The effects of reciprocal, self–check, and command teaching styles on dance learning

Abstract

Background and Study Aim. Implementation of dance in physical education is in conformity with the requirements of modern education which fosters lifelong exercise for health and quality of life. The study aimed to determine which of the applied teaching styles would have the most significant impact on dance learning and the improvement of dance performance. Additionally, to assess the effects of these teaching styles on factors such as Task climate, Social relatedness, Autonomy, and Ego climate, as well as the relationship between these effects and gender. Material and Methods. The study was carried out on a sample of 58 students attending a university study program for a Physical Education teacher, aged between 20 and 22, divided into three groups: reciprocal (N=19), self-check (N=18), and command (N=21). The study utilized the Motivational Climate on Physical Education Scale (MCPES). Results. The two-way Analysis of variance and the Tukey Post Hoc Test were used to analyse the differences in teaching styles as well as differences according to gender. During the learning process, differences between teaching styles progressively increased. The preferred teaching style in partner dances was the reciprocal style, which led to a significant improvement in the learning process, particularly among female students. Conclusions. The obtained results suggest that the reciprocal style is the most effective method for learning dances that are performed in pairs. Student-centred teaching style more than teacher –centred, should be preferred when learning dances.