Task Progression Strategies

Ryan, Stu; Baxter, Karen; Waller, Cassandra

doi:10.1080/08924562.2017.1344173

Cited by 1 publication

(2 citation statements)

References 3 publications

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“…In this sense, the need to make decisions about what is needed, how to take it and why to take it to the educational situation seems key [ 65 ]. The unnecessary nature of demonstration as an essential resource for generating learning and what happens when the teacher is not able to do so [ 54 , 66 ]. …”

Section: Origins Of the Attitudinal Stylementioning

confidence: 99%

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The Attitudinal Style as Pedagogical Model in Physical Education

Pueyo

Hortigüela-Alcalá

Hernando-Garijo

et al. 2021

IJERPH

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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.

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Section: Origins Of the Attitudinal Stylementioning

confidence: 99%

“…The unnecessary nature of demonstration as an essential resource for generating learning and what happens when the teacher is not able to do so [ 54 , 66 ].…”

Section: Origins Of the Attitudinal Stylementioning

confidence: 99%