General information

Subject type: Mandatory

Coordinator: Marc Terradellas Fernández

Trimester: Third term

Credits: 6

Teaching staff: 

Anna Castells Molina
Jorge De L'hotellerie-fallois Vigiola 

Teaching languages

  • Spanish
  • English

Some materials and / or books will be provided in their original language. In this case French is included.


Basic skills
  • 2_1_B2_Apply knowledge to their work or vocation professionally and have demonstrable skills through the preparation and defense of arguments

  • 2_1_B4_Be able to convey information, ideas, problems and solutions to both a specialized and non-specialist audience.

Specific skills
  • 2_4_E5_Program the process of training motor skills in their different levels and practice environments

  • 2_4_E4_Apply aesthetic and expressive fundamentals to human movement

  • 2_4_E1_Carry out the teaching-learning processes related to physical activity and sport

  • 2_4_E7_Identify the health risks arising from the practice of inappropriate physical and sporting activities and propose alternatives

General competencies
  • 2_2_G12_Apply the fundamental rights and equal opportunities between men and women, the principles of equal opportunities for people with disabilities, of solidarity

  • 2_2_G4_Describe the physiological and biomechanical factors that condition the practice of physical activity and sport

  • 2_2_G6_Recognize the effects of physical exercise on the structure and function of the human body

Transversal competences
  • 2_3_T4_Apply the knowledge to your work in a professional way by preparing and defending arguments and solving problems within your area


Human motor skills are characterized by the ability to maintain balance while performing various tasks. These tasks can be very diverse. In the subject "Gymnastic, acrobatic and castle activities" we will focus on those that involve coordination and balance to orient the body correctly in space, such as turning on oneself, turning on the point of support or suspension. , supporting other objects or companions on the shoulders, etc. Gymnastic and acrobatic activities are characterized by the fact that their teaching focus is turns and balances in many situations, which makes them essential for proper motor development. of children and adolescents.

The subject presents the bases for a technical analysis of acrobatic and gymnastic activities in general that will help the student to identify and understand the different basic motor actions that make up a gymnastic element or an acrobatics. At the same time, the knowledge of the basic motor actions makes possible the construction of a didactic plan for the teaching of the gymnastic elements and the acrobatics. Gymnastic and acrobatic activities that require the interaction of one or more classmates to perform the element are included in this subject within acrosport. A traditional application of "acrosport" in Catalonia are the castellers. This traditional perspective has also been incorporated into the subject in order to integrate their own culture and traditions into the knowledge of students.

Many of these gymnastic, acrobatic and casteller activities are performed to a rhythm. The basic analysis of music to find out its beats and rhythms is essential for the final execution of the movements of these activities. In addition, the transversality of this knowledge makes it an important and useful knowledge for other activities. It is also important to emphasize the importance of the main physical abilities that support these activities: strength and flexibility. Exercises and methods to improve both abilities specifically in gymnastic, acrobatic and casteller activities will be treated so that they are part of the teaching. of such activities.

Regarding the gender perspective from the subject, care will be taken to use a non-sexist and inclusive language at all times. On the other hand, we consider it very important to exemplify with male and female references fighting against any stereotype in reference to gender and we will encourage work with mixed and heterogeneous groups during the development of the subject.

This subject has methodological and digital resources to make it possible to continue it in a non-face-to-face mode if necessary. In this way, the achievement of the same knowledge and skills specified in this teaching plan will be ensured.


1. Acrobatic, gymnastic and castle activities

  • 1.1. Definitions
  • 1.2. Social uses and transfers
  • 1.3. Generalities of the different disciplines (code and regulation)

2. Technical analysis

  • 2.1. Practice technical elements. execution
  • 2.2. Analysis of the technique

3. Pedagogical framework.

  • 3.1. Learning stages
  • 3.2. Level of departure and progression towards the elements and gymnastic and / or acrobatic exercises
  • 3.3. Development and structure of the session.
  • 3.4. Help and corrections

4. The motor content of "acrobatic sports".

  • 4.1. Motor actions
  • 4.2. Partial movements

5. Physical preparation.

  • 5.1. Specificity through partial movements.
  • 5.2. Introduction to the sessions

6. The rhythm.

  • 6.1. Learn to follow a sound beat.
  • 6.2. Completion of gymnastic skills in sync with music and classmates

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

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.

