In accordance to Sir Clive Woodward, the best coaches are usually good teachers. This is due to the sole fact that coaching entails the establishment of a learning environment that is suitable to grow players, coaching of persons to understanding particular aspects. Therefore, coaching is in fact a form of teaching as it basically entails learning, communicating and the maintenance of the positive relationships by the learners. Pedagogy coaching mainly outlines the learning and teaching of individuals who are with in the age bracket of 8 to 12years who are mainly children. The inclusive teaching style is an approach that is basically coach/teacher centered as it is distinguished from other styles via its use of the questions and answers for the relaying of information to the teacher and back to the learner. Therefore, in this style, the teacher gives directions, asks questions that are direct and basically provides all information. The role of the learner in this approach is to survey the available stages in the given role by the coach (Anderson 1999).
Teaching is an indication of an action that is taken with the aim of getting learning. Therefore the main objective of teaching is the engaging of learners in an activity that is goal oriented with chief purpose of meeting the instructional objectives that are precise to provided lessons. The effectiveness of a coach in the application of the inclusive teaching style in coaching pedagogy roots from the understanding of t5he the facts that the student demographic is usually diverse, the physical education entails objectives from the, cognitive, psychomotor, and social learning sphere and finally the fact that the subject matter plus the context may sometimes edict the use of a precise approach of providing instructions to the learners. The inclusive learning style is effective due to, the developmental stage of the learners that considers that the learners in the named age bracket learn in diverse ways, are from backgrounds that are diverse and get into physical education that has diverse stages of movement experience. The sport of the shanty rope technique is one of the best for this teaching style as the sport demographic, the role of the learner n this sport entails surveying of the present stages in the task, selection of entry points and practicing the task. The shanty rope is effective as to enables all the leaners to take part in the activity without leaving anyone out. It is vital to note that in this teaching style the main role of the teacher in making of all the subject matter decisions as well as the decisions that are logistical (Doolittle & Fay 2002).
Before applying the teaching styles in coaching pedagogy, it’s fundamental to note that learning is a process of acquiring skills via either study or being taught; the different forms of learning that are applicable in inclusive teaching style are behavioral and cognitive learning in the developmental stage of primary school learners. In accordance to researcher on human behaviors, learning brings permanent change in behavior as a result of practice and it’s an internal occurrence that is largely impacted by the environment. A good practical physical education that facilitates learning in pedagogy coaching is the scenario whereby a group such as the sixth graders are supposed to carry out the same exercise at the same time, however, these learners are supposed to select their phase of difficulty for each and every exercise from the pre set preference. For instance, the learners can finish a set of 8, 11, or 14 push-ups while at the same time they are leaning against the wall with their feet stretched from a lying position, or with their feet raised on a bench. At a different station the learners should b e instructed to lift their bodyweight via use of a chin-up bar or they lift their body weight though lying on the floor and pulling-up on a bar situated a space of two and a half feet beyond their shoulders. In situations whereby the learners need to practice their motor skills, they can also select a phase of difficulty from pre-set preferences. For instance in the sport of basketball, they should try to practice to dribble from the uppermost of the basketball key while still dribbling, or take an approach of the top of the basketball key with an challenger in defense. The learners can practice on dribbling while interchanging hands and while at the same time moving in space that are general. When the above practices are encouraged, they either result in either positive or negative reinforcements by the leaner. The learner may be motivated to take on challenges; on the other hand, the learner may develop a negative reinforcement that may entail the removal of an uncomplimentary outcome or event (Ashworth 2002).
The inclusion style of teaching to learners who are in the above age bracket enables the process of individualizing instruction through learners of skill ability that varies. Learners are provided with genuine options for performing a task, options centered on aspects that make the exercise of the specified task more or less tough. The inclusion style of teaching is precisely aimed at accommodating the individual learner performance variances. Learner’s making of decisions is basically high in the inclusion style of teaching (Ashworth 2002).
The inclusion style of teaching is effective in the production of improvement in the performance learner’s skills principally for students who have the average level of skill. Beckett observed learner decision making via the use of the inclusion style of teaching using learners who were in fifth grade in a task of striking a bat. He stated that from the findings whereby the fifth-graders were allowed to pick dissimilar stages of task difficulty when given the chance, and create task decisions concerning the phase of difficulty in accordance to their views of success, curiosity and challenge(Hastie 2003).
The chief goal of the inclusion style of teaching entails the provision of an opportunity to the learners to involve in action at an applicable ability level. Customizing instruction to allow greater learner success is the fundamental foundation of the inclusion style of teaching. Ashworth suggests that a teaching approach such as the inclusion style influences the interest of the learner and the personal significance, e it probably has a positive effect on learner task commitment that, in turn, facilitates accomplishment and success (Hastie 2003).
From the research on the inclusion style of teaching, three main assumptions can be drawn. First, direct teaching styles are noticeable in the teaching and research in the physical education sector. Second, researchers in physical education are now more concerned in the studies of the effects of inclusive pedagogies that entails employing of teaching styles whereby results from two or three informative learning fields are highlighted. This report looks similar to the struggles of the U.S to advance their primary schools and more precisely to the current progress of the U.S. national standards in physical education (NASPE). In conclusion, this report of study on teaching styles lists the necessity for us to extend our understanding of teaching styles. For instance, those learning a cooperative learning organization can learn from research on innovative teaching and coaching styles given the similarities between these two teaching styles. This report will aid to further progress research methods used in teaching styles studies (Beckett 1999).