Analysis of teaching styles in physical education in middle school. What relationship with the motor learning?

Motor competence has a complex structure since it is composed of different and complementary factors, motor skills and motor abilities, knowledge and behaviours, interdependent among them. The teaching of motor competence in schools is aimed at developing the relationships between these factors, promoting the execution of a wide variety of motor skills, supported by knowledge and behaviour, in defined contexts (Pišot,2013). The model of teaching styles (Mosston & Ashworth, 2008) is made up of reproduction styles and production styles, promotes the relationships between motor, cognitive and social functions, allows the personalization of the didactic intervention and the variation of the operative proposals, favoring different learning mode. The teaching styles of reproduction (command, practice, reciprocal, self-check, inclusion) and production styles (guided discovery, problem solving, learner-designed individual program, learner-imitaded, self-teaching) solict different ways of learning, during physical education lessons. Reproduction styles highlight the centrality of the teacher and favor linear-sequential learning; production styles express the centrality of the student's needs and favor original, creative, variable and transferable motor responses (variability of the practice), developing the perception of competence and meta-cognition (Jung, & Choi, 2016). Young people today frequently use video games, computers and smartphones, highlighting new ways of learning and interacting with the past. Physical education at school should foster children's preferred ways of learning; the choice of teaching styles is crucial to stimulate different ways of learning and to develop the intrinsic motivations for motor activities. Results: It emerged that each teacher, regardless of the class group, used predominantly reproductive styles over those of production styles (tab. 2). In particular, the learning episodes attributable to teaching styles of reproduction, command, practice, reciprocal (27.66 ± 7.09) with respect to production styles, guided discovery, problem solving (2.33 ± 1 , 50). Discussion and Conclusions: The results emerged highlight both the organizational methods and the teacher-student relations, mainly used both in the predominantly solicited learning methods of the student (Garn & Byra, 2002). Proposing motor activities, systematically, through directive and prescriptive styles can be a limiting factor for the educational process, it conditions learning processes, limits the variety of motor responses of students and does not promote a competence-oriented motivational climate (Syrmpas et al. , 2017). Furthermore, teaching in a directive and reproductive manner is in contrast with the usual and preferred ways of learning of children and young people. The interaction and modulation of teaching styles in the gym is necessary in order to promote the learning of motor competence. Furthermore, varying styles is related to the structure of the group, to the disciplinary field, to the availability of equipment and is a necessity to promote interdisciplinary and transversal learnin