2025
Didactics of Physical Education
Name: Didactics of Physical Education
Code: PED15821M
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 teaching of physical education as a body of knowledge in dynamic interaction with practice and research;
2. Identify the factors that contribute to the construction of didactic knowledge of the teacher;
3. Identify and characterize the main perspectives of research in the teaching of Physical Education and School Sport;
4. Analyse the results and conclusions of investigations in relation to the teaching of Physical Education and School Sport, reflecting on their possible implications in the construction of knowledge in teaching and promoting innovation and quality of education.
5. Identify and to understand the factors that characterize the quality of teaching Physical Education and School Sports.
6. Understand the ecology of physical education in its structural and functional dimensions
7. Identify and understand the factors that promote equity and educational success in Physical Education.
2. Identify the factors that contribute to the construction of didactic knowledge of the teacher;
3. Identify and characterize the main perspectives of research in the teaching of Physical Education and School Sport;
4. Analyse the results and conclusions of investigations in relation to the teaching of Physical Education and School Sport, reflecting on their possible implications in the construction of knowledge in teaching and promoting innovation and quality of education.
5. Identify and to understand the factors that characterize the quality of teaching Physical Education and School Sports.
6. Understand the ecology of physical education in its structural and functional dimensions
7. Identify and understand the factors that promote equity and educational success in Physical Education.
Contents
1. The relationship didactics - practice - research
1.1. The Specific Didactic as a field of knowledge integrator
1.3. The construction of teacher didactic knowledge
1.4. The didactics competences of PE teacher
2 . Research on teaching and learning in physical education (PE) and School Sports (SS): perspectives, outcomes and their educational implications
2.1. Research perspectives that coexist in contemporary research on teaching in PE and SS
2.3. The pedagogical effectiveness in the teaching of PE and SS
2.4. The mediating processes of teaching and learning in PE an SS
2.5. The ecology of PE class
3 . Equity and educational success in PE
3.1. The hidden curriculum
3.2. PE and the inclusive school
1.1. The Specific Didactic as a field of knowledge integrator
1.3. The construction of teacher didactic knowledge
1.4. The didactics competences of PE teacher
2 . Research on teaching and learning in physical education (PE) and School Sports (SS): perspectives, outcomes and their educational implications
2.1. Research perspectives that coexist in contemporary research on teaching in PE and SS
2.3. The pedagogical effectiveness in the teaching of PE and SS
2.4. The mediating processes of teaching and learning in PE an SS
2.5. The ecology of PE class
3 . Equity and educational success in PE
3.1. The hidden curriculum
3.2. PE and the inclusive school
Teaching Methods
The methodologies vary depending on the nature of the content to be addressed, predominantly consisting of: analysis and discussion of research articles and support texts. Group discussion and participatory debate on topics with a more reflective approach. Conclusive summaries by the teacher and/or students.
Individual or group research (bibliographic databases/internet/other resources), either autonomous or guided, followed by the presentation of key learnings.
Use of Moodle as a tool for managing communication, resources, learning proposals, and formative assessment.
Individual or group research (bibliographic databases/internet/other resources), either autonomous or guided, followed by the presentation of key learnings.
Use of Moodle as a tool for managing communication, resources, learning proposals, and formative assessment.
Assessment
The recommended method of assessment is continuous assessment.
Continuous assessment: two individual/group works (50% each) that will be presented and discussed in class. They will be works with a component of research and analysis and reflection on two themes of interest to the student/group. The criteria for the evaluation of the work will be discussed with the students.
Final evaluation: a written evaluation test (100%).
Approval requires a minimum final grade of 10 values.
Continuous assessment: two individual/group works (50% each) that will be presented and discussed in class. They will be works with a component of research and analysis and reflection on two themes of interest to the student/group. The criteria for the evaluation of the work will be discussed with the students.
Final evaluation: a written evaluation test (100%).
Approval requires a minimum final grade of 10 values.
Teaching Staff
- Fábio Saraiva Flôres [responsible]
Certificações
