2023
Didactics of Sports and Expressive Activities I
Name: Didactics of Sports and Expressive Activities I
Code: PED10662L
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
In general it is intended to equip students of BSc in Sport Science, the basic knowledge
needed for appropriate intervention in the process of teaching and learning in the context of
sports activities.
GENERAL OBJECTIVES
1. Addressing didactic and methodologically the teaching of content provided in the Curricular
Enrichment Activities programs, notably of Physical Activity and Sports.
2. Didactic and methodologically addressing the teaching of Team Sports (TS), actively
collaborating in the formation of students' teaching skills, enabling them, as future teachers /
coaches, to govern its quality scientific and educational intervention;
3. Targeting the process of teaching and learning in school and related conditions, ie, from the
perspective of educational and methodological response to the objectives and problems of
formation of the various sports that make up the DI mode.
4. Provide a set of proposals, looking for ways to enrich the sport, making them educationally
significant and formative.
At the end of the course students should:
- Mastering the pedagogical aspects of teaching and learning of TS.
- Understand the methodological evolution of education / training of the various TS.
- Identify the various types of structural similarities that make up the TS;
- Identify the key differences of various types that make up the TS;
- Recognize the primary rules or principles of each method dTScussed.
needed for appropriate intervention in the process of teaching and learning in the context of
sports activities.
GENERAL OBJECTIVES
1. Addressing didactic and methodologically the teaching of content provided in the Curricular
Enrichment Activities programs, notably of Physical Activity and Sports.
2. Didactic and methodologically addressing the teaching of Team Sports (TS), actively
collaborating in the formation of students' teaching skills, enabling them, as future teachers /
coaches, to govern its quality scientific and educational intervention;
3. Targeting the process of teaching and learning in school and related conditions, ie, from the
perspective of educational and methodological response to the objectives and problems of
formation of the various sports that make up the DI mode.
4. Provide a set of proposals, looking for ways to enrich the sport, making them educationally
significant and formative.
At the end of the course students should:
- Mastering the pedagogical aspects of teaching and learning of TS.
- Understand the methodological evolution of education / training of the various TS.
- Identify the various types of structural similarities that make up the TS;
- Identify the key differences of various types that make up the TS;
- Recognize the primary rules or principles of each method dTScussed.
Contents
1. Conceptual framework to Team Sports
1. Concepts and definitions
2. Fundamental characteristics of the TS
3. The Fundamental Problems of TS
4. The approach of the TS - the past and the present
5. Conceptual Models Approach to the Game
2. Structural and Functional Characterization of Team Sports
1. Analysis of formal structure
2. Analysis of the functional structure
3. Methodological Evolution Process of Teaching Sports Games Collective
1. The emergence of Model Technical and Traditional
2. The Models of Teaching Game for Understanding - TGfU
3. The Tactical Model Bunker & Thorpe (1982)
4. The JDC in Curriculum Enrichment Activities (CEA)
1. Program Guidelines of the CEA
2. Objectives of the TS as sporting activities in CEA
3. Intervention strategies
5. The Approach Based on Constraints
1. The Interaction Model of Constraints Newell (1986)
2. The modified forms of Gambling
3. How to Build Forms Modified Game - Practical Examples
6. A Systemic Model for Teaching the Game
1. Ecological Dynamics of the Game
2. The modified forms as Strategy Game of the Central Model
3. The Evaluation Indicators Level Game
4. Levels of Complexity Growing Game
5. Problems like Tactical Contents Teaching / Training
6. The All-Parts-All Alternation Logic
7. The Structure of Sessions
8. Practical Aspects of Preparation of Lesson Plan / Training
9. Leadership, Organization and Control of Activity
10. Instruction and Communication
11. Mobilization of Practitioners for Activity
12. The Conception of the Task
13. The Management and Regulation during Task
14. The Capacity of Self-Observation
1. Concepts and definitions
2. Fundamental characteristics of the TS
3. The Fundamental Problems of TS
4. The approach of the TS - the past and the present
5. Conceptual Models Approach to the Game
2. Structural and Functional Characterization of Team Sports
1. Analysis of formal structure
2. Analysis of the functional structure
3. Methodological Evolution Process of Teaching Sports Games Collective
1. The emergence of Model Technical and Traditional
2. The Models of Teaching Game for Understanding - TGfU
3. The Tactical Model Bunker & Thorpe (1982)
4. The JDC in Curriculum Enrichment Activities (CEA)
1. Program Guidelines of the CEA
2. Objectives of the TS as sporting activities in CEA
3. Intervention strategies
5. The Approach Based on Constraints
1. The Interaction Model of Constraints Newell (1986)
2. The modified forms of Gambling
3. How to Build Forms Modified Game - Practical Examples
6. A Systemic Model for Teaching the Game
1. Ecological Dynamics of the Game
2. The modified forms as Strategy Game of the Central Model
3. The Evaluation Indicators Level Game
4. Levels of Complexity Growing Game
5. Problems like Tactical Contents Teaching / Training
6. The All-Parts-All Alternation Logic
7. The Structure of Sessions
8. Practical Aspects of Preparation of Lesson Plan / Training
9. Leadership, Organization and Control of Activity
10. Instruction and Communication
11. Mobilization of Practitioners for Activity
12. The Conception of the Task
13. The Management and Regulation during Task
14. The Capacity of Self-Observation
Teaching Methods
Classes take place throughout the school year. Each session will last two hours (one hundred
and twenty minutes), under continuous evaluation, with theoretical and practical, and we used
a room or sports pavilion as prime locations.
