ABSTRACT
My ‘compass’ as a teacher-educator has been The Spectrum. I was first introduced to The Spectrum as an undergraduate student in the mid-1970s, which then lead me to employ many of the styles when teaching physical education to my junior high school students in the late 1970s and early 1980s. During the mid- to late 1980s, I was further exposed to The Spectrum as a doctoral student, but this time at a much deeper level. In addition to teaching Spectrum styles at the university level, I learned how the framework could be used as the “centre piece” of a Physical Education Teacher Education program, and how it could serve as the theoretical framework for one’s research agenda. As Mosston and Ashworth (2002) denote, “teaching-learning behaviors within the Spectrum are tools for accomplishing the various functions of education” (p. 5). Indeed, they are!
