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Physical Activity, Diversity and Health

Code: 102054 ECTS Credits: 6
Degree Type Year Semester
2500798 Primary Education OT 4 0
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


Tomas Peire Fernández

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


There are not prerequisites. The content of the subject includes the practice of physical activities very varied of half intensity. It recommends a good physical condition.

Objectives and Contextualisation

This subject is developed in the fourth year and gives the right to mention Physical Education if the following elective subjects are also passed: Sports Play and Initiation, Expression and Body Communication,
Physical Education and its Didactic II, Learning and Motor Development.
The training objectives of the subject are the following:
- Meet the bases of the anatomy and of the physiology of the human body at account at the movement, as well as of the hygiene and of the first helps.
- To know the processes and mechanisms of the physical conditioning of the human organism for the improvement of Health.
- To Know how to analyze the components of conditional capacities and elements of the physical load involved in physical activities.
- To Know how to apply didactic resources of Physical Activity for Health appropriate to the characteristics of school age, referred to in the programming, methodology and evaluation.
- To experiment and acquire basic knowledge about the treatment of diversity in physical activity that enable an inclusive physical education.
- To develop a critical spirit by making assessments and contributions about the work itself, the group and the teacher.
- To experience activities for the development of Health through the use of different spaces and materials.
- To develop a participative, respectful, cooperative and shared attitude for decision making.


  • 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

  1. Adapt teaching and learning programs and activities to pupil diversity, also considering pupils with special educational needs.
  2. Establish work teams to develop activities independently.
  3. Incorporating the motor skills, body expression, physical conditioning, play and sporting activities as content of school physical education and sequencing them throughout primary education.
  4. Learn techniques, rules and playing strategies of different sports: conventional, alternative and in the natural environment.
  5. Learning to work as apart of a team individually, both in theoretical and practical activities, searching for appropriate resources and strategies in every situation.
  6. Master communication skills in different teaching and learning activities.
  7. Obtaining the PE resources that encourage inclusive education in contexts of diversity.
  8. Presenting work, both individual and from a small group, in formats adjusted to the demands and to personal styles.
  9. 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.
  10. Recognising the historical evolution and possibilities of physical education to generate healthy habits and well-being throughout life.
  11. Self-assess and co-evaluate the results obtained in the development of the subject.
  12. Sequencing perception-motor capabilities throughout primary school teaching according to the internal logic of this content.
  13. Understand personal differences that arise in PE activities as an aspect to be dealt with using educational criteria.
  14. 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.
  15. Using motor skills and body language as elements pertaining to communication skills.


A. Physical activity, diversity and health. Definitions. The conceptual system of the field of the ken of the subject.

B. Bases of anatomy and physiology of the human movement and of his development. Criteria and basic resources on hygiene and first helps.

C. Physical conditioning: concept, criteria, factors, characteristics, evolution, didactic and programming at the school field. The challenge of the diversity.

D. Theory and app of the systems of training of the physical conditioning for the improvement of the health at the school field.

E. Activities for the development of the conditionalcapacities at the school ages. 

F. Identification and transmission of the importance of the healthy habits. Analysis and reflection on the unhealthy practices. and his consequences. 

G. Inclusion of the students with special educational necessities. Treatment of the diversity at the classes ofphysical nurture.

H. Physical activity at the natural medium, an indispensable binomial. 


The program of the subject will treat since the perspective theoretic -practical, by means of two types of sessions:

- At the theoretic sessions will realise generally exposures of the professorship with the support of audiovisual modes, predominately transparencies tracked of debates and/or works of synthesis at the classroom.

- The session theoretics-practical will be directed by the professorship. Also they will carry out practices prepared and directed by the students at bands reduced.

- They will realise practices at conventional rooms of Physical activity of the *UAB and at exterior rooms of the University. At the size of the possible also will realise visits at skilled centres related with the contents treated and at external rooms at the *UAB.

This subject will utilise the resource of the Virtual Campus (*CV). At this room the students will find material educational that will aid the ones at progressing at the ken of the program. They will realise virtual debates at forums on motifs related with the program, proposed by the teacher and for the students.

It Will be indispensable the active and committed turnout for part of the students. The reflection and the debate will be tools of habitual interaction.


