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This paper evaluates teaching methods in gymnastics by analyzing their alignment with four psychological learning theories: Bruner’s Social Constructivism, Rogers’ Humanistic Approach, Piaget’s Stage Theory of Cognitive Development, and Vygotsky’s Social Constructivism. The study investigates the effectiveness of each approach in fostering skill acquisition, motivation, and understanding among students, contextualized within the broader discourse of educational psychology. What is the most effective teaching method using 4 psychological learning theories for students to excel in developing skills in gymnastics? Through structured tasks and student-centered activities, this paper examines the interplay between theory and practice, highlighting the role of discovery learning, scaffolding, peer collaboration, and intrinsic motivation in the teaching process. Each method’s implementation and outcomes were observed and assessed, revealing distinct strengths and challenges in the context of skill development in gymnastics. Findings suggest that tailoring teaching strategies to the developmental and cognitive needs of students leads to greater engagement and skill mastery. The study also underscores the importance of balancing cognitive, emotional, and social dimensions of learning to optimize outcomes. In line with research across educational and applied fields, this paper demonstrates that innovative teaching strategies informed by psychological theories can significantly enhance student performance and understanding.

type	research exposition
date	13/06/2025
last modified	20/06/2025
status	in progress
share status	public
copyright	KAILEY DEGUARA
license	CC BY-NC-ND
url	https://www.researchcatalogue.net/view/3754507/3754508

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Evaluation of Teaching Methods in Gymnastics (last edited: 2025)

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