2025
Practices of Physical and Sport Activities in Basic Education II
Name: Practices of Physical and Sport Activities in Basic Education II
Code: DES14904L
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Human Kinetics
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
1. Know the organisation of curricula in basic education and understand the area of physical activity and sport (PSA) in basic education.
2. Knowing how to integrate the methodological principles of teaching the various curricular contents of the area of AFD in the 1st grade in a relevant and appropriate way in the planning and pedagogical intervention in a real teaching context.
3. Know how to plan inclusive and meaningful AFD lessons/sessions in relation to the characteristics of the practice contexts, demonstrating the ability to adapt teaching strategies
4. Know how to manage teaching practice situations in a real teaching context in an effective and pedagogically relevant way
5. Know how to analyse, reflect and discuss, in an informed way on the effects of pedagogical decisions and teaching behaviour on children's attitudes and learning
6. Cooperate with members of the educational community by proposing and developing actions geared towards pedagogical and educational success.
2. Knowing how to integrate the methodological principles of teaching the various curricular contents of the area of AFD in the 1st grade in a relevant and appropriate way in the planning and pedagogical intervention in a real teaching context.
3. Know how to plan inclusive and meaningful AFD lessons/sessions in relation to the characteristics of the practice contexts, demonstrating the ability to adapt teaching strategies
4. Know how to manage teaching practice situations in a real teaching context in an effective and pedagogically relevant way
5. Know how to analyse, reflect and discuss, in an informed way on the effects of pedagogical decisions and teaching behaviour on children's attitudes and learning
6. Cooperate with members of the educational community by proposing and developing actions geared towards pedagogical and educational success.
Contents
1. Educational foundations and framing of the PA and Sport area in the primary school curriculum;
2. Teaching methodologies for the various curricular contents of the PAS area in the 1st CBE.
3. Planning and assessment of teaching and learning:
Structural sources of planning
Inclusive teaching and teaching differentiation
Designing PAS lesson plans/sessions
Designing instruments to regulate pedagogical action
Designing learning assessment tools
4. Pedagogical intervention in a real teaching context
Factors that determine the quality of the teaching relationship
PAS lesson/session management in basic educatin
Classroom climate and discipline management
Playfulness in learning tasks
Pedagogical intervention strategies in the moments of information, organisation, practice and monitoring of practice.
2. Teaching methodologies for the various curricular contents of the PAS area in the 1st CBE.
3. Planning and assessment of teaching and learning:
Structural sources of planning
Inclusive teaching and teaching differentiation
Designing PAS lesson plans/sessions
Designing instruments to regulate pedagogical action
Designing learning assessment tools
4. Pedagogical intervention in a real teaching context
Factors that determine the quality of the teaching relationship
PAS lesson/session management in basic educatin
Classroom climate and discipline management
Playfulness in learning tasks
Pedagogical intervention strategies in the moments of information, organisation, practice and monitoring of practice.
Teaching Methods
The majority of contact hours are spent working in the field in the co-operating primary school(s) (or in any other primary school context that may be relevant), in co-operative teaching practice with the AFD teacher/coach. These hours are combined with seminar classes where experiences are shared and discussions are held on themes or situations emerging from practice in school. The students will be organised in pairs and distributed among several schools so that each group has the opportunity to carry out the practice in 2 classes run by the same teacher. Organising in pairs allows for cooperative work in terms of planning, intervention and self-evaluation, as well as reciprocal evaluations. Practising in 2 classes (if possible from different years or schools) enriches experiences and reflections through the variability and flexibility required by 2 different contexts.
Each group of students is supervised by a professor from UÉ.
Each group of students is supervised by a professor from UÉ.
Assessment
The assessment components are
Continuous assessment regime: Performance at school (70%) + Report (30%)
Final assessment system (report submitted at the time of recourse or special): Performance at school (50%) + Report (50%)
To be approved, the student must obtain a minimum of 10 values in each of the components.
The assessment of performance at school will focus on planning skills, pedagogical intervention/relationship, evaluation of one's own teaching and children's learning; co-operation, autonomy and the innovation.
The report will be a document in which the student prepares, in a synthetic and rigorous way, in pedagogical and scientific terms, a descrition and critically analyse of the experiences and teaching practice: Formal aspects (20%) + Content aspects (80%) - Description and justification of pedagogical issues; Coherence and relevance of planning, intervention and evaluation decisions; Reflective capacity and self-questioning; Explanation of the lessons learnt
Continuous assessment regime: Performance at school (70%) + Report (30%)
Final assessment system (report submitted at the time of recourse or special): Performance at school (50%) + Report (50%)
To be approved, the student must obtain a minimum of 10 values in each of the components.
The assessment of performance at school will focus on planning skills, pedagogical intervention/relationship, evaluation of one's own teaching and children's learning; co-operation, autonomy and the innovation.
The report will be a document in which the student prepares, in a synthetic and rigorous way, in pedagogical and scientific terms, a descrition and critically analyse of the experiences and teaching practice: Formal aspects (20%) + Content aspects (80%) - Description and justification of pedagogical issues; Coherence and relevance of planning, intervention and evaluation decisions; Reflective capacity and self-questioning; Explanation of the lessons learnt
Teaching Staff
Certificações
