Learning and Motor Development
Code: 102053 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 2500798 Primary Education | OT | 4 | 0 |
Contact
- Name:
- Tomas Peire Fernández
- Email:
- Tomas.Peire@uab.cat
Use of Languages
- Principal working language:
- catalan (cat)
- Some groups entirely in English:
- No
- Some groups entirely in Catalan:
- Yes
- Some groups entirely in Spanish:
- No
Prerequisites
It is advisable to have passed the subjects of "Physical Education in Primary Education" and "Physical Education and Teaching I".
Objectives and Contextualisation
- To provide students with knowledge of the theoretical and the authors who have studied trends signified and interpret the processes of development and motor learning, emphasis on Early Childhood Education and Primary.
- Understand, analyze and reflect on didactic aspects of the acquisition process of learning engines.
- To design appropriate educational theory and practice to stimulate and encourage the development and motor learning. Explain and measure activities related to the basic motor skills and specific grounding in the theoretical knowledge acquired.
- Experiment through the practices at class directed by the teacher, and of the Practices of Internal Competences, programmed and directed by groups of students, the processes of education-learning of the human movement and of teaching of suitable activities of educational nature.
Competences
- Acquiring resources to encourage lifelong participation in sports activities both inside and outside the school.
- Analyse and recognise one’s own socio-emotional skills (in terms of strengths, potentialities and weaknesses), to develop those that they are necessary for professional development.
- Design and regulate learning spaces in contexts of diversity that take into account gender equality, equity and respect for human rights and observe the values of public education.
- Develop and evaluate contents of the curriculum by means of appropriate didactic resources and promote the corresponding skills in pupils.
- Develop autonomous learning strategies.
- Foster reading and critical analysis of the texts in different scientific fields and cultural contents in the school curriculum.
- Incorporate information and communications technology to learn, communicate and share in educational contexts.
- Maintain a respectful attitude to the natural, social and cultural environment to foster values, behaviours and practices that attend to gender equality, equity and respect for human rights.
- Manage information in relation to the professional field for decision making and the preparation of reports.
- Reflect on classroom experiences in order to innovate and improve teaching work. Acquire skills and habits for autonomous and cooperative learning and promote it among pupils.
- Work in teams and with teams (in the same field or interdisciplinary).
Learning Outcomes
- Adapt teaching and learning programs and activities to pupil diversity, also considering pupils with special educational needs.
- Establish work teams to develop activities independently.
- Incorporating the motor skills, body expression, physical conditioning, play and sporting activities as content of school physical education and sequencing them throughout primary education.
- Know and appreciate appropriate educational software and web sites for the teaching and learning of Physical Education.
- Learning to work as apart of a team individually, both in theoretical and practical activities, searching for appropriate resources and strategies in every situation.
- Obtaining the PE resources that encourage inclusive education in contexts of diversity.
- Presenting work, both individual and from a small group, in formats adjusted to the demands and to personal styles.
- Programming, organising and applying learning and contents in education for health in physical education health education, designing and developing educational projects or programming units that make it possible to adapt the physical education curriculum to the school and promote the quality of the contexts.
- Recognising the historical evolution and possibilities of physical education to generate healthy habits and well-being throughout life.
- Sequencing perception-motor capabilities throughout primary school teaching according to the internal logic of this content.
- Understand personal differences that arise in PE activities as an aspect to be dealt with using educational criteria.
- Using ICTs and CLTs to search for information and to develop and draw up practical work and didactic proposals in the field of Physical Education.
- Using motor skills and body language as elements pertaining to communication skills.
Content
1. General introduction to learning and motor development
1.1. Concept of motor skills and interest in education and primary stage.
1.2. Learning and development, esencials baths in education
1.3. Motor learning and motor development, two different concepts. Interrelationships.
2. Motor Development
2.1. terminological problems (growth-maturation, stimulation and reflection, heritage-medium)
2.2. biological development of human beings.
2.3. Theories and models of development (Piaget, Gessel, Wallon, Montessori, Le Boulch, Gallahue)
2.4. Stages of motor development.
2.5. Motor development in infant and primary education.
2.6. Social determinants in the development of children.
3. Motor learning.
3.1. Perceptual abilities and basic motor skills: conceptualization and classifications. naturalist vision. curricular interpretation. Early stimulation.
3.2. Transfer in motor learning. The binomial teaching and learning in the field of Physical Education. Learning modalities.
3.3. methodological proposals for the development of perceptual skills and motor skills in primary education.
3.4. The evaluation of perceptual skills and motor skills in primary education.
3.5. Programming, timing and delivery of training activities aimed at perceptual skills and motor skills in primary education. Internal competence practices (PCI).
Methodology
It will promote the participation of students together with the production of innovative materials for understanding the course content through active and participatory teaching methods.
- Participatory and reflective activity: conducting lectures and promotion of anàili critical discussions.
- Experiential activities: Guided by the teacher. Design by the students themselves practical tasks based Physical Education, experimentation with and implementation in the classroom.
- Cooperative Activities: carrying out work in small groups. Internal competence Practices
- Promotion of work and research processes: preparation and public presentation of research, formatting and depth proportionate to the time available in the field of development and motor learning in school ages.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lectures in class group | 15 | 0.6 | 13 |
| Practical lessons in class group. | 30 | 1.2 | 4, 12 |
| Type: Supervised | |||
| Mentoring and monitoring academic work and teaching practices internal. | 30 | 1.2 | 12 |
| Type: Autonomous | |||
| Design and development of research related to own with an aspect excelled of the program of the subject.. | 45 | 1.8 | 4, 12 |
| Design, preparation and presentation of practical educational activities related to motor learning. | 30 | 1.2 | 12 |
Assessment
The evaluation will be ongoing and will be based on individual and group work.
