General information

Subject type: Mandatory

Coordinator: Lluís Albesa Albiol

Trimester: Second term

Credits: 6

Teaching staff: 

Lluís Albesa Albiol
Monica Morral Yepes 

Teaching languages

  • Catalan

There may be subject material (scientific articles) that is in the English language


Basic skills
  • Have the ability to gather and interpret relevant data (usually in their area of ​​study) to make judgments that include reflection on relevant social, scientific, or ethical issues.

Specific skills
  • Schedule the process of training motor skills in their different levels and practice environments

  • Apply the physiological, biomechanical, behavioral and social principles to the different fields of physical activity and sport

General competencies
  • Identify the object of study of the Sciences of Physical Activity and Sport

  • Describe the physiological and biomechanical factors that condition the practice of physical activity and sport

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

Transversal competences
  • Use the sources of certified scientific knowledge in the field of Physical Activity and Sport Sciences

  • Apply knowledge to their work, in a professional way, with the elaboration and defense of arguments and problem solving in the area of ​​Physical Activity and Sport



The Sciences of Physical Activity and Sport have their focus of study on human movement. Human beings can manifest this movement through an incredible range of skills. However, there is a set of these skills that are common to all humans and that are developed in a similar way. The subject "Basic manifestations of motor skills" analyzes the basic skills (posture, gait, jumps, throws, etc.) from the study of motor development. At the same time, this subject gives tools for assessment and construction of tasks for the correct development of basic skills. It is important to note that the basic skills and their development throughout life are observed (childhood - adults - the elderly).

The subject can be divided into two parts. The first establishes the conceptual bases for the later study of motor skills and their development. Special emphasis is placed on the factors of the body, the task and the environment that condition the emergence of the task and the use that the teacher / coach can make to help the student to have a correct motor development. . It also emphasizes the importance of making a good assessment of the basic skills to establish the stage of development of the student and schedule the training correctly. The second part is characterized by the concrete study and practical application of what have been considered basic motor skills. In each of the basic motor skills, after their fundamental description and study of changes throughout life, assessment and task construction tools are presented that facilitate the proper scheduling of training and physical education classes. In addition, given the importance they have in the development of all skills, the study of body scheme and laterality has been included in this second part.

The semi-attendance of the subject implies autonomous work outside the classroom. Face-to-face classes are marked on the schedule.

The social and environmental relevance of the gender perspective will be emphasized, through the subject's syllabus, as well as through information-seeking activities and critical debates.


1. The motor skills

1.1 Concept and classification of motor skills.
1.2 Historical evolution of motor skills.
1.3 Conditioners of motor skills.
1.4 Assessment of motor skills.

2. Analysis of the basic motor skills.

2.1 The posture.
2.2 The march.
2.3 The race.
2.4 The jumps.
2.5 The manipulation of objects.
2.6 The launches.

3. The scheme Body

3.1 Description.
3.2 Development.
3.2 Valuation
3.4 Construction of tasks

4. The laterality

4.1 Description.
4.2 Development.
4.3 Valuation.
4.4 Construction of tasks

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 final grade of the student is the result of continuous assessment through the different assessment activities. The pass of the subject is obtained with a grade equal to or higher than 5 points (out of 10) according to the following weighting table:

Evaluation activity

Weighting Skills evaluateds

Theoretical exam

50%  G1, G4, G8, E5, E6


30% B3, G4, T4, E5, E6

Work in group

10% B3, G4, T4

Individual work

10% B3, T3, T4, E6


Necessary criteria for averaging between the evaluation activities:

Evaluation activity Criteria for averaging
Theoretical exam ≥ 5 / 10
Seminars Only a maximum of three punctuated seminars with a grade below 3,5 is allowed. More than three grades lower than 3,5 involves failing the subject
Work in group Weight the note
Individual work Weight the note


Requirements to pass the continuous assessment.

Compulsory minimum completion of at least 6 seminars with a grade above 3,5 points. If the practice cannot be performed due to illness or injury, a medical certificate must be brought.

IMPORTANT: If the continuous assessment is not passed due to non-compliance with any of the necessary requirements described above, the student will fail the subject.

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 . ”


Within the same course, there is the possibility of recovering the skills not achieved during the course.

In accordance with current regulations, in the evaluation activity of the exam, it will only be possible to opt for the recovery of the subject, if it has been suspended. In case of Not Presented, you will not be eligible for recovery.

Evaluation activity in recovery period Weighting Assessed skills
Theoretical exam 50%

G1, G4, G8, E5, E6




Haywood, KM and Getchell, N. (2008). Life span motor development (5th ed.). Champaign, Illinois: Human Kinetics.

Shumway-Cook, A. and Woollacott, MH (2007). Motor Control: Translating Research into Clinical Practice (3rd ed.). Baltimore, MD: Lippincott Williams & Wilkins

Ruiz, LM, Gutiérrez, M., Graupera, JL, Linaza, JL, and Navarro, F. (2001) Development, motor behavior and sport. Madrid, Spain: Editorial Síntesis.


Haywood, KM, Roberton, M. and Getchell, N. (2011). Advanced analysis of motor development. Champaign, Illinois: Human Kinetics.


Johnson, J. (2011). Postural assessment. Champaign, Illinois: Human Kinetics.

Trew, M. and Everett, T. (2006) Fundamentals of human movement (5th ed.). Barcelona, ​​Spain: Masson-Elsevier.

Famous, JP. (1992). Motor learning and difficulty of the task. Barcelona, ​​Spain: Editorial Paidotribo.