General information

Subject type: Mandatory

Coordinator: Marc Terradellas Fernández

Trimester: Second term

Credits: 6

Teaching staff: 

Adrian García Fresneda
Gerard Carmona Dalmases 
Jordi Sanchez Degree 

Teaching languages

  • Spanish
  • English
  • Catalan

The subject is not taught in English, only specific moments in readings (slides, articles, newspapers, etc.).


Basic skills
  • Have the ability to gather and interpret relevant data to make judgments that include reflection on relevant social, scientific, or ethical issues

Specific skills
  • E3 Implement physical activity and sports programs aimed at special populations

  • E7 Identify the risks to health, the practice of inappropriate physical activities and sports and propose alternatives

  • E11 Select sports equipment and equipment, suitable for each type of activity and population and in safe conditions

General competencies
  • G5 Describe the behavioral and social factors that condition the practice of physical activity and sport

  • G6 Recognize the effects of physical activity on the structure and function of the human body

  • G8 Understand the basics, structures and functions of human motor skills and patterns

Transversal competences
  • T5 Develop leadership skills, interpersonal relationships and teamwork


Adapted physical activity is a subject that deals with human movement, physical activity and sport with an emphasis on the interests and abilities of individuals with limited health conditions, disabilities or chronic disorders.

It aims to contribute to the fundamental communication and knowledge skills that every graduate in Physical Activity and Sport Sciences should possess and know, with solvency to grant a quality service for people with disabilities with inclusive or specific environments of the practice, whether recreational, educational, clinical, or sports from a healthy perspective.

This subject has methodological and digital resources to make possible its continuity in non-contact mode in the case of being necessary for reasons related to the Covid-19. In this way, the achievement of the same knowledge and skills that are specified in this teaching plan will be ensured.

Learning outcomes

- Demonstrate knowledge in planning and scheduling physical and sports activities in the natural environment (land, water and air), ensuring safety, promoting equal rights and opportunities, and the sustainability of the environment and the code of ethics.

- Differentiate the different types of special needs and their main psychomotor repercussions, knowing and being able to use sufficient methodological resources to favor the integration processes of people with special needs through physical activity and adapted sport for the disabled.

- Carry out physical activity and adapted sports programs in formal education and other contexts (therapeutic, recreational, competitive).

Working methodology

The methodology of the subject will be carried out combining face-to-face classroom time, with autonomous work time, with the support of the virtual learning environment. The percentage of time the student spends is distributed as follows: 

  Activities ECTS
Face-to-face sessions in the classroom (theory presentation, seminars, personalized tutorials) Theoretical presentations with audiovisual support, simulations, role-playing games, group work, application of practice to theory, problem-based learning (ABP), presentations by students 2,4
Self-employment Personal study, problem solving, information search (bibliography, webography), guided work (questionnaires, wikis, debates, forums ...), model reproduction, video capsules, problem solving 3,6


Both in the face-to-face sessions and in the autonomous work, the student will work individually and in work groups.

Each ECTS is equivalent to 25 hours of student dedication, considering the time invested in the total of the activities related to the face-to-face time and the time of autonomous work, that the professor of the subject guides, as well as the reading times, information search, connection to the Virtual Classroom, elaboration of works.


Subject 1. Introduction to the Adapted Physical Activity and the Adapted Sport.

1.1.- Concepts and areas of application of adapted physical activities.

1.2.- The game as a means of attention to diversity.

1.3.- Universal accessibility, material resources and removal of barriers.


Item 2. Adapted sport

            2.1.- Regulation, national and international institutions.

            2.2.- Medical and functional classification of the athlete.

            2.3.- Paralympic sport, recreation and leisure.


Item 3. Physical education for students with Special Educational Needs (SEN).

3.1.- The curricular perspective.

3.2.- Special Educational Needs (SEN) and Curricular Adaptations (ACI) in physical education.

3.3.- Inclusive physical activities.


Item 4. Physical and functional disability.

4.1.- Definition, classification, causes and consequences in the motor perceptual field of physical and functional disability.

            4.1.1.- The spinal cord injury.

            4.1.2.- Spina bifida.

            4.1.3.- Cerebral palsy.

            4.1.4.- Cranioencephalic trauma.

            4.1.5.- Stroke.

            4.1.6.- Amputations.

            4.1.7.- Others.

3.2.- Sports and recreational modalities for the physical and functional disability.


Item 5. Intellectual disability and other behavioral disorders.

5.1.- Definition, classification, causes and consequences in the motor perceptual field of intellectual disability and other alterations of behavior.

            5.1.1.- Down Syndrome.

            5.1.2.- Autism.

            5.1.3.- Attention deficit hyperactivity disorder.

5.2.- Sports and recreational modalities for intellectual disability and other behavioral disorders.


Item 6. Sensory disability.

6.1.- Definition, classification, causes and consequences in the motor perceptual field of sensory disability.

            6.1.1.- Visual sensory disability.

            6.1.2.- Auditory sensory disability.

6.2.- Sports and recreational modalities for sensory disability.

Learning activities

The activities of the subject follow the system of continuous evaluation, that is to say, that throughout the term the professor raises several activities, that the students must solve and deliver. The work of each one of the activities allows to value to the student, the follow-up that does to the asignatura and the elements of improvement, from the comments and notes that the professor will do of the activities.

The proposed activities can be individual or in work groups. The teacher gives the instructions so that the students can elaborate and deliver them. All the activities that are proposed are designed so that students have a practical perspective on the topics that are developed over the long term.
of the ten weeks of the quarter.