Verification of plagiarism in some of the course work will mean failing the whole course.
Attendance is mandatory. If it exceeds 20% of absences in lectures and / or practices, the student not pass the course.
There will be an option to recover individual work (exam), if the qualification is less than 5 and higher than 3.5.
The individual examination will realise the June 9, 2021
The recovery of the examination will decide of chord with the students affected.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Attendance and active participation in lectures and practical classes. | 25% | 0 | 0 | 6, 11, 3, 7, 8, 9, 10, 13 |
| Design, development and delivery of a physical education session with the class group dedicated to motor learning. | 20 % | 0 | 0 | 1, 4, 12, 13 |
| Design, preparation and presentation of research related to learning and motor development. Individual work. | 25 % | 0 | 0 | 6, 4, 11, 2, 3, 7, 8, 12, 13 |
| Individual work (exam written) about the whole program of the subject. Selection of questions. | 30% | 0 | 0 | 7, 5, 12, 13 |
Bibliography
The bibliography that offers at continuation will complete at the program of the subject and along the course.
Motricidad y aprendizaje : el tratamiento pedagógico del ámbito corporal (3-6)
Vaca Escribano, Marcelino. Barcelona : Graó, 2008
Evaluación de las habilidades motrices básicas : determinación de escalas para la evaluación de desplazamientos, giros y manejo de móviles
Fernández García, Emilia. Barcelona : Inde, 2007
Desarrollo cognitivo y motor. Pons Segalés, Evaristo. Barcelona : Altamar, 2007
Educación motriz y educación psicomotriz en preescolar y primaria : acciones motrices y primeros aprendizajes. Rigal, Robert. Barcelona : Inde, 2006
Guía práctica del juego en el niño y su adaptación en necesidades específicas : desarrollo evolutivo y social del juego Carmona López, Margarita
Granada : Universidad de Granada, 2006
Las Habilidades motrices básicas en primaria : programa de intervención
Ureña, Nuria et al. Barcelona : INDE, cop. 2006
Habilidades en el deporte Riera Riera, Joan. Barcelona : INDE, 2005
Anatomía para el movimiento Calais-Germain, Blandine. Barcelona : Los Libros de la Liebre de Marzo, 2004 Nueva edición
La Presencia del cuerpoen la escuela : XX Congreso Nacional "Educación Física y Universidad", Guadalajara, 3-6 de julio de 2002. Congreso Nacional Educación Física y Universisdad (20è : 2002. Alcalá de Henares : Universidad de Alcalá)
Manual de aprendizaje y desarrollo motor : una perspectiva educativa
Granda Vera, Juan Barcelona [etc.] : Paidós, cop. 2002
Psicomotricidade : perspectivas multidisciplinares. Fonseca, Vítor da Lisboa : Âncora, 2001
La Enseñanza y aprendizaje de las habilidades y destrezas motrices básicas
Díaz Lucea, Jordi Barcelona : INDE, 1999
La Enseñanza y aprendizaje de las habilidades y destrezas motrices básicas Díaz Lucea, Jordi Barcelona : INDE, 1999
Manual de observación psicomotriz :significación psiconeurológica de los factores psicomotores Fonseca, Vítor da Barcelona : Inde, 1998
Motricidad, autoconcepto e integración de niños ciegos Arráez Martínez, Jn Miguel
Granada : Universidad de Granada, 1998
Fundamentos para el desarrollo de la motricidad en edades tempranas
Conde Caveda, José Luis Málaga : Aljibe, cop. 1997
Los Juegos en el currículum de la educación física : más de 1000 juegos para el desarrollo motor. Méndez Giménez, Antonio. Barcelona : Paidotribo, DL 1996
Competencia motriz : elementos para comprender el aprendizaje motor en educación física escolar Ruiz Pérez, Luis Miguel. Madrid : Gymnos, 1995
Unidades didácticas para primaria III : habilidades y destrezas básicas
Capllonch Bujosa, Marta. Barcelona : INDE, 1994
Deporte y aprendizaje : procesos de adquisición y desarrollo de habilidades
Ruiz Pérez, Luis Miguel Madrid : Visor, cop. 1994
Aprendizaje motor y dificultad de la tarea
Famose, Jean Pierre. Barcelona : Paidotribo, DL 1992
Aprendizaje motor y dificultad de la tarea. Famose, Jean Pierre Barcelona : Paidotribo, DL 1992
Desarrollo y déficit : ceguera, sordera, déficit motor, síndrome de Down, autismo. Lewis, Vicky Barcelona [etc.]. Paidós: Ministerio de Educación y Ciencia, 1991
Apprentissages moteurs : processus et procédés d'acquisition
Simonet, Pierre Paris : Vigot, 1990
Didáctica de las habilidades y destrezas básicas Blasco Mirà, Josefa Eugenia Alicante : Universidad, Instituto de Ciencias de la Educación, DL 1988
Los Juegos y el deporte en el desarrollo psicológico del niño Linaza, Josetxu, Maldonado, Antonio Barcelona : Anthropos, 1987
Desenvolupament motor i psicologia. Roca i Balasch, Josep Barcelona : Generalitat de Catalunya. INEF, 1983