The Attitudinal Style as Pedagogical Model in Physical Education

Ángel Pérez-Pueyo, David Hortigüela-Alcalá, Alejandra Hernando-Garijo, Sixto González-Víllora and Pedro Antonio Sánchez-Miguel
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Ángel Pérez-Pueyo: Physical and Sports Education Area, Faculty of Physical Activity and Sport Sciences, University of León, 24007 León, Spain
David Hortigüela-Alcalá: Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
Alejandra Hernando-Garijo: Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
Sixto González-Víllora: Department of Physical Education, Arts Education, and Music, Faculty of Education, University of Castilla-La Mancha, 16071 Cuenca, Spain
Pedro Antonio Sánchez-Miguel: Department of Didactics of Musical, Artistic and Corporal Expression, Teacher Training College, University of Extremadura, 10071 Cáceres, Spain

IJERPH, 2021, vol. 18, issue 2, 1-16

Abstract: The continuous changes in the different legislative systems have led to the application of different ways of understanding students and generating learning in them. In this sense, an area such as physical education is not alien to the continuous changes in teaching learning and its teaching has been modified from a behavioural approach to more cognitive perspectives. In this line, the Attitudinal Style concept arises with the intention of responding to this need for evolution, a global approach to teaching, as well as the generation of materials that allow the participation and learning of all types of students, greatly favoring their involvement and/or adaptation. The objective of this study is to present the Attitudinal Style as a pedagogical model within school physical education, analyzing its characteristics, elements and main purposes. A systematic review of narrative character is used, showing the origins and fundamental elements to justify the Attitudinal Style as a pedagogical model. Thus, aspects such as the generation of positive experiences in the students; the rigorous explanation of what is being learned, adaptation to the content, context and students; the work of collaboration and/or cooperation as a means to achieve a group achievement; the transfer of learning; and the application of formative evaluation, make this model of teaching applicable, relevant and necessary in the different educational levels.

Keywords: Attitudinal Style; teaching models; physical education; formative assessment (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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