Individual activities: will correspond to a series of activities (questionnaires of each topic, discussion of related bibliographic sources, etc ...) to be delivered through the Moodle platform.

Group activities: group work is based on two activities developed in groups of up to six components. A theoretical work of exhibition in class, and the other work of practical exhibition.

Evaluation system

Qualification system (Royal Decree 1125/2003, of 5 September) that establishes the European system of credits and the system of qualifications to the university degrees of official character and validity in all the state territory:

0 - 4,9: Suspended
5,0 - 6,9: Approved
7,0 - 8,9: Notable
9,0 - 10: Excellent

The valuation at the end of the subject will be obtained through a continuous evaluation throughout the quarter valued at 100% and will consist of:

- Attendance and participation in the practical classes (10% of the mark, and it is distributed in 50% attendance + 50% participation).

- The TFinal Subject Reball (TFA) it is based on activities developed in groups of up to four or five components (depending on the class group). The TFA (40%) of the mark will correspond to the sum of two deliveries (presentation and delivery of a project of Adapted Physical Activity and Adapted Sport / and direct practical sessions plus the delivery of the work).

- Thecontinuous evaluation will be individual and group works of a compulsory nature (50%) will correspond to a whole series of activities (questionnaires of each subject, discussion of related bibliographic sources, tasks of the practices, etc ...) to deliver through the platform Moodle

To pass the course, the average of both parts will be obtained, this must be passed with a minimum of 5 points (out of 10 points). In addition to the attendance and / or minimum delivery to the practices of 75%.

Assessment Evaluation activity Weighting Assessed skills
Final Final subject work  40% B3, E3, E11, T5
To be continued Individual / group work 50% G5, G6, G8, E7
To be continued Health 10% B3, G5, G6, G8, E3, E7, E11, T5

In the case of not reaching the minimum of 5 points to be able to average in thecontinuous evaluation, or at least 75% of compulsory attendance must go to the resit exam. The theoretical-practical exam of the recovery assessment activity will be face-to-face and will consist of a series of test-type questions (multiple answers) and other developmental questions. This exam must be passed with a minimum of 5 points (out of 10 points), to be able to evaluate the whole subject.

In the case of not reaching the minimum of 5 points in the TF extension, there will be a recovery through one or two final assignments of the subject in which it will contemplate the totality of the tasks realized in the subject. 

In accordance with current regulations, you can only opt for recovery, if it has been suspended the subject. If the rating is Not presented, you will not be eligible for recovery.

Evaluation activity during the recovery period Weighting Assessed skills
Examination and attendance 60% B3, G5, G6, G8, E3, E7, E11, T5
Final subject work 40% G5, G6, G8, E7

The total or partial copy in any of the learning activities will mean a "Not Presented" in the subject, without option to present in the proof of recovery and without prejudice of the opening of a file for this reason.



American College of Sport Medicine (ACSM, 2003) “Exercise management for Persons with Chronic Diseases and Disabilities” (2nd edition), Durstine JL and Moore GE Publishers, Human Kinetics Publishers

Simard, C., Caron, F. and Skrotzky, K. (2003), "Adapted physical activity", Barcelona: India.

Winnick, JP (2011), "Adapted Physical Education and Sport (5th)", Human Kinetics.

Block, M. (2016) A Teacher's Guide to Adapted Physical Education. Including Students with Disabilities in Sports and Recreation (4th). Baltimore

Ríos, M. (2003) "Manual of physical education adapted to students with disabilities", Barcelona Paidotribo.


Doll-Tepper, G., and DePauw, KP (1996). Theory and practice of adapted physical activity. Research perspectives. Sports Science Review, 5 (1), 1-11.

Hernández Vázquez, FJ (2012) Inclusion Physical Education. The keys to success for the inclusion of students with different abilities. INDIA. Barcelona.

Ríos M., Blanco A., Bonany T., Carol N., (2001). The game and students with disabilities. 3rd edition, Barcelona. Paidotribo

Block, ME and Obrusnikova, I. (2007). Inclusion in Physical Education: A review of the Literature from 1995-2005. Adapted Physical Activity Quarterly. 24. 103-24.

Gomendio, M. (2001) “Physical Education for the Integration of Children with Special Educational Needs”. Gymnos, Madrid.

Bryant, LG and Curtner-Smith, MD (2008). Impact of a Physical Education Teacher's Disability on Elementary Pupils'. Perceptions of Effectiveness and Learning. Adapted Physical Activity Quarterly. 25. 118.

Guttman L., (1976) “Textbook of Sport for the Disabled,” HM + M Publishers, Milton Road, Aylesbury, England.

Lieberman, L. and Houston-Wilson, C., (2007) "Strategies for Inclusion", Human Kinetics.

Hutzler, Y., & Sherrill, C. (2007). Defening adapted physical activity: International perspectives. Adaptated Physical Activity Quartely, 24 (1), 1 - 20.

Koka, A. and Hein, V. (2006). Perceptions of teachers' General and informational feedback and intrinsic motivation in physical education: two years effects. Perceptual and Motors Skills. 103 (2). 321-332.

Lleixá, T. (1995) “Sensory and body knowledge games”. Ed. Paidotribo. Barcelona

Mendoza, N. (2009), "Practical proposals for inclusive physical education for the secondary stage". Barcelona, ​​India.

Vickerman, Philip. (2007). Training physical education teachers to include children with special educational needs: Perspectives from physical education initial teacher training providers. European Physical Education Review. 13. 385-402.

Kasser, S. and Lytle, R. (2005) "Inclusive Physical Activity. A Lifetime of Opportunities", Human Kinetics.