Universitat Internacional de Catalunya

Teaching and Learning the Physical Education

Teaching and Learning the Physical Education
6
10717
3
First semester
OB
Main language of instruction: Spanish

Other languages of instruction: Catalan,

Teaching staff


Ms. AMORES BARGAY, Joan - jamores@uic.es

Tutorial schedule:

  • Attendance: 30 minutes before class. By appointment by email: pgelpi@uic.es
  • Online service: by appointment at pgelpi@uic.es

Introduction

This subject offers students a global vision of the area of physical education in the stage of primary education. It is based on a review of the pedagogical conceptions of the body and motor skills, specifying the educational function of physical education. The curricular framework and the various programming strategies are analyzed. Likewise, the large content fields are presented. Finally, the different options for teaching intervention are analysed. With all this, it is intended that students acquire the autonomous ability to program and develop their teaching intervention in this area.

In the event that the health authorities decree a new period of confinement due to the evolution of the health crisis caused by COVID-19, the teaching staff will timely communicate the possible effects on the methodologies and training activities, as well as on the evaluation systems.

Pre-course requirements

No requeriments

Objectives

  • Know the current situation of Physical Education in the school framework, and its future prospects.
  • Integrate Physical Education in the general context of Primary Education, as a globalizing and interdisciplinary educational fact.
  • Assess the importance and need to acquire the habit of regular physical activity, starting at this stage.
  • Acquire the maximum theoretical and practical resources to face the challenge of teaching physical education classes to boys and girls.
  • Improve health habits based on the experience with Physical Education.
  • Show interest and participatory attitude towards the subject as a first step to understand the contribution of the subject to the development of basic skills.
  • Develop a reflective and critical attitude towards teaching practice.

Competences/Learning outcomes of the degree programme

  • CEM-11 - To be aware of and to apply innovative practices in primary education.
  • CEM-58 - To understand the principles contributing to cultural, personal and social development in physical education.
  • CEM-59 - To be familiar with the school curriculum for physical education.
  • CEM-60 - To acquire resources to foment lifelong participation in sports activities, inside and outside the school environment.
  • CEM-61 - To develop and evaluate curriculum content through appropriate teaching resources, and to promote the corresponding skills in pupils.
  • CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
  • CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
  • CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes of the subject

  1. Know the current situation of Physical Education in the school framework and its future prospects.
  2. Understands the principles that contribute to cultural, personal and social training from physical education
  3. Get to know the Physical Education Curriculum
  4. It integrates Physical Education in the general context of Primary Education as a globalizing and interdisciplinary educational fact.
  5. It promotes the importance and the need to acquire the habit of regular practice of physical activity, already from this stage.
  6. It has resources to encourage lifelong participation in sports activities.
  7. Try to improve healthy habits from PE in your daily life.
  8. Promotes entrepreneurial and quality-oriented attitudes within the motor field.
  9. Expresses himself clearly and correctly in the language of instruction -Catalan and Spanish-, orally and in writing.
  10. Analyses, reflects and develops their points of view about the profession and their competence as a teacher, knows how to explain them and knows how to update themselves.
  11. He is aware of his professional performance and his influence on the students. Has skills and knowledge to manage group processes and communication to achieve good collaboration with and between students.
  12. Possesses sufficient knowledge and skills to establish a good collaboration with people and institutions involved in child welfare or belonging to the professional environment of the school.
  13. Knows the elements that make up the competence of the entrepreneurial spirit and quality orientation, at its different levels of domain, develops them to the maximum and knows how to apply them in their field.

Syllabus

1. Historical evolution of Physical Education: past, present and future.

2. Physical Education in the framework of Primary Education.

3. General aspects of the Physical Education curriculum in Primary Education.

4. General objectives and contents.

5. Methodological guidelines. The programming: the tasks, the activities, the session.

6. Teaching styles applied to Physical Education.

7. Evaluation in Physical Education: purposes, strategies and instruments.

8. Body, image and perception. Control and body awareness.

9. Basic motor skills and coordination skills.

10. Use of conditional capabilities.

11. Corporal expression and dramatization.

12. Realization of games and action systems.

13. Generalities of the musculoskeletal system: the support system.

14. Energy harvesting systems

15. Overview of the cardiovascular system

16. The transversality of the EF. NeuroEF.

Bibliography and resources

AA.VV. (2003), La Educación Física desde una perspectiva interdisciplinar. Barcelona: Graó.

