Student perceptions regarding the command and problem solving teaching styles in the dance teaching and learning process

Abstract

The spectrum of Teaching Styles (TS) provides a solid theoretical foundation for teaching Physical Education. It is common for teachers to use directive styles that do not meet program requirements. This is further accentuated in the case of dance, to the detriment of the development of emotional and cognitive factors. This study investigates the use of the Command TS compared to the Problem Solving TS. A total of 50 students participated in the study, based on a Communication Channels questionnaire and semi-structured interviews. The ANOVA indicates that there are highly significant differences (p-value ≤ 0.01) between the means of the TS analyzed, and cognitive participation is greater in the case of the Problem Solving TS. Frequency scores indicate that the Problem Solving TS is preferred by students (76.47%). Qualitative analysis of the interviews demonstrated that students prefer the Problem Solving TS because it gives them greater freedom to work at their own pace, contributing to the development of creativity, cooperative work and dynamism. In the case of the Command TS, students indicated a lack of practice and confidence as the reason behind their choice.