Title Hours ECTS Learning Outcomes
Type: Directed      
Plenary 45 1.8 1, 11, 6, 13, 8, 10, 15
Type: Supervised      
Supervised 22 0.88 1, 9, 10, 12
Type: Autonomous      
Autonomous work 75 3 1, 11, 6, 3, 9, 5, 12


The activities of appraisal will be the following:
A. Active and committed turnout at the theoretic classes, theoretic classes-practical and at the virtual campus. It includes the works of classroom, the formal aspects and are the assistance, the punctuality, the attention, the implication, the turnout at class, the cooperation, the respect, the apparel and the suitable hygiene..., and the turnout at the debates, readings, contributions at the subject..., signified at the virtual campus... (20%)

B. Work at band reduced on practical proposals of physical activities for the health and the inclusion at format of session of physical nurture directed at the rest of the band class (20%). It includes programming, address of a practical session and writing of the appraisal of the experience. (20%)

C. Individual work of extension and/or enquiry on some themed related with the program of the subject. The work will be able to realise at squads of 2 or of 3 pupils if it justifies and argues previously and evidences the advisability of the work at squad and the part assigned at each member of the squad, that will have to be proportional. (35%)

D. Examination type test on a selection of the contents of the subject. (25%)

The activities *C and *D will be recoverable. The teacher *pactarà with the students the conditions and the dates for the recovery, if *escau.

To approve this subject, it is necessary that the student evidence a good communicative competence general, so much orally how in writing, and a good command of the vehicular tongue of the subject.

To approve the subject will be condition surpass all the activities of appraisal.

The total or partial plagiarism, of one of the activities of appraisal and/or the copy at a proof of appraisal will be direct motif to suspend the subject.

To surpass the subject will be obligatory the assistance and the active turnout at a minimum of the 80% of the sessions.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Individual examination type test 25% 2 0.08 7, 3, 10
Individual work of extension and/or enquiry on some themed notable related with the program, applied at the educational field. 35% 2 0.08 1, 7, 11, 6, 13, 2, 9, 10, 5
Turnout at the theoretic classes, at the theoretic and practical classes, and at the virtual campus. 20% 2 0.08 1, 4, 7, 11, 6, 13, 3, 9, 10, 12, 14, 15
Work at squad of educational proposals of physical activities, at attention at the health and the diversity at the school ages, imparted at the band class (PCI). 20% 2 0.08 1, 11, 6, 2, 8, 9, 5


-       Anderson  B. (1984): Estirándose. Integral, Barcelona.

-       Blázquez, D. (2004): El Calentamiento. INDE, Barcelona.

-       Devís, J.; Peiro, C. (1992): Nuevas perspectivas curriculares en Educación Física: La Salud y los juegos modificados. INDE, Barcelona.

-       Devís, J. coord.(2000): Actividad física, deporte y salud. Inde, Barcelona.

-       Estrada, J.; Peire, T.; Magallón J. (2011): Potencial educativo de las actividades físicas en el ambiente natural. Actividades Fisicas em Ambiente Natural. As Actividades na neve.. Ediçoes IPCB. Castelo Branco (Portugal).

-       Garel, J.P (et alt.) (2007): Educación física i discapacidades motricesINDE, Barcelona.

-       Gervaux, M.; Berthoin, S. (2004): Aptitud y entrenamiento aeróbico en el niño y el adolescente. INDE, Barcelona

-       Guillén, M.; Linares, D. (2002): Bases biológicas y fisiológicas del Movimiento Humano. Ed. Medica panamericana.

-       Herrador, J.A.; Latorre, P.A. (2003): Prescripción de ejercicio físico para la salud en edad escolar. Paidotribo, Barcelona

-       Rios M.(2005): Manual de Educación Física adaptada al alumnado con discapacidadEd. Paidotribo. Barcelona.

-       Stumpp, U (2002): Adquirir una buena condición física jugando. Paidotribo, Barcelona.

-       Palacios, R.J (2012): Wonder. La Campana., Barcelona.

-       VV. AA. (2007): Guia de prescripción d’exercici físic per a la salut. Edita: Direcció General de la Salut i Secretaria General de l’Esport.

-       VV. AA. (2013): L'Esport a Catalunya, un informe de tendències (2006-2013). INEFC, Generalitat de Catalunya. Barcelona.

-       VV.A.A. (2015). Deporte adaptado y escuela inclusiva. Barcelona.Graó.

 This bibliography will be completed in the course program and during the course.