Degree | Type | Year |
---|---|---|
2500798 Primary Education | OT | 4 |
You can view this information at the end of this document.
It is recommended to have taken the course "Physical Education and its Didactics I" (3rd year).
At the end of the course, students should be able to:
Demonstrate a notable knowledge of the role and contributions of the Physical Education field in the primary education stage.
Understand the similarities and differences between the essential pedagogical concepts of motor skills and know how to apply them in the design of teaching and learning situations.
Write an annual program in the field of Physical Education in primary education.
Identify and apply the basic elements of organization and development of a Learning Situation in Physical Education.
Identify and apply the basic elements of organization and development of a Physical Education session.
Identify and know how to apply systems and evaluation criteria in Physical Education.
Know how to establish criteria and propose learning situations that respect and guarantee fairness in attention to diversity, gender perspective, education in values, and violence prevention.
Master group control strategies in Physical Education sessions, as well as conflict resolution.
BLOCK 1. PHYSICAL EDUCATION, TEACHING, AND CURRICULUM
BLOCK 2. PROGRAMMING IN PHYSICAL EDUCATION
BLOCK 3. TEACHING INTERVENTION IN PHYSICAL EDUCATION
BLOCK 4. ASSESSMENT IN PHYSICAL EDUCATION
BLOCK 5. PHYSICAL ACTIVITIES IN THE NATURAL ENVIRONMENT
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Attendance to academic sessions | 45 | 1.8 | 1, 6, 5, 7 |
Type: Supervised | |||
Mentoring and monitoring | 30 | 1.2 | 7 |
Type: Autonomous | |||
Student's work (individually/in group) | 75 | 3 | 1, 2, 6, 11, 3, 4, 5, 7, 9, 8, 10, 12 |
METHODOLOGY
The course will be developed by combining different teaching-learning activities based mainly on two types of sessions: theoretical and practical.
Finally, the time allocated for tutoring and course follow-up will be a space for personalized tutoring by the teacher and will also be conducted individually or in workgroups.
In addition, this course will also include Physical Activities in the Natural Environment (AFIMENA).
Physical Activities in the Natural Environment (AFIMENA) will be conducted to learn and practice outdoor sports and acquire knowledge about their organization and the management of school groups in the natural environment. These activities will be mandatory.
Initially, the following half-day/day trips have been planned:
These activities will be subject to environmental conditions and other contingencies that may arise. The details of each trip will be communicated to the students on the first day of class.
The approximate cost of the AFIMENA activities is €54 perstudent. Of these €54, the Faculty will cover €24 per student, so the student will need to make a final payment of €30 (subject to changes).
Students who cannot attend the AFIMENA activities for a justified reason will need to complete an academic assignment related to the topic of outdoor physical activity in primary education.
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 | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
In group activities | 50% | 0 | 0 | 1, 2, 6, 11, 3, 4, 5, 7, 9, 8, 10, 12 |
Individual activities | 20% | 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 |
ASSESSMENT ACTIVITIES
Individual activities: Readings, individual analysis and reflection activities, self-assessment activities, written test, etc. All these activities, except for the written test, will be carried out throughout the course and depending on the progress of the syllabus.
Group activities:
These group activities will be tutored and implemented throughout the semester in a continuous process.
Feedback or grades for the assessment activities will be provided within a period not exceeding 20 working days of the academic calendar.
Other:
THIS COURSE OFFERS THE POSSIBILITY OF SINGLE ASSESSMENT.
A similar assessment and recovery system to continuous assessment will be applied, but the activities will be done individually, along with some other small changes detailed below:
Submission date for assignments and written exam for Single Assessment: 18.12.2024
Recovery date for Single Assessment: 27.01.2025
For the single assessment, it will also be essential to pass the course with a minimum attendance of 80% of the total sessions, both theoretical and practical. Also, to pass the course, it is essential to obtain a minimum of 5 in the written test and in the preparation of an annual PE program and a session contextualized in a specific SA.
IMPORTANT:
1.- To pass this course, students must demonstrate good general communicative competence, both orally andin writing, and a good command of the language or languages of instruction as stated in the syllabus. In all activities (individual and group), linguistic accuracy, writing, and formal aspects of presentation will be considered. Students must be able to express themselves fluently and accurately and must show a high level of comprehension of academic texts. An activity may be returned (not graded) or failed if the teacher considers that it does not meet these requirements.
2.- Total or partial plagiarism of any assessment activity, and/or copying in any assessment test, will result in failing the course. At the beginning of the course, the teacher will inform students about the procedures to avoid plagiarism.
3.- The assessment will be carried out throughout the course through the activities shown in the table above. Attendance to the face-to-face classes of the course is mandatory at 80%; excuses only serve to explain the absence, and do not exempt from attendance.
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: EdicionesUniversidad 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.
Ríos, X., & Ventura, C. (2023). Bullying en el deporte y en la Educación Física. Editorial Inde.
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). Lapedagogía de la cooperación en Educación Física. Laguna de Duero: La Peonza.
Specific programs are no needed.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(TE) Theory | 90 | Catalan | first semester | morning-mixed |