The Influence of Command Teaching Style and Demonstration Teaching Style on Students’ Motivation in Physical Education at State Elementary School 7 Belida Darat

Abstract

Physical Education (PE) plays an essential role in fostering holistic student development, encompassing physical, cognitive, affective, and social aspects. One crucial determinant of successful PE instruction is the teaching style applied by teachers, as it strongly influences students’ engagement and motivation. This article aims to examine the influence of the command teaching style and the demonstration teaching style on students’ learning motivation in elementary school physical education. Using a literature review approach, several prior studies were analyzed to compare the effectiveness of both methods. Findings indicate that the command style, which is highly teacher-centered, ensures classroom order, time efficiency, and uniformity in mastering fundamental skills, yet may limit student autonomy and reduce intrinsic motivation. Conversely, the demonstration style, which emphasizes modeling and visual learning, has been shown to significantly improve students’ motivation and active participation, particularly at the elementary level where concrete visual examples are more effective. The synthesis suggests that while both teaching styles can positively affect motivation, the demonstration style tends to produce higher engagement and sustained enthusiasm. Teachers are encouraged to integrate both approaches to optimize learning outcomes.