1(1), 1709–1716. https://doi.org/10.1016/j.sbspro.2009.01.303
  • Derri, V., & Pachta, M. (2007). Motor skills and concepts acquisition and retention: a comparison between two styles of teaching. International Journal of Sport Science, 9(3), 37–47.
  • Drost, D. K., & Todorovich, J. R. (2013). Enhancing Cognitive Understanding to Improve Fundamental Movement Skills. Journal of Physical Education, Recreation & Dance, 84(4), 54–59. https://doi.org/10.1080/07303084.2013.773838
  • El Khouri, F. B., Meira Junior, C. D. M., Rodrigues, G. M., & Miranda, M. L. D. J. (2020). Effects of command and guided discovery teaching styles on acquisition and retention of the handstand. Revista Brasileira De Educação Física E Esporte, 34(1), 11–18. https://doi.org/10.11606/issn.1981-4690.v34i1p11-18
  • Germain, J. L. (2012). Guided Discovery: A Twentieth Century Model Proves Useful in the Twenty-First Century Classroom [Master Thesis]. United States Military Academy, West Point, New York.
  • Goldberger, M., Ashworth, S., & Byra, M. (2012). Spectrum of Teaching Styles Retrospective 2012. Quest, 64(4), 268–282. https://doi.org/10.1080/00336297.2012.706883
  • Kulinna, P. H., & Cothran, D. J. (2003). Physical education teachers’ self-reported use and perceptions of various teaching styles. Learning and Instruction, 13(6), 597–609. https://doi.org/10.1016/S0959-4752(02)00044-0
  • McLennan, N., & Thompson, J. (2015). Quality Physical Education (QPE): Guidelines for Policy Makers. Unesco Publishing.
  • MEB. (1988). İlköğretim okulları, Lise ve dengi okullar Beden Eğitimi dersi Öğretim Programları. Millî Eğitim Bakanlığı Yayımlar Dairesi Başkanlığı.
  • Mosston, M. (1990). The 3 R's for Teachers Reflect, Refine, Revitalize Muska Mosston. Focus on Education Journal.
  • Mosston, M., & Ashworth, S. (2008). Teaching Physical Education.
  • Mueller, S., & Mueller, R. (1994). In Memoriam: Muska Mosston. Journal of Physical Education, Recreation & Dance, 65(8), 13–14. https://doi.org/10.1080/07303084.1994.10606975
  • Ross, D. M., & Pascale, A. M. (2020). An Exploration of Mosston’s Spectrum of Teaching Styles in Athletic Training Education. Journal of Sports Medicine and Allied Health Sciences, 6(2), 1–9.
  • Starch, D. (1910). A demonstration of the trial and error method of learning. Psychological Bulletin, 7(1), 20–23. https://doi.org/10.1037/h0063796
  • Wright, S. C. (1999). The use of critical thinking in physical education: A matter of style. In S. P. Loo (Chair), MERA-ERA Joint Conference, Malacca, Malaysia.
  • Zeng, H. Z. (2012). Teaching physical education using the spectrum of teaching style: Introduction to Mosston's spectrum of teaching style. China School Physical Education, 2012(01), 65–68.
There are 20 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Makaleler
Authors

Mehmet Kadir Akbulut 0000-0002-4257-2205

Fevzi Yalvuç 0000-0002-8858-9184

Mehmet Akın 0000-0002-5060-9469

Yaprak Kalemoğlu Varol 0000-0003-2411-7097

Publication Date December 21, 2022
Submission Date December 11, 2022
Published in Issue Year 2022 Volume: 9 Issue: 3

Cite

APA Akbulut, M. K., Yalvuç, F., Akın, M., Kalemoğlu Varol, Y. (2022). BEDEN EĞİTİMİ VE SPOR’DA KEŞİF EŞİĞİ VE YÖNLENDİRİLMİŞ BULUŞ. İnönü Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi, 9(3), 91-101.

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