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      The Attitudinal Style as Pedagogical Model in Physical Education

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          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.

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          Fidelity in Models-Based Practice Research in Sport Pedagogy: A Guide for Future Investigations

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                Author and article information

                Journal
                Int J Environ Res Public Health
                Int J Environ Res Public Health
                ijerph
                International Journal of Environmental Research and Public Health
                MDPI
                1661-7827
                1660-4601
                06 January 2021
                January 2021
                : 18
                : 2
                : 374
                Affiliations
                [1 ]Physical and Sports Education Area, Faculty of Physical Activity and Sport Sciences, University of León, 24007 León, Spain; angel.perez.pueyo@ 123456unileon.es
                [2 ]Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain; ahgarijo@ 123456ubu.es
                [3 ]Department of Physical Education, Arts Education, and Music, Faculty of Education, University of Castilla-La Mancha, 16071 Cuenca, Spain; Sixto.Gonzalez@ 123456uclm.es
                [4 ]Department of Didactics of Musical, Artistic and Corporal Expression, Teacher Training College, University of Extremadura, 10071 Cáceres, Spain; pesanchezm@ 123456unex.es
                Author notes
                [* ]Correspondence: dhortiguela@ 123456ubu.es ; Tel.: +34-669-08-11-58
                Author information
                https://orcid.org/0000-0002-3177-2199
                https://orcid.org/0000-0001-5951-758X
                https://orcid.org/0000-0003-2473-5223
                https://orcid.org/0000-0002-1660-535X
                Article
                ijerph-18-00374
                10.3390/ijerph18020374
                7825299
                33418976
                97dd1cc2-342b-4a16-a3db-e5cc095c0868
                © 2021 by the authors.

                Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ( http://creativecommons.org/licenses/by/4.0/).

                History
                : 19 November 2020
                : 04 January 2021
                Categories
                Review

                Public health
                attitudinal style,teaching models,physical education,formative assessment
                Public health
                attitudinal style, teaching models, physical education, formative assessment

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