BANTULÁ, J. (2004). Juegos motrices cooperativos. Colección Pedagogías Corporales. Barcelona: Paidotribo.

BLÁZQUEZ, D.; Sebastián, E.Ma: (2009) Enseñar por competencias en Educación Física. Barcelona: INDE.

BLÁZQUEZ, D. (2017). Cómo evaluar bien en Educación Física: El enfoque de la evaluación formativa. Barcelona: INDE.

BLÁZQUEZ, D. (2020). Descubre cómo es la Educación Física del s.XXI. Así trabaja el profesorado más innovador. Barcelona: INDE.

CASTAÑER, M; y TRIGO, E. (1995), Globalidad e interdisciplinariedad curricular en la Enseñanza de Primaria. Barcelona: Inde.

CASTAÑER, M. (Coord.). (2006). La inteligencia corporal en la escuela. Análisis y propuestas. Barcelona: GRAÓ.

CUMELLAS, M. (2010). Discapacidades motoras y sensoriales en primaria. La inclusión del alumnado en EF. Barcelona: INDE. 

FRAILE ARANDA A. (coord.) (2004), Didáctica de la Educación Física. Una perspectiva crítica y transversal. Madrid: Biblioteca Nueva.

GALERA, A. (2001), Manual de didáctica de la Educación Física, vol. II. Madrid: Paidós.

GONZÁLEZ ARÉVALO, C. (Coord.). (2020). Educación Física Saludable. Recursos prácTICos. Barcelona: INDE. 

LÓPEZ-ROS, PRADAS, FONT (2014). Educación física en primaria. Desarrollo curricular y estrategias para la práctica docente. Cuadernos de Educación, 69. Barcelona: Horsori e ICE UB.

LEARRETA, B.; SIERRA, M.A.; RUANO, K. (2005): Los contenidos de la expresión corporal. Barcelona: INDE.

LEARRETA, B.; SIERRA, M.A.; RUANO, K. (2006): Didáctica de la expresión corporal. Talleres monográficos. Barcelona: INDE.

LLEIXÁ, T. (2003), Educación física hoy. Realidad y cambio curricular. Barcelona: Ice - Horsori.

NAVARRO A., COLLADO J.A., PELLICER. I. (2020). Modelos pedagógicos en Educación Física. Autor Editor. 

NAVARRO ADELANTADO, (2002). El afán de jugar: teoría y práctica de los juego motores. Barcelona: INDE.

METZLER, M. W. (2005) Instruccional models for physical education. Scottsdale, AZ. Holcomb Hathaway

MOSSTON, M y ASHWORTH, S. (1996). La enseñanza de la Educación Física. La reforma de los estilos de enseñanza. Barcelona: Hispano-Europea.

MUNIÁIN, J.L. (2006). Manual de Educación Psicomotriz para educadores creativos. Psicomotricidad de Integración. Barcelona: edición propia.

PARRA, J. (2020). Actividades prácticas creativas y útilespara las clases de educación física. Ed.Pila Teleña. 

PELLICER, I. (Coord.). (2015). NeuroEF. La revolución de la Educación Física desde la Neurociencia. Barcelona: INDE.

PELLICER, I. (2011). Educación física emocional. De la teoría a la práctica. Barcelona: INDE.

SIEDENTOP, D. (1998). Aprender a enseñar la Educación Física. Barcelona: INDE.

TRIGO, E. (1999). Juegos motores y creatividad. 

TRIGO, E. Y COL. (2000): Fundamentos de la motricidad. Madrid: GYMNOS.

VARIOS (2019). Gamificación en educación física: reflexiones y propuestas para sorprender a tu alumnado. Barcelona:INDE. 


Electronic journals:

  •  Àgora
  • Lecturas de la Educación física y el deporte
  • Tándem de la Educación física
Print version