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The Attitudinal Style as a Pedagogical Model in Physical Education: Analysis of Its Effects on Initial Teacher Training

Author

Listed:
  • 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)

  • Antonio Granero-Gallegos

    (Department of Education, Faculty of Education Sciences, Health Research Center, University of Almeria, 04120 Almeria, Spain)

Abstract

The implementation of the pedagogical model has meant an increase in rigour and coherence in Physical Education (PE) classes. The objectives of the study were twofold; (a) to delimit the characteristics and elements that make up Attitudinal Style as a pedagogical model; (b) to analyze the perception of future teachers on the usefulness and transferability of the model in their classes. Twelve future PE teachers (seven women and five men) with an age of 20.14 ± 1.48 participated. All of them were part of the University of Burgos (Spain). A qualitative approach was used with two data collection instruments (reflective group journals and discussion group) and two categories of analysis were established: (a) usefulness in the construction of professional identity; (b) transferability of the Attitudinal Style in the school. The results showed how future PE teachers consider the model as a transcendental methodological tool in understanding and addressing PE at school. Interpersonal relationships in the classroom, student autonomy and group responsibility are highlighted as necessary aspects with high transferability to the school.

Suggested Citation

  • Ángel Pérez-Pueyo & David Hortigüela-Alcalá & Alejandra Hernando-Garijo & Antonio Granero-Gallegos, 2020. "The Attitudinal Style as a Pedagogical Model in Physical Education: Analysis of Its Effects on Initial Teacher Training," IJERPH, MDPI, vol. 17(8), pages 1-14, April.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:8:p:2816-:d:347661
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    Citations

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    Cited by:

    1. Man Jiang & Hongli Yu & Juan He & Guoping Qian & Marcin Bialas, 2023. "Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China," Sustainability, MDPI, vol. 15(13), pages 1-16, June.
    2. Ángel Pérez-Pueyo & David Hortigüela-Alcalá & Alejandra Hernando-Garijo & Sixto González-Víllora & Pedro Antonio Sánchez-Miguel, 2021. "The Attitudinal Style as Pedagogical Model in Physical Education," IJERPH, MDPI, vol. 18(2), pages 1-16, January.
    3. Víctor Arufe-Giráldez & Alberto Sanmiguel-Rodríguez & Oliver Ramos-Álvarez & Rubén Navarro-Patón, 2023. "News of the Pedagogical Models in Physical Education—A Quick Review," IJERPH, MDPI, vol. 20(3), pages 1-22, January.
    4. Antonio Granero-Gallegos, 2020. "New Developments in Physical Education and Sport," IJERPH, MDPI, vol. 17(24), pages 1-9, December.
    5. Aaron Rillo-Albert & Pere Lavega-Burgués & Queralt Prat & Antoni Costes & Verónica Muñoz-Arroyave & Unai Sáez de Ocáriz, 2021. "The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model," IJERPH, MDPI, vol. 18(3), pages 1-20, January.

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