Universitat Internacional de Catalunya - Barcelona

Teaching and Learning the Physical Education

• code 10717
• course 3
• term Semester 2
• type OB
• credits 6

Main language of instruction: Spanish

Other languages of instruction: Catalan

Head instructor

Dr. Jordi PUIG - jpuig@uic.es
Dr. Javier JORGE - jjorge-alumni@uic.es

This area offers students an overview of physical education in the primary school. It starts with a review of the pedagogical conceptions of the body and movement skills, specifying the educational role of physical education. The curriculum framework and the various program strategies are analyzed. Also, large fields of content are presented. Finally, the different options of educational intervention are discussed. However, it is intended that students acquire the autonomous capacity to program and develop its educational intervention in this area

• To know the present situation of physical education in the school context, their future prospects.

• To integrate Physical Education in the general context of primary education, as globalization educational fact and interdisciplinary.

• To promote the value and requirement to acquire the habit of regular physical activity, since this stage.

• To give to the prospective teacher the maximum theoretical and practical resources so that he can meet the challenge of teaching PE classes

• To try to improve the physical activity habits of students Education Faculty

• 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.

1-, Know the present situation of physical education in the school context and their future prospects.
2-. Understand the principles that contribute cultural, personal and social development through physical education
3-. Know the Physical Education Curriculum
4-. Integrate Physical Education in the overall context of primary school as holistic and interdisciplinary educational fact.
5-. Promotes the significance and the necessity of get into the habit of regular practice of physical activity, since this stage.
6-. Have resources to encourage participation across life in sports activities.
7-. Try to enhance physical activity habits in student teachers.
8-. Capacity enterprising and quality oriented attitudes within the motor area.
9-. Clearly and correctly expressed in the language of Spanish- -Catalan education in oral and written form.
10-. Analyzes, develops and reflects their views about the profession and his/her competence as a teacher knows and knows how to explain them to catch up.
11-. Is aware of their professional capacity and their influence on students. Has skills and knowledge to manage group processes and communication to achieve good cooperation with and among students.
12-. Has sufficient knowledge and skills to establish an optimum cooperation with individuals and institutions dedicated to child welfare or belonging to the professional environment of the school.
13-. Know the elements of competition and entrepreneurship orientation to quality, at different levels of proficiency, develop to the maximum and apply them to know their stuff.

1. PE Historical development : past, present and future.

2. PE as part of primary education.

3. Overview of PE Curriculum in Primary Education.

4. Aims and contents.

5. Methodological guidelines. Programming: tasks, activities, the session.

6. Teaching styles applied to PE.

7. PE Evaluation: objectives, strategies and instruments.

8. Control and body awareness.

9. Execution of skills.

10. Using physical capacities.

11. Body language and drama.

12. Making games and action systems.

13. Overview of the locomotor system: the support system.

14. The energy systems

15. Overview of cardio-vascular system

The assessment will be carried out continuously, with formative basis in obtaining records of the processes of learning and teaching.
The criteria are:
- to Know the theoretical and practical contents of area: Objective test
- Apply the conceptual and procedural contents of area: Practical skills
- Prove teaching skills through case studies and solving practical assumptions.

The assessment is organized as follows:
1-. Application work: 30%
2-. tasks performed during the course: 40%
3-. Objective test: 20%  You must to have more than 4 in the objective test for make the sum of evaluated points

4-. Presence to classes: 10% (which is made compulsory presence to classes 80%)

AA.VV. (2003), La Educación Física desde una perspectiva interdisciplinar. Barcelona: Graó.
ARNOLD, P.J. (1991), Educación Física, movimiento y curriculum. Madrid: Morata.
BLÁZQUEZ, D.; Sebastián, E.Ma: (2009) Enseñar por competencias en Educación Física. Barcelona: INDE.
CASTAÑER, M; y TRIGO, E. (1995), Globalidad e interdisciplinariedad curricular en la Enseñanza de Primaria. 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.
LLEIXÁ, T. (2003), Educación física hoy. Realidad y cambio curricular. Barcelona: Ice - Horsori.
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.
SIEDENTOP, D. (1998). Aprender a enseñar la Educación Física. Barcelona: INDE.

papers:

Àgora

Lecturas de la Educación física y el deporte

Tándem de la Educación física