Degree | Type | Year | Semester |
---|---|---|---|
2500798 Primary Education | OT | 4 | 1 |
In the CONTENT section, the Physical Activities in the Natural Environment must be included:
Physical Activities in the Natural Environment (AFIMENA) to get to know and practice outdoor sports and learn about their organization and the conduct of school groups in the natural environment.
The following 3-day and 2-night exits are initially planned:
- SNOW AFIMENA (January-February 2024)
- WATER AFIMENA (May/June 2024 months)
Such departures will be subject to environmental conditions and conditions that may be presented.
The approximate cost of each AFIMENA will be 250 €
The dates and details will be reported in good time.
AFIMENA are activities that will be dealt with from the transversal educational perspective. Its contents will be integrated and coordinated between 3 MEF subjects: Physical Education and its Didactic II, Learning and Motor Development, and Game and Sports Initiation.
Students who cannot attend AFIMENA will have to perform academic work related to the subject of outdoor physical activity in primary education.
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
It is advisable to have completed the course Physical Education and Teaching I
When the subject is finished, the student must be able to:
1. To show remarkable knowledge about the role and contributions of the field of Physical Education in the primary education stage.
2. To copy the similarities and differences between the essential pedagogical conceptions of motorism and to know how to apply them in the design of teaching and learning situations.
3. To write an annual programme in the field of Physical Education in primary education.
4. To identify and apply the basic elements of organization and development of a Physical Education Didactic Unit.
5. Identify and apply the basic elements of organization and development of a Physical Education session.
6. Identify and know how to apply assessment systems and criteria in Physical Education.
7. To be able to establish criteria and establish learning situations while respecting and guaranteeing fairness in the attention to diversity and gender treatment.
BLOCK 1.- PHYSICAL EDUCATION, TEACHING AND CURRICULUM
- Delving into Physical Education at Primary School.
BLOCK 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.
BLOCK 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.
BLOCK 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.
BLOCK 5.- PHYSICAL EDUCATION ORGANIZATION
Facilities and materials in Physical Education.
Physical Education activities indoor and outdoor school.
After-school sport activities and Physical Education.
Responsible institutions and relations with schools. The role of Physical Education Teachers.
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: Whole class-group. 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: Reading, individual analysis and reflection activities, self-assessment activities, written proof, etc. All of these activities, with the exception of written evidence, will be carried out throughout the subject and depending on the evolution of the subject.
Group activities:
These group activities will be tutored and implemented over the course of the semester in a continued process.
THIS SUBJECT OFFERS THE POSSIBILITY OF A UNIQUE ASSESSEMENT.
The same evaluation and recovery system will be applied as for continuous evaluation.
Date of submission of work and completion of written exam for Unique Evaluation: 15.01.2024
Date for recovery Unique Evaluation: 29.01.2024
Notes:
Assistance: In order to overcome the subject, minimum attendance is essential to 80% of all sessions, both theoretical and practical.
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 thebeginning 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 | 30% | 0 | 0 | 1, 2, 6, 11, 4, 5, 7, 9, 8, 10, 12 |
Written test. Individual | 30% | 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.
DECRET 150/2017, de 17 d'octubre, de l'atenció educativa a l'alumnat en el marc d'un sistema educatiu inclusiu. Disponible a https://dogc.gencat.cat/ca/document-del-dogc/?documentId=799722
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.
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Velázquez-Callado, C. (2012). La pedagogía de la cooperación en Educación Física. Laguna de Duero: La Peonza.
Specific programs are no needed.