Part A (Explanation)

                                  Part A: The Spectrum of Sport Coaching Styles

The spectrum of sport coaching styles, which was developed by both Mosston and Ashworth (2008), provides a wide variety of coaching methods and approaches which range from coach-centered to athlete-centered methods. All the styles represent different balances of coach control as well as athlete autonomy, where these influence athlete learning, motivation, and performance. Understanding all of these styles will allow sports coaches to select and adapt their coaching methods to best suit the needs, skill levels, and personalities of athletes and sports teams (Cushion, Armour, and Jones, 2017). This model is essential for coaches who want to create flexible learning environments and develop well-rounded athletes, because it highlights how no single style fits every situation or group dynamic.

Starting off at the command style end of the spectrum, where the coach makes all of the decisions in regard to what, how, and when activities occur. The authoritarian approach is efficient for rookies/beginners and in high-risk activities, including diving, or gymnastics training. The command coaching approach ensures discipline, accurate skill execution, and consistency. Although overreliance on this style can worsen a number of areas including athlete creativity, intrinsic motivation, and problem-solving, which foster compliance compared to engagement (Light, 2019).

The practice style uses a bit more autonomy, which allows athletes to work at set tasks at their desired pace with the coach providing feedback along the way. The practice style is an effective method during skill acquisition phases, including refining sporting techniques, which can include a tennis serve or a free throw in basketball. This encourages repetition and the ability of self-correction in a set and structured environment. Athletes will develop confidence through using guided independence and still receiving good directions to prevent mistakes/errors throughout (Gilbert and Trudel, 2018).

Now for the athlete-centered styles, the reciprocal style evolves around peer coaching; athletes provide feedback to one another while the coach supervises this. This approach improves communication, teamwork, and social learning. An example includes a tennis session, where players can assess a player’s forehand technique and highlight improvements, fostering responsibility, and understanding. For success with this coaching style ultimately depends on athletes' ability to provide constructive feedback, highlighting the importance of maturity as well as guidance from the coach (Kidman and Lombardo, 2019).

The self-check style lets athletes evaluate their own performance against the pre-set criteria; this can promote self-awareness, accountability, and intrinsic motivation. Elite athletes in sports such as swimming or running will often use this method for analyzing their technique or for training data. It is highly effective in developing autonomy and for developing problem-solving skills. This style will require honesty, maturity, as well as the ability to assess performance accurately (Light, 2019).

The inclusion style provides differentiated tasks which allow athletes to choose based on their ability, which promotes participation, confidence, and personal growth, most notably in mixed-ability or inclusive programs. This method aligns with modern athlete-centered philosophies which emphasize empowerment rather than only performance-based outcomes.

The far athlete-centered end, the guided discovery and the problem-solving styles maximize creativity and one's decision-making. The coach provides both challenges and questions, and athletes then explore solutions independently. These approaches are most effective in open, dynamic sports including soccer and tennis where tactical awareness and adaptive thinking are most crucial. But they may require a bit more time and a supportive environment to avoid frustration with less experienced athletes (Mosston, Ashworth, 2018).

This understanding of the spectrum has not only deepened my theoretical knowledge but has directly shaped my own coaching approach, it has allowed me to adjust communication, questioning, as well as feedback strategies across different athlete groups. 

         Figure 1 (Explaining the Spectrum of Teaching Styles in Physical Education)