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

Pueyo, Ángel Pérez; Hortigüela-Alcalá, David; Hernando-Garijo, Alejandra; Gallegos, Antonio Granero

doi:10.3390/ijerph17082816

Cited by 13 publications

(11 citation statements)

References 46 publications

(40 reference statements)

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“…Teaching practicum experiences Physical education preservice teachers develop their professional identity mostly via teaching practicum experiences Castañeda-Vázquez et al, 2020;Giles et al, 2019;Pérez-Pueyo et al, 2020). Emotions (positive, negative, or neutral) (Giles et al, 2019); motivations for entering the profession (Castañeda-Vázquez et al, 2020); lack of professional independence ; and using the Attitudinal Style method (Pérez-Pueyo et al, 2020); all have a direct impact on the formation of professional identity of PSTs.…”

Section: Professional Identity and Physical Education Preservice Teac...mentioning

confidence: 99%

Professional identity in physical education: a review of literature

Amorim

Ribeiro-Silva

2022

Retos

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Teachers’ professional identity shapes teachers’ educational views, impacting their behaviour, action and decision making. This study was designed with the goal of locating, compiling and analysing articles regarding professional identity in the physical education context and identifying elements that contribute to professional identity construction. We selected professional identity and physical education as search items in Web of Science, ERIC, SPORTDiscuss and Scopus. To investigate the previous decade of research, we limited the study to articles published between 2010 and 2020. This work combines recent publications written in Portuguese, English and Spanish. The database search yielded 27 relevant articles. The themes present in the articles can be divided into two groups: those linked to key actors and influences on physical education teachers’ professional identity, and those related to physical education preservice teachers. The following themes were discovered to influence teachers’ professional identity formation: relationships (established within their acting context), identity negotiation, identity transformation, lifelong learning, peer perception and the class context. The following themes impact preservice teachers’ professional identity formation: teaching practicum experience, prior experiences, a community of practice and the teachers’ body. Professional identity formation is an intricate process characterised by a diverse mix of personal, professional, environmental and social representations that interact in real time.

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Section: Professional Identity and Physical Education Preservice Teac...mentioning

confidence: 99%

Professional identity in physical education: a review of literature

Amorim

Ribeiro-Silva

2022

Retos

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“…This is because the experiences students gain during PE classes are key to their adherence and engagement. In this sense, the results show that both positive and negative emotions regarding academic performance illustrate that teachers who try to promote knowledge of concepts, fundamentals, skills, and abilities in the classroom through attractive, integrative, and innovative methodologies will make students feel more interested in PE classes, and therefore, favor learning (Pérez-Pueyo et al, 2020). In this way, if the classes are enjoyable, fun and the teacher dedicates time to each student, it will lead to greater student involvement, which will lead to an increase in academic performance (Lirola et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Adaptation and testing of the factorial structure of the Achievement Emotional Questionnaire-Short to the Spanish context of physical education classes

Trigueros

Aguilar-Parra

2022

European Physical Education Review

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The aim of the present study is to adapt and test the factor structure of the Achievement Emotions Questionnaire-Short version (AEQ-S) in the Spanish context of physical education, in order to assess students’ emotions toward the area of physical education (AEQ-S PE). A total of 1495 secondary school students with an average age of 15.66 years took part in the study. The scale was adapted using the Hambleton method and with the support of a group of expert psychologists and teachers. To analyze the psychometric properties of the questionnaire, several analyses were carried out, such as exploratory factor analysis, confirmatory factor analysis, reliability analysis, and criterion validity analysis. The results showed that the factor structure of the questionnaire is in accordance with the original one, supporting the structure of eight emotions. Reliability analyses were above .70 for the subscales. Additionally, the levels of temporal stability were adequate. In addition, criterion validity reflected the positive association of positive emotions with academic performance. In contrast, negative emotions showed a negative association with academic performance. The results of this study provide evidence of reliability and factorial validity of the AEQ-S PE in the Spanish context.

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“…Pérez-Pueyo, Hortigüela-Alcalá, Hernando-Garijo, and Granero-Gallegos [ 18 ] carried out a qualitative study to propose the attitudinal style as a pedagogical model in PE. First, they defined the characteristics and elements that make up the attitudinal style as a pedagogical model; second, the authors analyzed the perceptions of future teachers regarding the usefulness and transferability of the model in their classes.…”

Section: The Studies Includedmentioning

confidence: 99%