Academic Year

Logo UAB
2021/2022

Sports Initiation and Games

Code: 102048 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.

Contact

Name:
Carles Ventura Vall-Llovera
Email:
Carles.Ventura@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

no prerequisites

Objectives and Contextualisation

The general objective of this subject is to provide students with theoretical knowledge and didactic resources to progress in understanding the importance and educational potential of games and sports and to know how to take advantage of them in the development of the curriculum through the teaching of Education. Physics in the primary stage.

 

 The objectives of the course are the following:

 

 - Analyze from a critical perspective the history, evolution, sociology of games and sports, and the influence they exert on today's society.

 

- Identify the educational components of the game and sport in the area of Physical Education, and know how to apply the training opportunities they provide and that are appropriate to the characteristics of school-age students.

 

- Know how to apply the criteria and resources related to games and sports, in relation to their programming, methodology and evaluation in the area of Physical Education in primary education.

 

- Develop a critical spirit by making evaluations and contributions about one's own work, that of the group and that of the teaching staff, in activities based on games and sports.

 

- Experience in practice a wide variety of games and sports that will be of application and reference in the development of Physical Education classes in primary educatio

Competences

  • 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.
  • Foster reading and critical analysis of the texts in different scientific fields and cultural contents in the school curriculum.
  • 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.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
  2. Establish work teams to develop activities independently.
  3. Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
  4. Incorporating the motor skills, body expression, physical conditioning, play and sporting activities as content of school physical education and sequencing them throughout primary education.
  5. Learn techniques, rules and playing strategies of different sports: conventional, alternative and in the natural environment.
  6. Obtaining the PE resources that encourage inclusive education in contexts of diversity.
  7. 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.
  8. Propose viable projects and actions to boost social, economic and environmental benefits.
  9. Propose ways to evaluate projects and actions for improving sustainability.
  10. Sequencing perception-motor capabilities throughout primary school teaching according to the internal logic of this content.
  11. Understand personal differences that arise in PE activities as an aspect to be dealt with using educational criteria.
  12. Using motor skills and body language as elements pertaining to communication skills.

Content

BLOCK I. THE GAME AND THE SPORTS INITIATION CONCEPTUAL BASES.

1. Anthropology of the game and of the sport. History and evolution of games and sports. Sociological interest. Conceptual relationship between game and sport.
2. Critical analysis of sport today.
3. Values and counter-values transmitted by sport and the impact it causes on the education of children and young people.

BLOCK II. THEORY AND PRACTICE OF GAMES AND SPORTS PRIMARY EDUCATION

1. Educational objectives of the game and sports initiation in primary education.
2. Modalities of games and sports
3. Didactics and methodology of the game and sports initiation in primary education.
4. Forms and instruments for evaluating games and sports.

BLOCK III. ORGANIZATION OF SCHOOL SPORTS
1. Organization of games and sports at school: own programs and official programs.
2. Play and sports as promoters of values, healthy life habits and social cohesion

Methodology

 

Active methodology

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Master exposition. Student participation with interventions, presentations and debates. Audiovisual resources will also be used: videos, films, etc. 15 0.6
Practical classes led by teachers and students (tutored) 30 1.2 6, 11, 7
Type: Supervised      
Tutorials and supervision of tasks and activities assigned to students 30 1.2
Type: Autonomous      
Reading and analysis of books and written and / or digital documents, participation in the virtual discussion forum of the subject, preparation of PE and interdisciplinary sessions, reflection activities and information search and other works. 75 3

Assessment

 

Class attandance is mandatory: the student muest attend a minimim of 80% of classes, otherwise it will be consdiered not presented.

Group Activities
1. Design and execution of a practical session of sports initiation in the EF in the EP: 35%
- Co-evaluation: 10%
- Evaluation Written document: 15%
- Evaluation Practical presentation: 10%
2. Development of a sports / leisure project in the courtyard: 10%
- Co-evaluation: 5%
- Written document evaluation: 5%

Individual Activities

  1. The origin of sport: an approximation: 5%
  2. Traditional and / or multicultural games: 10%
  3. A motor story: 10%
  4. What sport, for what EF: a reflection: 10%
  5. Review: 10%
  6. Bullying in EF and Sport: 10%

The group activity Design and execution of a practical session of sports initiation in the EF in the EP will be designed and carried out, with the tutelage of the teaching staff, for after the internship period of the students and will not be recoverable.
The group activity Development of a sports / leisure project in the yard or extracurricular will take place approximately after June 1, and will not be recoverable.
Individual activities 1, 2, 3 and 4 must be submitted before the start of the internship period. These activities can be recovered during the period after the internship (delivery) until June 1.
Individual activities 5 and 6 will be carried out after an internship period and will not be recoverable.
The activities not presented will mean a NO presentedand the impossibility of recovering them.

Copying or plagiarism in any type of evaluation activity constitutes a crime, and will be penalized with a 0 as a grade of the subject losing the possibility of recovering it, whether it is an individual or group work (in this case, all members of the group will have a 0). If during the performance of an individual work in class, the teacher considers that a student is trying to copy or is discovered some type of document or device not authorized by the teacher, the same will be graded with a 0, without option of recovery, and therefore will have suspended the subject. A work, activity or exam will be considered “copied” when it reproduces all or a significant part of the work of another classmate. A work or activity is considered to be "plagiarized" when a part of a text by an author is presented as its own without citing the sources, regardless of whether the original sources are in paper or digital format.

