Subject
Motor Games
- code 10176
- course 4
- term Semester 1
- type op
- credits 6
Main language of instruction: Catalan
Other languages of instruction: Spanish
Teaching staff
Introduction
This course aims to contribute to the education and training of students, as a future teacher, with the acquisition of different theoretical and practical resources in terms of gaming within the educational, sports and leisure fields.
Pre-course requirements
There is no previous requirement.
Objectives
1. Analyze the game as a cultural manifestation, and recognize in it the social and educational values it contains, such as the potential for education for equality, education for peace, or the capacity for teamwork.
2. Know how to defend with theoretical arguments the value of the game as content and application resource in the different manifestations of Physical and Sports Activity, especially as a vehicle to enhance the pleasure and enjoyment component inherent in physical practice.
3. Know how to classify and organize motor games to prepare physical activity sessions in which the game will be used as a resource.
4. Recognize the potential of the different manifestations of the game and discriminate their possibilities based on the internal logic of the motor situations that occur in games that, given their nature, may contain experiences in all domains of action.
5. Assess the possibilities of the motor game according to the interests and development of the participants, applying the behavioral and social principles of this content.
6. Know how to manage resources and criteria for an adequate methodological application of the game within the framework of physical-sports activities.
7. Be creative in the application of the game adapting to the different professional situations in which it will act, thus facilitating the promotion of physical activity as a form of constructive use of leisure time.
8. Be autonomous in the search for documentation about the game, while being critical to discriminate the adequacy of the materials found in specialized literature.
9. Know how to work as a team, to design and organize game application situations in the different professional aspects in which the motor game has a place.
10. Know how to observe any practice of games in order to take references for further intervention.
11. Know the particularities necessary to actively participate in the recovery of the recreational heritage of the community.
Competences / Learning outcomes of the degree programme
- CEM-07 - To identify learning difficulties and cognitive dysfunctions and their relation to attention.
- CEM-26 - To collaborate with professional specialists to resolve these disorders.
- CEM-58 - To promote sensitivity with regard to creative expression and artistic creation.
- CEM-59 - To acquire a practical knowledge of the classroom and its management.
- CEM-60 - To be aware of and employ interactive and communicative processes in the classroom, as well as to master the social skills and abilities required to promote an environment favouring learning and classroom harmony.
- CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
- 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-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
I. Explain the particularities of the game as cultural manifestation, its evolution and values, the playful interests depending on the evolutionary moment as well as the playful heritage of a community
II. Develop, classify and manage with agility a game file, the values and characteristics of the games.
III. Design a game session within a given context, being able to modify conditions of practice, observe problems and propose solutions within it by applying appropriate methodological resources.
IV. Presents critical capacity when assessing technical and scientific documentation in relation to the game
Syllabus
I. DO WE KNOW WHAT IS A MOTOR GAME?
1-. Introduction to the concept of game and motor game.
2-. Nature, theories and characteristics of the game and motor game
3-. Game as a cultural phenomenon. (Game, leisure, playful, sport, physical activity, motor game)
4-. Contributions of the game to development (affective, social, cognitive)
II. KNOW TO APPLY: ANALYSIS AND DESIGN OF MOTOR GAMES
5-. Motor games classification. Concepts and criteria
6-. The design of motor games
7-. Analysis and design. Internal logic, structure and functionality games engines
III. TEACH TO PLAY, TEACH TO LIVE. DIDACTIC APPLICATIONS
8-. The motor game and its teaching
9-. Evolution of motor games. - The game in children (symbolic game, motor story ..) - The game in primary - Evaluation through the motor game
IV. THE MOTOR GAME AS A SOCIO-CULTURAL PHENOMENON. THE TRADITION PLAYED
10-. The traditional motor games
11-. Motor games and alternative sports
V. THE MOTOR GAME AND SPORTS. THE SPORTS INITIATION
12-. Teaching-Learning Sports Models (sports initiation)
13-. the creativity
Teaching and learning activities
In person
COMPETENCES:
- CEM-24
- CEM-40
- CEM-53
- CEM-55
- CEM-56
- CEM-62
- CET-1
- CET-2
- CET-3
- CET-4
- CET-5
- CET-6
- CG-02
- CG-03
- CG-04
- CG-09
- CG-10
- CG-11
METHODOLOGY:
- Problem-based learning
- Cooperative learning
- Project-based learning
- Case studies
- Presenting method / lecture
- Problem and exercise solving
TRAINING ACTIVITY:
- Practical classes
- Theory classes
- Individual / independent study and work
- Group study and work
- Tutorials
Evaluation systems and criteria
In person
• 5% Assistance and Participation
• 20% TFM
• 30% Group activity exposures.
• 30% Preparation of teaching sessions (individual and group).
• 10% Final work.
• 5% Attitude
Bibliography and resources
Navarro,, V.. (2002).. El afán de jugar:: Teoría y práctica de los juegos motores . Barcelona.. Inde..
Goldstein, J. (2012). Play in children's development health. Brussels: TIE: Toy Industries of Europe.
Paredes,, J.. (2003)).. Juego,, luego soy . Teoría de la actividad lúdica . Sevilla:: Ed.. Wanceulen..
DEL VALLE, S.; VELÁZQUEZ; R. y DÍAZ, P. (2008). Enseñar a pensar en educación física. INDE: Barcelona.
Universitat Internacional de Catalunya - Barcelona