| Pre-Impact | (T) |
| Impact | (T) |
| Post-Impact | (T) |
The defining characteristic of the Command style is precision performance - reproducing a predicted response, practice or performance on cue following a set pace and rhythm.
The Command style promotes precision and uniformity.
In the Command style, the teacher makes the maximum number of decisions while the learner makes the minimum number of decisions. Hence, all decisions such as subject matter, location, posture, starting time, pace and rhythm, stopping time, duration, feedback, etc. are made by the teacher. The learner's role is to reproduce a precision performance that follows the cues and pace and rhythm that has been established for practicing the content. The goal of this experience is for learners to reproduce and learn to perform the content in a very precise synchronized manner in a short amount of time so that the specific Command style learning objectives can be reached.
The Command style can be used to achieve a synchronized performance.
When the Command style is achieved, the following subject matter objectives are reached:
- To reproduce a model by immediate performance
- To achieve accuracy and precision of performance
- To achieve immediate results
- To achieve a synchronized performance
- To adhere to a predetermined model
- To master subject matter skills
- To perpetuate cultural traditions and rituals
- To use time efficiently
- To cover more material
- Others
The Command style promotes safety.
When the Command style is achieved, the following behavioral objectives are reached:
- To socialize the individual into the norms of the group
- To achieve conformity and uniformity
- To build group identity and pride
- To enhance the espirit de corps
- To follow directions on cue
- To achieve specific aesthetic standards
- To develop habits and routines
- To perpetuate cultural traditions, ceremonies, and rituals
- To control groups or individuals
- To instill safety procedures
- To adhere to a particular kind of discipline
- Others