As an expert in the field of educational pedagogy, I can provide a comprehensive understanding of the practice teaching style. The practice style is a teaching strategy that is particularly prevalent in physical education, as noted by Mosston in 1992. It is a method that places a significant emphasis on student engagement and the development of skills through hands-on experience.

The practice style is characterized by several key features:


1. Student-Centered Learning: Unlike the command style, where the teacher dictates the pace and content of the lesson, the practice style encourages students to take a more active role in their learning process. This approach fosters a sense of ownership and responsibility in students, which can lead to a deeper understanding and retention of the material.


2. Skill Development: The primary goal of the practice style is to help students develop specific skills. This is achieved through a combination of demonstrations, guided practice, and independent practice. The teacher's role is to facilitate this process by providing the necessary guidance and feedback.


3. Demonstrations and Descriptions: Similar to the command style, the practice style often begins with a demonstration by the teacher. This demonstration serves to model the skill or technique that students will be working on. Following the demonstration, the teacher provides a detailed description of the task, including what is expected and how it should be performed.


4. Guided Practice: After the initial demonstration and description, students are given the opportunity to practice the skill under the guidance of the teacher. This phase is crucial as it allows students to apply what they have learned and receive immediate feedback. The teacher circulates among the students, offering advice and corrections as needed.


5. Independent Practice: Once students have had sufficient guided practice, they are encouraged to practice independently. This stage is designed to promote self-reliance and self-assessment. Students are expected to reflect on their performance and identify areas for improvement.


6. Feedback and Reflection: Feedback is a critical component of the practice style. The teacher provides constructive feedback to help students understand their progress and areas that need further work. Reflection is also encouraged, as it helps students to internalize the feedback and make the necessary adjustments to their technique.

7.
Adaptability: The practice style is highly adaptable and can be modified to suit the needs of different students and learning objectives. This flexibility makes it a versatile teaching strategy that can be applied across a wide range of subjects and skill levels.

8.
Inclusivity: By focusing on individual skill development and providing personalized feedback, the practice style promotes an inclusive learning environment. It ensures that all students, regardless of their starting abilities, have the opportunity to succeed and improve.

9.
Motivation and Engagement: The practice style is designed to be motivating and engaging. By giving students the autonomy to practice and refine their skills, the style taps into their intrinsic motivation to learn and master new abilities.

10.
Assessment of Learning: Assessment in the practice style is ongoing and informal. The teacher assesses student performance during guided and independent practice sessions, providing feedback that is aimed at improving performance rather than assigning grades.

In conclusion, the practice teaching style is a dynamic and interactive approach to instruction that prioritizes student involvement and skill development. It is a valuable tool in the educator's arsenal, particularly in subjects like physical education where the development of physical skills is paramount.

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The practice style is one of the most common teaching strategies used in physical education (Mosston, 1992). It is very similar to the command style in that the teacher is the primary decision maker, and the task will also start with a demonstration and description of what is to be achieved.read more >>