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Review

The Attitudinal Style as Pedagogical Model in Physical Education

1
Physical and Sports Education Area, Faculty of Physical Activity and Sport Sciences, University of León, 24007 León, Spain
2
Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
3
Department of Physical Education, Arts Education, and Music, Faculty of Education, University of Castilla-La Mancha, 16071 Cuenca, Spain
4
Department of Didactics of Musical, Artistic and Corporal Expression, Teacher Training College, University of Extremadura, 10071 Cáceres, Spain
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2021, 18(2), 374; https://doi.org/10.3390/ijerph18020374
Received: 19 November 2020 / Revised: 24 December 2020 / Accepted: 4 January 2021 / Published: 6 January 2021
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. View Full-Text
Keywords: Attitudinal Style; teaching models; physical education; formative assessment Attitudinal Style; teaching models; physical education; formative assessment
MDPI and ACS Style

Pérez-Pueyo, Á.; Hortigüela-Alcalá, D.; Hernando-Garijo, A.; González-Víllora, S.; Sánchez-Miguel, P.A. The Attitudinal Style as Pedagogical Model in Physical Education. Int. J. Environ. Res. Public Health 2021, 18, 374. https://doi.org/10.3390/ijerph18020374

AMA Style

Pérez-Pueyo Á, Hortigüela-Alcalá D, Hernando-Garijo A, González-Víllora S, Sánchez-Miguel PA. The Attitudinal Style as Pedagogical Model in Physical Education. International Journal of Environmental Research and Public Health. 2021; 18(2):374. https://doi.org/10.3390/ijerph18020374

Chicago/Turabian Style

Pérez-Pueyo, Ángel, David Hortigüela-Alcalá, Alejandra Hernando-Garijo, Sixto González-Víllora, and Pedro A. Sánchez-Miguel. 2021. "The Attitudinal Style as Pedagogical Model in Physical Education" International Journal of Environmental Research and Public Health 18, no. 2: 374. https://doi.org/10.3390/ijerph18020374

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