Effects of Teaching with Mosston's Command,Practice,and Reciprocal Styles on Affective Reactions of Sixth-Grade Students toward Physical Education Lessons

Abstract

This study deals with the effects of teaching based on Mosston and Ashtworth's reciprocal style on primary school sixth-grade students’ attitudes toward physical education lessons. The study used a pretest–posttest control group design on 37 students from two sixth-grade classes at Demirlibahçe primary school, Ankara, Turkey. The study lasted 14 weeks, for which an attitude scale with three dimensions was developed that measured students’ attitudes toward physical education lessons before and after the experiment. The main findings of the research are as follows: There were meaningful differences between two groups regarding the interest in the lesson and the motivation during the lesson, although in regard to the gain dimension, there was no difference observed between groups. The reciprocal style is nonetheless an effective teaching method, especially for female students with low ability.