To pass this course, the student must show a good general communicative competence, both orally and in writing, and a good command of the language or languages spoken in the teaching guide. All the activities (individual and in group) will be taken into account, therefore, the linguistic correction, the writing and the formal aspects of presentation. Students must be able to express themselves fluently and correctly and must show a high degree of comprehension of academic texts. An activity can be returned (not evaluated) or suspended if the teacher considers that he / she does not meet these requirements.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Carrying out different training activities (reviewing an article, poster design, etc.) 55% 0 0 1, 6, 11, 3, 7, 9, 8, 10
Desenvolupament d'una UD relacionada amb els jocs i la iniciació esportiva 35% 0 0 5, 6, 2, 4, 7, 10, 12
Development of a sports / leisure project in the courtyard or during the extracurricular period 10% 0 0 1, 6, 11, 2, 3, 9, 8

Bibliography

Bibliografia

JOCS.

Amades, Joan. (1982). Costumari català (2a. ed.). Barcelona: Salvat i Edicions 62.

Bantulà, Jaume; Busto, C.; Carranza, Marta. (1990). 11 propostes per a l’educació física. Barcelona: Guix.

Claret, M. (1983). Jocs d’ahir i d’avui. Barcelona: Joventut.

Durand, M. (1988). El niño y el deporte. Barcelona: Paidos.

Grunfeld, F. V. (1978). Juegos de todo el mundo. Madrid: Edilan.

Lavega, P.; Olaso, S. (2003). 1000 juegos y deportes populares y tradicionales. Barcelona: Paidotribo.

Moreno, C i altres. (1993). Aspectos recreativos de los juegos tradicionales y deportes tradicionales en España. Madrid: Gymnos.

Parlebas, P. i altres. (1988). Las cuatro esquinas de los juegos. Lleida: Agonos.

Manuel Gutiérrez Toca. (2010) Juegos ecológicos con material alternativo ... : recursos domésticos y del entorno escolar. Barcelona : INDE

Bernal Ruiz, Javier Alberto. (2009) 101 juegos y retos para alumn@s de educación física. Sevilla: Wanceulen

Camerino Foguet, Oleguer. (2007). Juegos deportivos recreativos. Barcelona: INDE

Gil Madrona, Pedro. (2007). La Educación física cooperativa: aprendizajes y juegos cooperativos: enfoque teórico-práctico. Sevilla: Wanceulen.

Lleixà Arribas, Teresa. (2004). Juegos sensoriales y de conocimiento corporal. Barcelona: Paidotribo.

Méndez Giménez, Antonio. (2004). Los juegos en el curriculum de la Educación Física: más de 1000 juegos para el desarrollo motor. Barcelona: Paidotribo

Juan José Campo... [et al.]. (2003). Juegos para comenzar y acabar la sesión. Barcelona: INDE

Clermont Simard, Fernand Caron, Kristina Skrotzy. (2003). Actividad física adaptada. Barcelona: INDE.

Navarro Adelantado, Vicente. (2002). El afán de jugar: teoría y práctica de los juegos motores. Barcelona: INDE.

Campo, Juan José... [et al.] (2002). Juegos sensoriales, de equilibrio y esquema corporal.Barcelona: INDE

Batllori, Jordi (2001). Juegos de educación física. Barcelona: Parramón.

Garijo Rueda, José Luís [et al.] (2000). Juegos alternativos para primaria . Barcelona: INDE

Omeñaca Cilla, Raúl. (1999) Juegos cooperativos y Educación Física. Barcelona: Paidotribo.

Aguado Jódar, Xavier. (1992). Unidades didácticas para primaria II: los nuevos juegos de siempre: el mundo de los zancos, juegos malabares, juegos de calle. Barcelona: INDE.

Jaume Bantulà, Josep Maria Mora Verdeny. (2007). Juegos Multiculturales. 225 juegos tradicionales para un mundo global. Barcelona. Editorial Paidotribo.

Mateu,  Mercè (1996) 1300  ejercicios y juegos aplicados a las  actividades gimnásticas. Barcelona: Editorial Paidotribo.

ESPORTS

Álvarez , Carlos (1994) Atletismo básico. Una orientación pedagógica. Madrid: Ed. Gymnos.

Blázquez, Domingo (1986) Iniciación a los deportes de equipo. Barcelona, Martínez Roca.

FERRANDO, José A. (1990) Iniciación al Atlestismo. Col. Eduación y Deporte. Ed. CEPID.  Zaragoza.

MOLINA, Antonio (1991). Badminton: Programación escuelas de base. Sevilla: Ed. Wanceulen.

VALET,  J. Antonio. (1990). Iniciación al Balonmano  Colección Eduación y Deporte. Ed. CEPID.  Zaragoza

BÁRCENAS, D. (1991). Balonmano, Técnica y metodologia. Madrid : Editorial Gymnos.

CEPID    (1990). Iniciación a  la Natación.  Colección Educación y Deporte. Zaragoza.

Moreno, Juan Ant. (2004). Manual de actividades acuáticas en la infancia. Barcelona: Editorial Paidós.

DUBOIS,  Claude. (1996).  Natación.  Lleida:Ed. Agonos.                                         

CASCUA, Stéphane. (2002)  El deporte, ¿es bueno para la salud?. Barcelona: Ed. Paidós

CONTRERAS, Onofre. (2001) Iniciación deportiva. Madrid: Ed. Síntesis.

GUTIÉRREZ, Melchor (2003) Manual sobre valores en la educación física y el deporte. Barcelona. Ed.  Paidós.

LASIERRA, Gerard i LAVEGA, Pere (1993)  1015 Juegos y formas jugadas de iniciación a los deportes. Barcelona:  Ed. Paidotribo.

MANDEL, Richard D. (1986).  Historia cultural del deporte. Barcelona: Edicions Bellaterra

RUÍZ, Luís Miguel, ARRUZA, Josean (2005) La toma de decisiones en el deporte. Barcelona: Ed. Paidós.

 

WEBS D’INTERÈS

Software

No need