I was very taken by Mosston’s classification of teaching styles with decision making as a central defining characteristic (see Reflections on and with Mosston’s Spectrum of Teaching Styles) — when the decisions are taken (pre-delivery, delivery, post) and by whom (teacher or learner) — so I was especially interested to see how the Teaching Styles would translate to explicitly sport coaching contexts.
In The Spectrum of Sport Coaching Styles, edited by Shane Pill, Brendan SueSee, Josh Rankin & Mitch Hewitt, Mosston’s Teaching Styles are discussed with examples from actual coaching practice.
And I am even more convinced of the value of this theoretical approach to planning, reviewing and delivering coaching activity.
The concept that “every act of deliberate teaching is a consequence of a prior decision” is inspiring — if we aspire to deliberate coaching (I think we should), then we need to engage in deliberate decision making first!
I am challenged by “coach as educator”. I’m a coach, not a teacher!
But I can see how it fits with the theory and brings it to life for the players. In addition to coaching technique, tactics etc., the coach also has a responsibility to encourage “learning about learning” (meta-learning?).
The Teesra 