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B7 Apply knowledge to their work or vocation professionally and have demonstrable skills through the elaboration and defense of arguments and problem solving within their area of study
Have the ability to gather and interpret relevant data to make judgments that include reflection on relevant social, scientific, or ethical issues
B9 Be able to convey information, ideas, problems and solutions to both specialized and non-specialized audiences
B10 Develop the learning skills needed to undertake further studies with a high degree of autonomy
B1 Demonstrate knowledge in a field of study that is based on general secondary education, and is usually found at a level that, while supported by advanced textbooks, also includes some aspects that involve knowledge from the vanguard of his field of study.
In this XNUMXst century, the teaching of Physical Education, Physical Activity and Sport needs critical and reflective professionals, with a high component of ethical and moral commitment, about their teaching actions and the cultural and social phenomena that they surround us.
From this perspective, the main purpose of this subject is to present the pedagogical and didactic foundations linked to Physical Education, Physical Activity and Sport from the approach to the four topics of the program.
The first topic, “Pedagogical and didactic bases of Physical Education, Physical Activity and Sport”, serves as an introduction to the basic concepts of education, pedagogy and didactics in order to substantiate the formative potential of Physical Activity. and Sport in the vital process of the human being. Next, this first topic studies the past, present and future of Physical Education, and finally ends by reflecting on values education in these disciplines.
The purpose of the second topic, "Curricular Foundations of Physical Education", is to place students in the legal and institutional framework that regulates the current Education Laws, to later delve into the current Decrees and the deployments of their respective curricula, in both ESO and Baccalaureate.
The third topic, "Principles of pedagogical and didactic intervention in the teaching of Physical Education, Physical Activity and Sport" will allow to explore and reflect on the profiles and roles of professionals in this field and, finally , will help to know the main didactic and methodological bases for the preparation, the management and the evaluation of the practice.
Finally, and from a current point of view, with the fourth topic of study, "Pedagogical models in Physical Education and Sport: from theory to practice" it is intended that students can develop various proposals for teaching-learning that are framed in the most current and innovative pedagogical models.
“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. ”
SUBJECT 0. UPF: STRUCTURE, FUNCTIONING AND STUDENTS.
SUBJECT 1. PEDAGOGICAL AND DIDACTIC BASES OF THE PHYSICAL EDUCATION, THE PHYSICAL ACTIVITY AND THE SPORT.
1.1. Conceptual approach: Pedagogy, Didactics, Physical Education, Physical Activity and Sport.
1.2. Critical Pedagogy in Physical Education: conceptualization, origins and principles.
1.3. Origins and historical evolution of Physical Education.
1.4. XNUMXst Century Physical Education: Where to Go?
1.5. Physical Education and Sports and Recreational Activity as a space for values education.
UNIT 2. CURRICULAR FUNDAMENTALS OF PHYSICAL EDUCATION.
2.1. Formal, non-formal and informal education. Formal Education in Spain and Catalonia: basic legislation.
2.2. The competence curriculum of Physical Education in ESO and Baccalaureate.
2.3. Methodological guidelines and for the evaluation of the subject in ESO.
UNIT 3: PRINCIPLES OF PEDAGOGICAL AND DIDACTIC INTERVENTION IN THE TEACHING OF PHYSICAL EDUCATION, PHYSICAL ACTIVITY AND SPORT
3.1. Teacher profiles and roles / monitoring and analysis of key teaching competencies.
3.2. Professional practice and education: the code of ethics for professionals in Physical Education and Sport.
UNIT 4. METHODOLOGIES AND PEDAGOGICAL MODELS IN PHYSICAL EDUCATION AND SPORT: FROM THEORY TO PRACTICE.
4.1. Basic methodologies and models: Cooperative learning; Sports education; Comprehensive model (TGfU); Adventure education; Personal and social responsibility; Attitudinal style; and Self-construction of materials.
4.2. Innovative pedagogical models: Gamification; Teaching contract; Problem-based learning; Learning and service; and Project-based learning.
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 pass of the subject is obtained with a grade equal to or higher than 5 points(out of 10 points) according to the following weighting table:
Evaluation activity |
Weighting |
Assessed skills |
Individual work
|
15% |
CB2, CB3, CB5, |
Group work |
35% |
CB1, CB4 |
Examen |
50% |
CB1, CB2, CB3, T1, T6, T7, T8 |
REQUIREMENTS:
Evaluation activity |
Weighting |
criteria |
Individual work |
Present in several = 15% |
Any Note |
Group work |
Present in several = 35% |
Any Note |
Examen |
Present in several = 50% |
5/10 |
IMPORTANT:
- The mark of the exam must be 5 or higher to average with the rest of the evaluation activities. In case of not being approved it would go directly to the recovery.
- 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 . ”
RECOVERY:
Evaluation activity |
Weighting |
criteria |
Individual work |
15% |
Unrecoverable |
Group work |
35% |
Unrecoverable |
Examen |
50% |
5/10 |
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Blázquez, D. (2013). Ten teaching skills to be a better physical education teacher.
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González Arévalo, C. and Lleixà Arribas, T. (coords.) (2010). Physical Education. Complements of disciplinary training. Barcelona: Graó.
Decree 142/2008, of 15 July, which establishes the organization of high school education (DOGC no. 5183, of 29.7.2008). Available at: http://portaljuridic.gencat.cat/ca/pjur_ocults/pjur_resultat_fitxa/?action=fitxa&mode=single&documentId=507489&versionId=1011499&language=ca_ES
GOVERNMENT OF CATALONIA. Law 12/2009, of 10 July, on education (LEC) (DOGC 16 July; entry into force on 17 July 2009). Available at: http://portaljuridic.gencat.cat/ca/pjur_ocults/pjur_resultat_fitxa/?action=fitxa&documentId=480169
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González Arévalo, C. and Lleixà Arribas, T. (coords.) (2010). Physical Education. Research, innovation and good practices. Barcelona: Graó.
Decree 187/2015, of 25 August, on the organization of compulsory secondary education (DOGC no. 6945, of 28.8.2015). Available at: http://dogc.gencat.cat/ca/pdogc_canals_interns/pdogc_resultat_fitxa/?action=fitxa&mode=single&documentId=701354&language=ca_ES
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Pieron, M. (1999). For effective teaching of physical activities. Barcelona: INDIA
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Siedentop, D. (2008). Learn to teach physical education. Barcelona: INDIA.
Blázquez, D. (2001). Physical education. Barcelona: India.
Sicilia, A. and Fernández-Balboa, JM (coords.) (2005). The other side of teaching. Physical Education from a critical perspective. Barcelona: INDIA
Sánchez Bañuelos, F. (coord.) (2005). Didactics of physical education. Madrid: Pearson Education.
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Ruíz Omeñaca, JV (2004). Pedagogy of values in physical education. Madrid: Editorial CCS.