COMMAND STYLE

The underlying principle of the 'command style' is that teachers should be the sole
authoritarian figure within their classroom. Within such approaches the teacher is
required to maintain absolute control over the class and therefore must execute a
strict and highly regulated lesson structure. The students within the class are
required to comply with the commands of the teacher and therefore execute all
activities to a required standard and within a given time limit. Mosston and
Ashworth state that the command style of teaching occurs when 'the teacher makes
the maximum number of choices, while the learner makes only minimal decisions'
(Mosston & Ashworth, 2002: p.79). Within this methodology it is the role of the
teacher to initiate all learning sequences, while students are required to follow and
adhere to all rules and restrictions implemented throughout the lesson (Mosston,
1966: p.21). Mosston describes the defining characteristic of the command style as
'precision performance - reproducing a predicted response or performance on cue'
(2002: p.76). This particular methodology therefore places students within a
'closed' environment, which incorporates pre-determined or predictable cues
followed by a standard response.

Continuous use of the command style will produce individuals who are able to
reproduce movements in response to a predictable cue, however, be less likely to
reason or learn for themselves and therefore compete adequately within unfamiliar
environments. Such approaches often fail to foster 'deeper' learning, as students
will often find such approaches uninspiring and therefore reproduce movements
only to avoid reprimand. Students will therefore often fail to adequately learn the
basic fundamentals of the technique and as a result struggle to perform during
delayed retention tests (Wuest & Bucher, 1999). This approach has a number of
positive and negative repercussions when implemented within the classroom.

Advantages
" Greater likelihood of tasks being completed on time.
" The teacher has ultimate control over the class.
" Greater potential for lesson to be executed as planned.
" Guaranteed of achieving basic curriculum objectives (not ability of learners to
think independently).
" Will assist discipline and is therefore useful within classes where this is an issue.
" Allows teacher to more adequately monitor key safety issues and is therefore
useful when addressing activities such as discus, javelin, shot-put, adventure
activities etc.
" Has potential to achieve accuracy and precision in performance and is therefore
useful when a predetermined model must be adhered to, or a synchronised
performance is required (Mosston & Ashworth, 2002: p.76).
Disadvantages
" No student input into lesson and therefore may fail to foster 'deeper learning'.
" Does not allow for creative thinking by students.
" Assumes all individuals are of the same abilities and motivations and therefore
restricts or hurries individual progressions.
" Decreases social interaction and subsequently levels of self-esteem and
motivation.
" Can lead to negative views of education thus counteracting the outcomes outlined
within the SACSA Framework with regard to creating a positive disposition
towards all areas of education (DETE - SACSA Framework, 2004).

References

DETE, SACSA Framework, [accessed on line 16th April 2004]

Harrison, J. M. & Blakemore, C. L., (1983), Instructional strategies for secondary

school physical education, 2nd Edn, Wm. C. Brown, Iowa, USA

Mosston, M. (1966), Teaching Physical Education, Merril Books, Ohio, USA,

Mosston, M. & Ashworth, S., (2002), Teaching Physical Education; 5th Edn,
Cummings, San Francisco,

Singer, R. N. & Dick, W., (1980), Teaching Physical Education, A Systems

Approach., Houghton Mifflin Company, USA

Wuest, D., & Bucher, C., (1999), Foundations of Physical Education and Sport,
13th Edn., McGraw-Hill

http://ehlt.flinders.edu.au/education/DLiT/2004/13DLT/CommandStyle.htm