The Attitudinal Style as Pedagogical Model in Physical Education

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.

Fundamental Pedagogical Aspects for the Implementation of Models-Based Practice in Physical Education

“…Precisely, the interaction of these variables is related to adherence to physical activity, which is one of the most important aims of the subject [ 10 ]. Models such as Cooperative Learning or the Attitudinal Style focus their development on the involvement of the learner as a fundamental element in the teaching and learning process [ 33 ]. For example, Cooperative Learning is implemented on the basis of five basic components: positive interdependence; promoting interaction; individual responsibility; group processing; and social skills [ 34 ], which are based on the need for active student involvement from the beginning.…”

“…For example, Cooperative Learning is implemented on the basis of five basic components: positive interdependence; promoting interaction; individual responsibility; group processing; and social skills [ 34 ], which are based on the need for active student involvement from the beginning. For its part, the Attitudinal Style finds in the achievement of skills by all, regardless of their personal characteristics, the need for learners to get involved and help each other to achieve it [ 33 ].…”

“…Additionally, the Attitudinal Style model demonstrates that by taking as a basis the choice of any content (jumping rope, juggling, acrobatics, fencing, football, shadow theatre, orienteering, etc. ), group achievements are obtained by all the pupils as a result of collaborative and cooperative work [ 33 ].…”

“…For example, the Attitudinal Style is a model that precisely finds in the motivational aspect the fundamental initial gear so that the physical activity proposed generates autonomy to be practiced autonomously both inside and outside the classroom [ 33 ]. Other models such as Adventure Education, which are developed around a playful and action-based environment, have been shown to have a positive impact on students’ overall self-esteem as well as on their social skills and motivation towards tasks [ 44 , 51 , 52 ].…”

“…Other models such as Adventure Education, which are developed around a playful and action-based environment, have been shown to have a positive impact on students’ overall self-esteem as well as on their social skills and motivation towards tasks [ 44 , 51 , 52 ]. Similarly, models such as Cooperative Learning or Personal and Social Responsibility are linked to motivational aspects of the student, as they involve them from the beginning in their teaching–learning process [ 33 , 51 ].…”