# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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# data[].attributes.headline
Strength. Here after instructing which specific pass to use I then emphasise using a shorter variation to maximise the full potential of an overhead pass, instruction is loud and clear here 

# data[].attributes.subject
Strength. Here after instructing which specific pass to use I then emphasise using a shorter variation to maximise the full potential of an overhead pass, instruction is loud and clear here 

# data[].attributes.attachment_link.description
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# data[].attributes.body
When trying to put students into teams, I wasted too much time trying to make the teams fair and as shown in this video, the wasting of time made students lose interaction and became disinterested.

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Strength . When speaking to students our body language speaks highly , we are facing the students so they can all see us and are focused on instructing them.

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Strength. It is clear the instruction was understood for the first activity, as without having to say it students were moving into the areas to receive a pass and moving again once the pass has been received.

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Strength and weakness, here we have some students constantly on the move and it is clear they have understood the activity following on from the previous video , however some are static and considering this video is followed on from the previous it could be considered that they have lost interaction as the activity is too basic or maybe we have ran it for too long.

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Teaching Styles In Physical Education | The PE Project

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Spectrum of Teaching Styles · Mosston & Ashworth · Student-Centered · Productive · Guided Discovery · Convergent · Divergent Production · How to Teach PE · Pedagogy

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TEACHING STYLE. It is clear that the teaching style used at times was command style, we made the decisions and students would follow through with the physical and cognitive actions in order to make the activity/ game flow.

'Didactic style where the teacher makes all the decisions, it is often described as teacher-directed and autocratic. Students respond immediately to the stimulus or model provided by the teacher. This style is best used when safety is paramount or time is of the essence, and when fast responses and replication of skills is required. '

The PE Project (2017).