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General information

Subject type: Basic

Coordinator: Sara González Millán

Trimester: First term

Credits: 6

Teaching staff: 

Ingrid Hinojosa Mayor
Xavier Carrión Pla 

Teaching languages

  • Catalan
  • Spanish

Skills

Basic skills

  • B1_F That students have demonstrated that they have and understand knowledge in an area of ​​study that is based on general secondary education, and that it is at a level that, if supported by advanced textbooks, also includes some aspects that involve knowledge from the forefront of your field of study

     

  • B2_F That students know how to apply their knowledge to their job or vocation in a professional way and have the skills that are usually demonstrated by developing and defending arguments and solving problems within their area of ​​study

     

Specific skills

  • E1_F Know and understand the morphology, physiology, pathology and behavior of people, both healthy and sick, in the natural and social environment

     

  • E2_F Know and understand the sciences, models, techniques and instruments on which physiotherapy is based, articulated and developed

     

  • E4_F Acquire the appropriate clinical experience that provides intellectual abilities and technical and manual skills, that facilitates the incorporation of ethical and professional values, and that develops the ability to integrate the knowledge acquired, so that, at the end of the studies, students know how to apply both to specific clinical cases in the hospital and outpatient setting, as well as actions in primary and community care

     

  • E5_F Assess the functional status of the patient, considering the physical, psychological and social aspects

     

  • E6_F Assess the diagnosis of physiotherapy care according to internationally recognized standards and validation instruments

     

Transversal competences

  • T1_F Acquire the ability to communicate in a foreign language and work in an international context

     

  • T3_F The student must be able to develop skills in interpersonal relationships and be able to work within an intra and interdisciplinary team

     

  • T2 Apply information and communication technologies (ICT) to the field of Physical Activity and Sports Sciences

  • T7 Incorporate habits of excellence and quality for professional practice

  • T8 Act within the ethical principles necessary for the correct professional exercise according to the normative framework

  • T9 Communicate fluently in English, both orally and in writing, in professional and academic contexts

Description

The subject of Teaching Programming in Physical Activity and Sport aims to contribute to the development of skills necessary to intervene in the field of Physical Education and other areas in which it is necessary to plan and schedule physical activity and 'sport effectively.

Students, from a theoretical-practical perspective, will learn and apply the consolidation of knowledge, skills, abilities, abilities and attitudes linked to these competencies.

The contents of the subject are related to other subjects of the degree such as Pedagogy and Psychology of sport.

Learning outcomes

1. Apply the factors that constitute the teaching-learning process of physical activity and sport.

2. Demonstrate knowledge and know how to apply teaching methods and styles to physical and sports education, being able to develop teaching sessions and control the process in practice.

3. Realitzar la planificació, programació i avaluació del procés d'ensenyament i aprenentatge a l'educació física i esportiva, des d'una visió crítica del sistema educatiu espanyol i català, i des de l'atenció a la diversitat (gènere, cultures , disability, etc.)

4. 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.

 

 

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 exhibition, 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 searches (bibliography, webography), guided works (questionnaires, wikis, debates, forums ...). 

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.

 

 

Contents

1. Introductory concepts on the teaching of Physical Activity and Sport.

1.1. Approach to the concept of planning and programming

1.2. The importance of programming in the field of AF, sport and EF

1.3. Programming of the teaching of physical activity and sport in the educational system

2. From the curriculum to the teaching program

2.1. The programming process: the phases of planning

2.2. Structural analysis of the ESO / Baccalaureate curriculum (Physical Education)

2.3. Structure of a schedule.

2.4. The didactic unit.

2.5. The session

3. Elements of programming in Physical Activity and Sport.

3.1 The initial diagnosis

3.2 The didactic objectives

3.3 The contents as means to achieve the objectives

3.4 Teaching-learning activities

3.5.Teaching-learning styles

3.6 Timing

4. Evaluation in Physical Activity and Sport.

4.1. Characteristics of the evaluation.

4.2. Instruments to evaluate.

4.3. Type of evaluation.

5. Strategies in the management and planning of Physical Activity and Sport.

5.1. Innovation and physical education

5.2. Attention to diversity.

Learning activities

throughout the term the teacher proposes various activities, which 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 teachers give the instructions so that the students can elaborate and deliver them. All the activities that are proposed are designed so that they have a practical perspective of the topics that are developed throughout the eleven weeks of the quarter.

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

Evaluation activity

Weighting

Skills

Participation activities and theoretical activities

20%

E1, E2, E6, T5

Application activities (UD + session)

50%

CB1, T1, E1, E4, E5, E6

Final exam

30%

CB1, CB2, E1, T3

Total

100%

 


NECESSARY criteria for averaging between the evaluation activities:

Evaluation activity Criteria for averaging
Participation activities and theoretical activities

 = o> 5/10
Application activities (UD + session)

 = o> 5/10
Final exam

 = o> 5/10

REQUIREMENTS TO PASS CONTINUOUS EVALUATION:

  • Have a minimum attendance of 80%.
  • Present all the activities within the indicated date.
  • Have passed each of the parts (final exam, work on programming and activities in Moodle and in the classroom) with ≥ 5

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.

RECOVERY:

Within the same course, there is the possibility of recovering 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, it will not be possible to opt for recovery.

Evaluation activity in recovery period

Weighting

Assessed skills
Participation activities and theoretical activities Unrecoverable  
Application activities (UD + session) Unrecoverable  
Final exam 30% CB1, CB2, E1, E2, E4, E5, E6, T1, T3, T5

 

REFERENCES

Basic

Del Valle, S. & García, MJ (2007). How to program in Physical Education step by step. Barcelona: INDIA

González, C. (2005). The programming process in the teaching of physical activity and sport. Revista Apunts 80 .20-28. Available in: http://www.revista-apunts.com/es/hemeroteca?article=172

Generalitat de Catalunya / Departament d'Educació (2008). Baccalaureate Curriculum. Available in: http://xtec.gencat.cat/ca/curriculum/batxillerat/ (accessed on 17/09/2018).

Generalitat de Catalunya / Department of Education (2015). Compulsory secondary education curriculum. Available in: http://xtec.gencat.cat/ca/curriculum/eso/ (accessed on 17/09/2018).

Complementary

Sanmartí, N. (2010). Evaluate to learn. Available at: xtec.gencat.cat/ca/curriculum/xarxacb/materials/ (accessed on 17/09/2018)

Sicily, A. (2001). Research into teaching styles in physical education. Seville: Wanceulen Editorial deportiva, SL

Blázquez, D., & Amador, F. (1995). Sports Initiation and School Sports. India

Flores, A., Prat, M., Soler, S. (2015). The pedagogical intervention of physical education teachers in a multicultural context: practices, reflections and orientations. Challenges 28, 248-255.

Ureña Villanueva, F. (2010). Competency-based physical education in high school: 4th year programming. Barcelona: India.

Ureña Villanueva, F. (2010). Competency-based physical education in secondary school: curriculum project and programming. Barcelona: India.

Perrenoud, P. (2004). Ten new teaching skills. Barcelona: Graó.

Puigdellívol, I. (1992). Classroom programming and curricular adaptation. Barcelona: Graó.

Vázquez, B. (coord) (2001). Educational bases of Physical Activity and Sport. Madrid: Synthesis.

Blández, J. (1995). The use of material and space in physical education. Barcelona: INDIA.

Blázquez, D. (2014). Evaluate in physical education. Barcelona: INDIA.

Giné, N., Parcerisa, A. (coord.) (2003). Planning and analysis of educational practice. Barcelona: Graó.

Sicily, A., Delgado, MA (2002). Physical Education and Teaching Styles. Barcelona: INDIA.

Lleixà Arribas, T., Sebastiani and Obrador, EM, & Blázquez Sánchez, D. (2016). Key competencies and physical education: how and why to take them into account in programming? Barcelona: INDIA.

Delgado Noguera, MA (1991). Teaching styles in Physical Education. Proposal for reform. Granada. University of Granada.

Díaz Lucea, J. (1999). The teaching and learning of basic motor skills and abilities. Barcelona. INDIA.

Sebastiani, E. M. (2003). Challenges of 12st century physical education. In ALOMA Magazine, 122, 129-XNUMX.

Siedentop, D. (1998). Learn to teach physical education. Barcelona: INDIA.

Carranza, M .; Mora, J. Mª (2003). Physical education and values: educating in a complex world. Barcelona: Graó.

Devís, J. (2001). Physical education. Sport and health in the XNUMXst century. Alcoy-alicante. Ivory.

Mestre, JA (2004). Sports planning. Barcelona: India.

Monereo, C., (coord.) (2008). Be strategic and autonomous in learning. Barcelona: Graó.

Mosston, M., & Ashworth, S. (1993). The teaching of physical education: the reform of teaching styles. Barcelona: European Hispanic

Antúnez, S., & Imbernon, F. (1991). From the Educational Project to the classroom programming: The what, the when and the how of the instruments of the didactic planning. Grade.

Fraile, A. (2004). School sport in the XNUMXst century: analysis and debate from a European perspective. Barcelona: Graó.

Mendoza Pérez, A., & Gallardo Vázquez, P. (2010). Didactics of physical activity and sports: methodology, teaching styles, programming and evaluation. Seville: Wanceulen

Blázquez, D. (coord.) (2017). Teaching methods in Physical Education: innovative approaches to teaching skills. Barcelona: INDIA

Flores, G., Prat, M. & Soler, S. (2014). The voice of physical education teachers on their academic training in the face of multicultural reality: analysis of the situation and proposals for improvement. Interuniversity Electronic Journal of Teacher Training, 17 (2), 183-199.DOI: http: //dx.doi.org/10.6018/reifop.17.2.197501

Ureña Villanueva, F. (2010). Physical education in secondary based on competencies: 1st year programming. Barcelona: India.

Mendoza, A. & Gallardo, P. (2010). Didactics of Physical and Sports Activity. Methodology, teaching styles, programming and evaluation. Seville: Wanceulen Editorial Deportiva

Capllonch, M; Godall, T, LLeixà T. (2007) The teachers of Physical Education in the multicultural school. Perceptions of the context and training needs. Education Times, 33, 61-74.

González, MD & Campos, A. (2014). Teaching intervention in Physical Education in Secondary Education and in School Sports. Madrid: Synthesis.

Lleixà, T .; Arrow, R .; Puigvert, L .; Contreras, O .; Torralba, MA and Bantulà, J. (2002). Multiculturalism and physical education. Edit. Paidotribo, Barcelona.

Ureña Villanueva, F. (2010). Physical education in secondary based on competencies: 2nd year programming. Barcelona: India.

Ureña Villanueva, F. (2010). Competency-based physical education in high school: 3th year programming. Barcelona: India.

Blázquez, D. (2014). How to evaluate well in physical education. Barcelona: INDIA

Rich, Emma (2004). Exploring teacher 'biographies and perceptions of girls' participation in physical education. European Physical Education Review, 10 (2), 215 - 240.

Soler, S. (2010). Beyond football: physical education in women? Classroom of Educational Innovation, pp. 12-16, nº 191.