The purpose of this study was to identify the differences in the context level and learner involvement level of Fencing classes using two different Practice styles; reciprocal and Practice style in foil/fencing. The coding systematic observation instrument (Academic Learning Time–Physical Education) was used to analyze the classes, Practice classes conducted were videotaped then analyzed, 24 male and female players enrolled in fencing classes at the School of Physical Education/University of Jordan were randomly selected in four Practice sessions; two for each style. Means were calculated to analyze data. Results revealed differences between styles in both context and learner involvement level, In the context level, the general content for both teaching styles were close. While the subject content results revealed differences in knowledge content (23.49%, 2.45) in favor of the reciprocal style, and close results in the motor content. Regarding the learner involvement level results, the motor engagement percentages for the reciprocal style and the practice games style were (31.34%, 15.39%), while the inappropriate motor engagement were (68.65%, 84.61%) respectively. Reflecting higher level of (ALT-PE) using the reciprocal teaching style.
Teaching styles, academic learning time, Fencing/ foil
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.