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Offers teachers a foundation for understanding the decision-making structures in teaching/learning environments and recognizing the variables that increase effectiveness of teaching physical education. This book describes the anatomy of the decision structure, the objectives of each style, and their application to activities and educational goals.

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• List of Tables
• List of Figures
• 1 Key Factors That Shape All Teaching
• A Paradigm Shift
• The Spectrum
• The Benefits of a Universal Theory
• 2 An Overview
• A Framework about Teaching and Learning
• An Overview of the Spectrum
• Six Premises of the Spectrum
• The O-T-L-O Relationships
• The Need for a Spectrum
• 3 The Anatomy of Any Teaching Style
• The Pre-Impact Set
• The Impact Set
• The Post-Impact Set
• 4 Feedback
• Four Feedback Categories
• Feedback Combinations
• Degree of Privacy During Feedback
• Summary of the Assets and Liabilities of Different Forms of Feedback
• 5 Cognition
• Cognition: The Premise
• A General Model for the Flow of Conscious Thinking
• Convergent and Divergent Thinking
• The Discovery Threshold
• The Role of Cognitive Operations
• Cognitive Operations and Verbal Behavior
• Creativity - A Different Viewpoint
• Cognition and Wait Time
• Designing the Subject Matter
• 6 The Command Style
• A The Objectives
• The Anatomy of this Style
• The Implementation of the Command Cycle
• Description of an Episode
• How to Implement the Command Style
• The Implications of this Style
• Subject Matter Considerations
• Style-Specific Comments
• Common Pitfalls to Avoid
• The Developmental Channels
• Images of the Command Style
• 7 The Practice Style
• B The Objectives
• The Anatomy of this Style
• The Implementation of this Style
• Description of an Episode
• How to Implement this Style
• The Implications of this Style
• Selecting and Designing the Subject Matter
• Style-Specific Comments
• The Developmental Channels
• Examples of Task Sheets for the Practice Style.
• 8 The Reciprocal Style
• C The Objectives
• The Anatomy of this Style
• The Implementation of the Reciprocal Style
• Description and Implementation of an Episode
• The Implications of this Style
• Selecting and Designing the Subject Matter and Criteria Sheet
• Style-Specific Comments
• The Developmental Channels
• Examples of Criteria Sheets
• 9 The Self-Check Style
• D The Objectives
• The Anatomy of the Style
• The Implementation of this Self-Check Style
• Description of an Episode
• How to Implement the Self-Check Style
• The Implications of this Style
• Selecting and Designing the Subject Matter and Criteria Sheet
• Style-Specific Comments
• The Developmental Channels
• Example of Task Sheet for Self-Check Style
• 10 The Inclusion Style
• E The Objectives
• The Concept of Inclusion
• The Anatomy of this Style
• The Implementation of this Inclusion Style
• How to Implement the Inclusion Style
• The Implications of this Style
• Selecting and Designing the Subject Matter
• Style-Specific Comments
• The Developmental Channels
• Examples of Individual Programs
• 11 Issues Common to All Styles
• Task Teaching, Learning Centers, and Station Teaching
• Organizational Options
• Implementing the Spectrum Theory
• The Lesson Plan
• Episodic Teaching
• Terminology
• 12 The Guided Discovery Style
• F The Objectives
• The Anatomy of this Style
• The Implementation of the Guided Discovery Style
• Description of an Episode
• How to Implement the Guided Discovery Style
• How to Implement the Guided Discovery Style
• The Implications of this Style
• Selecting and Designing the Subject Matter
• Style-Specific Comments
• The Developmental Channels
• Examples in Physical Education and Related Areas
• The Convergent Discovery Style