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.


Continuous evaluation:

The continuous assessment consists of two large blocks: (1) exams (group and individual) i (2) individual and small group classroom activities. The subject is considered passed when the mark is equal to or higher than 5/10 points and all its parts that are indicated as mandatory to pass have been passed.

(1) the exam has a total weighting of 70%. The exams that take place in the subject are:

a) Individual theoretical exam (30%). This assesses concepts and knowledge developed in the classes or in the proposed knowledge expansion activities. The methods used to assess will be: multiple choice questions, short questions, open questions and/or relational questions. It is mandatory. You must pass it with a minimum of 5/10 to pass the subject. In case of suspension, it can be recovered during the reassessment period.

b)  Group choreographic exam - practical (40%). This assesses the ability to create and execute a choreography incorporating acrobatic, artistic elements and formations with musical support. It also assesses the ability to make and present the transcription of the choreography with all the requirements learned during the subject. It is mandatory. In case of suspension, it is not recoverable during the reassessment period.

(2) Classroom activities individual and small group have a total weighting of 30%. They are not recoverable in the reassessment period.

Evaluation activity


Assessed skills

Individual theoretical and practical exam



Practical group exam



Activities and individual/group work



The seminars they have no weighting. Attendance is mandatory. the student has the duty to attend 80% of the sessions to be able to average all parts. An attendance lower than 80% will result in the suspension of the subject. 

Failure to appear in any part of the continuous assessment implies a 0 in that part, with the exception of the theoretical examination. Failure to take the theoretical exam does not allow you to take the retake and therefore the subject is suspended.

Students who do not pass the theoretical exam with a grade equal to or higher than 5 can take the make-up assessment. The rest of the grades are kept for the calculation of the final grade. The student can only take the make-up assessment of the theory exam.

Recovery assessment

It consists of a theoretical exam. The exam will evaluate the concepts, theoretical and practical procedural knowledge developed in class and in extension tasks. The evaluation method will be short questions, and/or writing and description questions, and solving cases and/or problems. The exam grade is equivalent to 30% of the final grade. The remaining 70% is kept from the marks achieved in the continuous assessment. The make-up assessment is only applicable to the subject's theory exam.

Evaluation activity in recovery period


Assessed skills






SPORTS RHYTHMIC GYMNASTICS. Aspects and evolution (Madrid, 1996)

Carrasco, R. (1976). Equipment gymnastics: The activity of the beginner. Paris,
France: Vigot.

Carrasco, R. (1976). Equipment gymnastics: Systematic teaching test. Paris, France: Vigot.

Carrasco, R. (1976). Aggression pedagogy. Paris, France: Vigot.

Leguet, J. (1985). Motor actions in sports gymnastics. Paris, France: Editions Vigot.

Thomas, L., Fiard, J., Soulard, C., and Chautemps, G. (1997). Sports gymnastics. Lleida, Spain: Editorial Deportiva Agonos


Estapé, E. (2002). Acrobatics in artistic gymnastics. Barcelona, ​​Spain: INDIA Publications

Gadjoš, A. (1983) Preparation and training for sports gymnastics. Paris, France: Éditions Amphora.

Pozzo, T., and Studeny, C. (1987). Theory and practice of acrobatic sports. Paris, France: Editorial Vigot.

Smoleuskiy, V., and Gaverdouskiy, I. (1996). General treatise on artistic sports gymnastics. Barcelona, ​​Spain: Editorial Paidotribo.

Alter, MJ (2000). Stretches: Exercise development. Barcelona, ​​Spain: Editorial Paidotribo.

Sáez, F. (2003). Artistic Gymnastics. The fundamentals of the technique. Madrid, Spain: Editorial Biblioteca Nueva.