EXPLORING THE RELATIONSHIP USING MOSSTON AND ASHWORTH’S TEACHING STYLES OF PHYSICAL EDUCATION TEACHERS IN TURKEY

Oct 15, 2026

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Examining how physical education teachers in Turkey use Mosston and Ashworth’s teaching styles, this qualitative study analyzes the relationship between teaching styles and teaching intensity by gender, experience, and school type (public vs. private). Semi-structured interviews were conducted with 23 physical education teachers selected through purposeful sampling. Findings show a teaching-centered predominance during instruction, with intercode relationships concentrated in Command-A with Reciprocal-C and Practice-B. Learning-centered styles such as Self-Teaching-K and Convergent/Divergent Discovery-G/H showed no relation to other styles.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Introduction

Teaching-centered vs learning-centered approaches

Mosston and Ashworth teaching styles

Literature Review

Asian Journal of Contemporary Education ISSN(e): 2617-1252 DOI: 10.18488/journal.137.2021 .51.23.33 Vol. 5, No. 1, 23-33. © 2021 AESS Publications. All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com) EXPLORING THE RELATIONSHIP USING MOSSTON AND ASHWORTH’S TEACHING STYLES OF PHYSICAL EDUCATION TEACHERS IN TURKEY Ali SEVILMIS1+ Ozer YILDIZ2 1Sports Management, Karamanoglu Mehmetbey University, Sports Science Faculty, Karaman, Turkey. 2Physical Education, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Physical Education and Sports Department Konya, Turkey. (+ Corresponding author) ABSTRACT Article History Received: 25 January 2021 Revised: 23 February 2021 Accepted: 19 March 2021 Published: 12 April 2021 Keywords Teaching style Teaching-centered Learning-centered Mosston and Ashworth Physical education Maxqda Code relation. In this study, the relationship using Mosston and Ashworth’s teaching styles of physical education teachers and their using intensities regarding stills were examined according to their gender, experience, and serving in public and private schools. In collecting, analyzing, and interpreting the study data, a qualitative study paradigm was utilized. In the scope of study, semi-structured interview was made with 23 physical education teachers selected by purposeful sampling. According to the result of data analysis, while physical education teachers were taught lessons, it was revealed that they teaching-centered teaching styles. In addition, when the teaching styles of physical education teachers are evaluated in the context of intercode relationships, it was revealed that they used the most frequently the styles related to “Command-A – Reciprocal-C” “Command-A – Practice-B”. Intercode relationships decreases from teaching-centered teaching styles to learning-centered teaching styles. Especially, it was revealed that “Self-Teaching-K” and “Convergent and Divergent Discovery-G/H”styles, among learning-centered teaching styles, were not related to the other styles at all. Teaching styles teachers use is an indicator of that teaching-centered education are more prominently given. In addition, the intensities using Mosston and Ashworth’s teaching styles of the teachers according to the gender, experience, serving in the public and private schools were identified. Contribution/ Originality: This research reveals which teaching styles are used in relation to physical education teachers while teaching their lessons. When evaluated in terms of originality, it reveals the relationship between the teaching styles that physical education teachers mostly apply in qualitative terms. 1. INTRODUCTION That the desired teaching is teaching-centered or student cantered has been discussed in the various discipline areas and various educational environments for long years and many studies were carried out about teaching and learning-centered teaching styles. Although there are some studies suggesting to use learning-centered teaching styles (Davis & Sumara, 2002; Kemp, 2013), there are also some studies identifying that teaching-centered styles are predominantly used (Ince & Hünük, 2010; Yildiz & Karakullukçu, 2019) . At the present time, an orientation has emerged from the approach, in which physical education teacher plays role actively, gives all decisions in teaching processes, and the student is a passive information receiver, to an approach, in which the student restructure information, reinterpreting it, plays role actively, and is in the center (Demirhan, 2002) . 11 teaching styles presented to be used by Mosston and Ashworth (2002) are Command Style (A), Practice Style (B), Reciprocal Style (C), Self-Check Style (D), Inclusion Style (E), Guided Discovery Style (F), Convergent Discovery Style (G), Divergent Production Style (H), Learner's Individual Designed Program Style (I), Learner Initiated St

FAQs

What teaching styles dominate among physical education teachers in Turkey?

The results indicate a teaching-centered teaching style preference among the teachers during instruction.

How were intercode relationships between teaching styles identified?

Intercode relationships were evaluated in the context of the teaching styles teachers use, showing the most frequent links among specific style pairs.

Did all learning-centered teaching styles relate to other styles?

No. Styles including Self-Teaching-K and Convergent/Divergent Discovery-G/H among learning-centered approaches were not related to other styles at all.

Oct 15, 2026

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