2025
Teaching Physical Activity
Name: Teaching Physical Activity
Code: PED14902L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
1.Understand the complexity and multidimensionality of the teaching and learning process in the area of physical activity and sport(PAS)
2.Know the factors that characterize quality teaching in PAS
3.Understand the objectives and functions of the phases of pedagogical action in the teaching of PAS, being able to collaboratively develop and implement appropriate and relevant actions in the phases of pedagogical planning, intervention and evaluation
4.Know how to relate planning and assessment decisions to pedagogical action and learning
5 Design relevant and appropriate session plans in relation to diverse practice contexts and with different levels of motor performance
6.Master strategies of pedagogical intervention in the various dimensions of PAS teaching, being able to adjust them to the specificity of various practice contexts
7.Prepare reasoned analyses and reflections on teaching decisions and behaviours associated with pedagogical success in PAS, discussing them with colleagues
2.Know the factors that characterize quality teaching in PAS
3.Understand the objectives and functions of the phases of pedagogical action in the teaching of PAS, being able to collaboratively develop and implement appropriate and relevant actions in the phases of pedagogical planning, intervention and evaluation
4.Know how to relate planning and assessment decisions to pedagogical action and learning
5 Design relevant and appropriate session plans in relation to diverse practice contexts and with different levels of motor performance
6.Master strategies of pedagogical intervention in the various dimensions of PAS teaching, being able to adjust them to the specificity of various practice contexts
7.Prepare reasoned analyses and reflections on teaching decisions and behaviours associated with pedagogical success in PAS, discussing them with colleagues
Contents
I.Analysing the teaching-learning process in PAS
Teaching Models in PAS
Principles and objectives of educational action
The cyclicality and interactions between the phases of pedagogical action
The multidimensionality of teaching quality and learning success
Inclusion and differentiation in teaching
II.Planning and assessment of teaching and learning
Structural sources of planning. The relationship between planning and assessment decisions
Lesson structure
Components and typology of motor tasks. Their variability and hierarchisation of complexity
Strategic decisions in the organization of pedagogical action
The functions of assessment. Diagnostic, formative and summative assessment.
Regulatory instruments for pedagogical action
III. Pedagogical Intervention
Teaching styles and their relationship with educational objectives
Principles and strategies of pedagogical intervention in the various dimensions of teaching
Classroom management
Observation and pedagogical feedback
Teaching Models in PAS
Principles and objectives of educational action
The cyclicality and interactions between the phases of pedagogical action
The multidimensionality of teaching quality and learning success
Inclusion and differentiation in teaching
II.Planning and assessment of teaching and learning
Structural sources of planning. The relationship between planning and assessment decisions
Lesson structure
Components and typology of motor tasks. Their variability and hierarchisation of complexity
Strategic decisions in the organization of pedagogical action
The functions of assessment. Diagnostic, formative and summative assessment.
Regulatory instruments for pedagogical action
III. Pedagogical Intervention
Teaching styles and their relationship with educational objectives
Principles and strategies of pedagogical intervention in the various dimensions of teaching
Classroom management
Observation and pedagogical feedback
Teaching Methods
Presentation of the issues underlying the theoretical assumptions, followed by analysis of supporting texts and group discussion. Conclusive summaries by the teacher and/or students.
Individual/group research (bibliographic bases/internet/other resources), autonomous or guided, followed by a presentation of the main lessons learnt
Planning and practical interventions, involving classmates, as a result of tasks proposed by the teacher.
Analysis and discussion of practical interventions in using audiovisual recordings.
During the semester:carrying out group work, with physical activities chosen by students, which progressively incorporates the contents-research, planning a PA session, intervention/dynamisation in the class, self-assessment and hetero-assessment, based on previously defined criteria and using audiovisual recordings of the intervention
Use of Moodle as a tool for managing communication, resources, learning proposals and formative assessment
Individual/group research (bibliographic bases/internet/other resources), autonomous or guided, followed by a presentation of the main lessons learnt
Planning and practical interventions, involving classmates, as a result of tasks proposed by the teacher.
Analysis and discussion of practical interventions in using audiovisual recordings.
During the semester:carrying out group work, with physical activities chosen by students, which progressively incorporates the contents-research, planning a PA session, intervention/dynamisation in the class, self-assessment and hetero-assessment, based on previously defined criteria and using audiovisual recordings of the intervention
Use of Moodle as a tool for managing communication, resources, learning proposals and formative assessment
Assessment
Continuous assessment is the recommended regime and considers the following components:
AC1. 40%. Theoretical-practical work, individual/group, carried out and discussed in or arising from content (40%)
AC2. 50% . Group work: planning, intervention/dynamisation in the and subsequent reasoned critical analysis of an AFD lesson/session. The assessment criteria will be discussed with the students.
AC3- Critical analysis of an AC2 assignment prepared by another group in the - 10%.
The final assessment (regular, appeal and special periods) is made up of two components:
AF1 60%- Written test.
AF2 40% - The same work considered in AC2. This assessment component is common to the continuous assessment regime (c.f. UÉ Academic Regulations) and the practical presentation component must take place during the period.
Approval requires a minimum final classification of 10.
AC1. 40%. Theoretical-practical work, individual/group, carried out and discussed in or arising from content (40%)
AC2. 50% . Group work: planning, intervention/dynamisation in the and subsequent reasoned critical analysis of an AFD lesson/session. The assessment criteria will be discussed with the students.
AC3- Critical analysis of an AC2 assignment prepared by another group in the - 10%.
The final assessment (regular, appeal and special periods) is made up of two components:
AF1 60%- Written test.
AF2 40% - The same work considered in AC2. This assessment component is common to the continuous assessment regime (c.f. UÉ Academic Regulations) and the practical presentation component must take place during the period.
Approval requires a minimum final classification of 10.
Teaching Staff
- Clarinda de Jesus Banha Pomar [responsible]
- Mafalda Brandão
Certificações
