Physical and Sports Education Area, Faculty of Physical Activity and Sport Sciences, University of León, 24007 León, Spain.
Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain.
Int J Environ Res Public Health. 2021 Jan 6;18(2):374. doi: 10.3390/ijerph18020374.
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.
不同立法系统的持续变化导致了学生理解方式和学习方式的不同。从这个意义上说，像体育这样的领域也不例外，教学及其教学方式已经从行为方法转变为更注重认知的方法。在这方面，出现了“态度风格”的概念，旨在回应这种进化的需要，一种全球化的教学方法，以及生成允许所有类型的学生参与和学习的材料，这极大地促进了他们的参与和/或适应。本研究的目的是在学校体育中介绍态度风格作为一种教学模式，分析其特点、要素和主要目的。使用了系统的叙述性回顾，展示了起源和基本要素，以证明态度风格作为一种教学模式的合理性。因此，在学生中产生积极体验；对所学内容的严格解释、适应内容、背景和学生；协作和/或合作作为实现团队成就的手段；学习迁移；以及应用形成性评价等方面，使这种教学模式在不同的教育水平上具有适用性、相关性和必要性。
