Applying a Task Progression to the Divergent Discovery Style of Teaching
Bibliographic Data
| ID | 21556587 |
|---|---|
| Authors | Constantine Chatoupis (corresponding author) |
| Year | 2025 |
| Volume | 96 |
| Issue | 6 |
| Pages | 36-40 |
| Publication date | 2025-07-24 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Physical Education Recreation & Dance (JOURNAL) |
| Journal identifiers | ISSN: 0730-3084 • E-ISSN: 2168-3816 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07303084.2025.2507574 |
| OpenAlex | W4412828869 |
| Language | EN |
| Citations received | 1 |
| References cited | 5 |
An essential content pedagogical skill is the ability of teachers to break down the content and sequence it into appropriate learning experiences. A widely accepted practice in physical education settings is the use of task progressions to lead the learner from beginning levels to more advanced levels with the content. The purpose of this article is to apply the concept of task progression to the employment of Mosston and Ashworth’s divergent discovery style of teaching (Style H). A brief description of Style H and its connection to the 2024 SHAPE America National Physical Education Standards is presented, followed by a sequenced task progression of learning experiences that can be used to introduce Style H in K-5 settings. A sample task sheet for use by students is also provided
Art · Literature · Computer Science · Engineering · Online Learning and Analytics · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |