22018 - PEDAGOGY AND TEACHING PRINCIPLES OF PHYSICAL ACTIVITY AND SPORT

Subject type: Mandatory

Coordinator: Sara González Millán

Trimester: First term

Credits: 6

• Catalan
• Spanish
• English

· Catalan

· Spanish

· English

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.

1. Explain the structure and operation of the UPF and the educational project of the ESCCS (School of Health Sciences).

2. Describe the bases of education and the principles of physical education and sport for the integral training of people.

• Differentiate pedagogy, education and didactics.
• Thinking of education as human communication: educability and educativity
• Understand the pedagogical, formative and values ​​bases of physical education and sport

3. Explain in a coherent way the curricular foundations of physical education formal.

• Discriminate and justify formal, informal and non-formal education.
• Analyze the education system and its contribution to physical education, sport and physical activity.
• Study the competency-based curriculum.

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:

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, etc.

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; 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.

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 proposed are designed so that students have a practical perspective on the topics that are developed throughout the ten weeks of the term.

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) with the following weighting table:

REQUIREMENTS:

• Minimum-compulsory attendance at 60% theoretical sessions and seminars. Faults are not justifiable.
• Delivery of work on time. Overtime jobs are not accepted. In this case, the student will have a zero in the task.
• Compliance with the rules of the “Commitment to group work” signed at the beginning of the quarter
• Do not plagiarize any of the activities and / or tasks. Don't be fooled.

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.

- Failure to comply with the requirement of “Do not plagiarize. Do not be fooled ”will involve suspending the subject without the right to Recovery (and subsequent revision by UPF regulations).

RECOVERY:

Lorente-Catalán, E. and Martos-García, D. (eds.) (2018). Physical education and critical pedagogy. Proposals for personal and social transformation. Lleida: Editions of the University of Lleida; Valencia: Publications of the University of Valencia

González Arévalo, C. and Lleixà Arribas, T. (coords.) (2010). Didactics of Physical Education. Barcelona: Graó

Blázquez, D. (coord.). (2016). Teaching methods in physical education. Innovative approaches to teaching skills: Barcelona: INDIA

Blázquez, D. (2013). Ten teaching skills to be a better physical education teacher.
Barcelona. INDIA.

Fraile, A. (2004). Didactics of Physical Education. A critical and transversal perspective. Madrid: Editorial Biblioteca Nueva.

Devís (2001). Physical Education, sport and health in the XNUMXst century. Spain: Ivory.

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

Blázquez, D., and Sebastian, E. (2010). Teaching by competencies in Physical Education (2ª
Ed.). Barcelona: INDIA.

Parlebas, P. (2001). Games, sports and society. Vocabulary of motor praxiology. Barcelona: Paidotribo

Pieron, M. (1999). For effective teaching of physical activities. Barcelona: INDIA

Vazquez, B. (coord.). Educational bases of physical activity and sport. Madrid: Synthesis.

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.

Chiva, O. and Martí, M. (coord.) (2016). Active and globalizing pedagogical methods. Conceptualization and application proposals. Barcelona: Graó.

Ruíz Omeñaca, JV (2004). Pedagogy of values ​​in physical education. Madrid: Editorial CCS.

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

Contreras, O. and Gutiérrez, D. (coords.) (2017). Project-based learning in physical education. Barcelona: INDIA

Isidori, E. and Fraile, A. (coords.) (2011). The pedagogy of sport today. Scenarios and challenges. Rome: Edizioni Nouva Cultura

Prat, M. and Soler, S. (2003) Attitudes, values ​​and norms in physical education and sport. Barcelona: INDIA.

Blázquez, D. (2017). How to evaluate well in physical education. Barcelona: INDIA

González Arévalo, C. and Lleixà Arribas, T. (coords.) (2010). Physical Education. Research, innovation and good practices. Barcelona: Graó.