Priority will be given micro-teaching sessions, in which students, having knowledge of the
contents address, make a lesson plan which will implement with all colleagues.
THE PROCESS OF CONTINUOUS EVALUATION
To get the student passed the continuous assessment process must meet the following
requirements:
• Obtain final grade equal to or greater than 9.5 in the proposed assessment tasks;
• Perform all tasks assessing proposals;
• Get a partial classification equal to or above 8 in all assessment tasks proposed;
• Comply with 75% attendance at classes provided for (regulations adopted by the
Department).
Assessment tasks
1. Frequency (25%)
Assessment through a written test on the theoretical foundations acquired.
2. Practical Written Work Preparatory Team Sport Game(15%)
In groups of 4 elements, students will create a Preparatory Team Sport Game, indicating
technical, tactical, and cognitive goals and social changes that it seeks to promote. This work
must also present a set of progressions for the final form of the game. Norms will be presented
in moodle platform and should be respected in the preparation of the work. Ignoring the norms
will lead to a penalty in the final classification.
3. Micro-teaching sessions (40%)
Each student will plan and operationalize two sessions of micro-teaching, assessed in situ by
one of the teachers, based on the methodological guidelines discussed in class. The session
plan must be submitted on paper to the teacher on the day of their pedagogical intervention.
4. Final Report of Session (20%)
Each micro-teaching session should be recorded on film to enable the preparation of a report
critical of the educational intervention. Responsibility for the recording session is the student
that will operationalize. It is suggested that each student has an SD card for recording. The
report, the lesson plan and the film must be delivered to the classroom teacher in computerized
(DVD). The report should also be submitted on paper. Norms of the report will be presented on
the platform Moodle and must be complied with in the preparation of the work. Ignoring the
norms will lead to a penalty in the final classification.
and twenty minutes), under continuous evaluation, with theoretical and practical, and we used
a room or sports pavilion as prime locations.
Priority will be given micro-teaching sessions, in which students, having knowledge of the
contents address, make a lesson plan which will implement with all colleagues.
THE PROCESS OF CONTINUOUS EVALUATION
To get the student passed the continuous assessment process must meet the following
requirements:
• Obtain final grade equal to or greater than 9.5 in the proposed assessment tasks;
• Perform all tasks assessing proposals;
• Get a partial classification equal to or above 8 in all assessment tasks proposed;
• Comply with 75% attendance at classes provided for (regulations adopted by the
Department).
Assessment tasks
1. Frequency (25%)
Assessment through a written test on the theoretical foundations acquired.
2. Practical Written Work Preparatory Team Sport Game(15%)
In groups of 4 elements, students will create a Preparatory Team Sport Game, indicating
technical, tactical, and cognitive goals and social changes that it seeks to promote. This work
must also present a set of progressions for the final form of the game. Norms will be presented
in moodle platform and should be respected in the preparation of the work. Ignoring the norms
will lead to a penalty in the final classification.
3. Micro-teaching sessions (40%)
Each student will plan and operationalize two sessions of micro-teaching, assessed in situ by
one of the teachers, based on the methodological guidelines discussed in class. The session
plan must be submitted on paper to the teacher on the day of their pedagogical intervention.
4. Final Report of Session (20%)
Each micro-teaching session should be recorded on film to enable the preparation of a report
critical of the educational intervention. Responsibility for the recording session is the student
that will operationalize. It is suggested that each student has an SD card for recording. The
report, the lesson plan and the film must be delivered to the classroom teacher in computerized
(DVD). The report should also be submitted on paper. Norms of the report will be presented on
the platform Moodle and must be complied with in the preparation of the work. Ignoring the
norms will lead to a penalty in the final classification.
Teaching Staff
