Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OT | 4 | 0 |
It is advisable to have completed the course Physical Education and Teaching I
At the end of the unfulfilled, the students were able to handcrafts:
1. Identify the processes of Interaction and communication in situations that Producer Learning silage of activities in the school environment.
2. Grasp the similarities and differences between the conceptions of Pedagogical esenciales motor skills and its utilization in the design of Learning Situations.
3. Identify and implement the most important organizational Parts and development of a physical education sessions.
4. Value the importance of activities in the natural environment and have experienced them within the framework of the subject.
5. Identify and know how to apply evaluation systems and criteria in physical education.
6. Identify the contributions of Physical Education in Curriculum courses in the primary education.
7. Write a silage annual program of activities included in the curriculum of the School Project
8. Understand the importance of being responsible for the physical education of a school.
1.- PHYSICAL EDUCATION, TEACHING AND CURRICULUM
- Delving into Physical Education at Primary School.
2.- PLANNING IN PHYSICAL EDUCATION
From the Annual Programme to the Physical Education class: concepts and curriculum design:
Cross-cutting and interdisciplinary issues.
Diversity and gender in teaching programs.
3.- TEACHING IN PHYSICAL EDUCATION
Teaching methods and strategies.
Teacher-Students' interaction and motivation in Physical Education.
Teachers, diversity and coeducation.
Group control and conflicts management.
4.- ASSESSMENT IN PHYSICAL EDUCATION
Assessment at Primary Physical Education: types of assessment and their importance
Assessment activities: using different ways and tools.
Assessment roles.
5.- PHYSICAL EDUCATION ORGANIZATION
Facilities and materials in Physical Education.
Physical Education activities indoor and outdoor school.
After-school sport activities and Physical Education.
METHODOLOGY
A blend of theoretical classes and practices.
Theoretical classes: Whole class-group. Presentation of contents by the teaching staff. Promotion of student participation through debates, group expositions, etc.
Practices: In seminar format (small groups). They will be carried out through proposals from the teaching staff, but there will also be practical interventions from the students.
Students' work includes the different individual and group activities. The tutorials and follow-up of the subject will be used to tutor personally or in work groups.
The methodology could be modified depending on the presence restrictions imposed by the health authorities.
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.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Attendance to academic sessions | 45 | 1.8 | 7 |
Type: Supervised | |||
Mentoring and monitoring | 30 | 1.2 | 7 |
Type: Autonomous | |||
Student's work (individually/in group) | 75 | 3 | 7 |
ASSESSEMENT ACTIVITIES:
Individual activities: Readings, analysis and reflection tasks, self-assessment activities, written test, etc. All these tasks are going to do them during the course, except for the written test. All the individual tasks are retrievable (specific dates to be specified between students and teaching staff). Written test (expected date): 20/12/21.
In group activities: Design a teaching program and practical intervention in class. Both group activities are going to be supervised during the course and they're not retrievable. Expected dates for practical interventions in groups: 15 and 22 of desember, 2021.
Notes:
- 80% of attendance is compulsory in order to pass the subject.
- Participation and positive attitude are going to be considered.
IMPORTANT:
1.- A good communicative competence is necessary in order to pass the subject. Students must be able to express themselves fluently, write correctly and have a good reading comprehension. An activity can be returned or suspended if these requirements are not met.
2.- Plagiarism, total or partial, is a reason for suspending the subject. At the beginning of the classes, the teacher staff will guide the students on this important aspect.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
In group activities | 40% | 0 | 0 | 1, 2, 6, 11, 3, 4, 5, 7, 9, 8, 10, 12 |
Individual activities | 40% | 0 | 0 | 1, 2, 6, 11, 4, 5, 7, 9, 8, 10, 12 |
Written test | 20% | 0 | 0 | 1, 2, 6, 11, 4, 5, 7, 9, 8, 10 |
Blández, J. (2000). La programación de unidades didácticas según ambientes de aprendizaje. INDE: Barcelona.
Blázquez, D. (2020). Descubre cómo es la Educación Física del siglo XXI: Así trabaja el profesorado más innovador. Barcelona: INDE.
Blázquez, D. (2017). Cómo evaluar bien en Educación Física. El enfoque de la evaluación formativa. Barcelona: INDE
Blázquez, D. (2016). Métodos de enseñanza en Educación Física. Enfoques innovadores para la enseñanza de competencias. Barcelona: INDE.
Campo, L., Rubio, L., & Sebastiani, E.M. (Coords.) (2014). Aprendizaje Servicio y Educación Física. Barcelona: INDE.
Contreras, O. (Coord.) (2017). El aprendizaje basado en proyectos en Educación Física. Barcelona: INDE.
Departament d'Educació. Direcció General d'Educació Infantil i Primària (2017). Currículum educació primària. Generalitat de Catalunya: Servei de Comunicació i Publicacions.
Departament d'Educació. Direcció General d'Educació Infantil i Primària (2016). Competències bàsiques de l'àmbit de l'Educació Física. Generalitat de Catalunya: Servei de Comunicació i Publicacions.
Fernández-Río, J. (2019). Gamificando en la Educación Física. De la teoría a la práctica en Educación Primaria y Secundaria. Oviedo: Ediciones Universidad de Oviedo.
Kirk, D. (2012). Empowering Girls and Women through Physical Education and Sport. Thailand: UNESCO.
Lawrence, J. (2012). Teaching Primary Physical Education. London: SAGE.
López-Pastor, V.M., Fuentes, T., & Jiménez, B. (2020). Evaluación formativa, compartida y auténtica enEducación Física. Tándem: Didáctica de la Educación Física, (69), 7-14.
López-Pastor, V.M., Pérez, D., Manrique, J.C., & Monjas, R. (2016). Los retos en la Educación Física en el siglo XXI. Retos: Nuevas tendencias en Educación Física, Deporte y Recreación, (29), 182-187.
Miraflores, E. & Martín, G. (2014). Cómo programar la Educación Física en Primaria. Desarrollo de una programación docente. Madrid: Editorial CCS.
Pérez-Pueyo, Á. et al. (2021). Los modelos pedagógicos en Educación Física: Qué, cómo, por qué y para qué. León: Servicio de Publicaciones de la Universidad de León. Llibre electrònic disponible a: https://buleria.unileon.es/handle/10612/13251
Pradas, R. (Coord.) (2019). L'Educació Física en els centres educatius: infància, joventut i moviment. Barcelona: Edicions Rosa Sensat.
Ríos, M. (Coord.) (2014). La inclusión en la actividad física y deportiva. La práctica de la Educación Física y deportiva en entornos inclusivos. Barcelona: Paidotribo.
Soler, S. & Vilanova. A. (2012). La coeducación en la Educación Física en el s. XXI: reflexiones y acciones. Tándem. Didáctica de la Educación Física, (40), 1-11.
Velázquez-Callado, C. (2012). La pedagogía de la cooperación en Educación Física. Laguna de Duero: La Peonza.
Specific programs are no needed.