2025
Body Oriented Interventions
Name: Body Oriented Interventions
Code: DES13903L
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Human Kinetics
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Presentation
Considering the body as a transitional object in the therapeutic relationship, this CU aims to improve the personal competencies of the future therapists and to teach basic body-oriented techniques.
Sustainable Development Goals
Learning Goals
It is intended that students acquire:
A. Knowledge
-Know the historical and epistemological aspects of body mediation interventions (BMI);
-Understand the role of the body in socio-emotional development;
-Know the specificities of the different body mediation tecnhiques: psychosensory, expressive and perceptual-motor;
-Understand the contributions of touch and play to the development of the person, in particular to motor and socio-emotional development;
-Understand the methodological orientation of touch and play as mediators in psychomotor therapy.
B. Competencies
-Self-regulation of one's own body and emotions in the relation to the other;
-Use ones own body as a mediator of psychomotor intervention;
-Use and adapte one's own body in relation to the other, showing availability for tonic empathy;
-Observation and understanding of the other's mind-body structure;
-Planning and implementation of BMI in psychomotor intervention with children, adults and the elderly.
A. Knowledge
-Know the historical and epistemological aspects of body mediation interventions (BMI);
-Understand the role of the body in socio-emotional development;
-Know the specificities of the different body mediation tecnhiques: psychosensory, expressive and perceptual-motor;
-Understand the contributions of touch and play to the development of the person, in particular to motor and socio-emotional development;
-Understand the methodological orientation of touch and play as mediators in psychomotor therapy.
B. Competencies
-Self-regulation of one's own body and emotions in the relation to the other;
-Use ones own body as a mediator of psychomotor intervention;
-Use and adapte one's own body in relation to the other, showing availability for tonic empathy;
-Observation and understanding of the other's mind-body structure;
-Planning and implementation of BMI in psychomotor intervention with children, adults and the elderly.
Contents
I. Fundamentals of BOI
a. Historical and epistemological aspects
b.The body in the construction of emotions
c. Play and the development of the person
i.Taxonomies of play
ii.The role of different types of play in motor and socio-emotional development
iii.Play in psychomotor therapy
d. Touch and development
i. Therapeutic effects of touch throughout development
ii. Touch on psychomotor intervention: tonic-emotional dialogue, body-mind envelope, real body and imaginary body
II.Personal Development of the Psychomotor Therapist
a.Body identity: mind-body envelope; Consciousness of the real body and the imaginary body
b.The physical, affective and relational space
c.Tonic empathy
d.Awareness of the impact of different body mediation techniques on oneself and on the other.
III. Methodological Aspects of BOI
a.Exercise play and rough-and-tumble play;
b.Touch in psychomotor therapy: touch-massage, touch-envelope, touch-relaxation;
c.Humid envelopes
a. Historical and epistemological aspects
b.The body in the construction of emotions
c. Play and the development of the person
i.Taxonomies of play
ii.The role of different types of play in motor and socio-emotional development
iii.Play in psychomotor therapy
d. Touch and development
i. Therapeutic effects of touch throughout development
ii. Touch on psychomotor intervention: tonic-emotional dialogue, body-mind envelope, real body and imaginary body
II.Personal Development of the Psychomotor Therapist
a.Body identity: mind-body envelope; Consciousness of the real body and the imaginary body
b.The physical, affective and relational space
c.Tonic empathy
d.Awareness of the impact of different body mediation techniques on oneself and on the other.
III. Methodological Aspects of BOI
a.Exercise play and rough-and-tumble play;
b.Touch in psychomotor therapy: touch-massage, touch-envelope, touch-relaxation;
c.Humid envelopes
Teaching Methods
The theoretical classes (120 min) follow an active learning model, using the Team-Based Learning (TBL) approach. In the introductory session, the course plan and the bibliographic sources for each session are presented, encouraging prior reading. Following the TBL model, subsequent classes begin with an individual test, which is then discussed and repeated in a small group. The groups? answers are presented and debated in plenary, serving as the basis for clarifying and deepening the content. At the end, the instructor systematizes the topics, ensuring access to knowledge through different formats (e.g., written, visual), in line with the principles of Universal Design for Learning (UDL).
The practical classes begin with the students? bodily and personal development, moving on to the learning and application of different forms of body mediation (mediation through play and mediation through touch). At the end of each class, students write a reflection in their portfolio, which they may share with the group. Half of the practical classes take place in the psychomotricity laboratory, and the other half take place in the community, particularly in outdoor spaces. Bodily practice, demonstration, verbalization, and continuous feedback provide multiple ways of understanding and expressing learning, as advocated by UDL, and allow activities and levels of support to be adapted to each student?s needs, pace, and learning style.
In all classes, the goal is to ensure full participation, accessibility, and flexibility, articulating the principles of UDL, active learning, and differentiated instruction.
The practical classes begin with the students? bodily and personal development, moving on to the learning and application of different forms of body mediation (mediation through play and mediation through touch). At the end of each class, students write a reflection in their portfolio, which they may share with the group. Half of the practical classes take place in the psychomotricity laboratory, and the other half take place in the community, particularly in outdoor spaces. Bodily practice, demonstration, verbalization, and continuous feedback provide multiple ways of understanding and expressing learning, as advocated by UDL, and allow activities and levels of support to be adapted to each student?s needs, pace, and learning style.
In all classes, the goal is to ensure full participation, accessibility, and flexibility, articulating the principles of UDL, active learning, and differentiated instruction.
Assessment
Continuous Assessment
Access to continuous assessment requires a minimum of 75% attendance in practical classes. Students holding special status are exempt from this requirement but must agree with the instructors on appropriate compensatory measures.
To pass the course, students must obtain a minimum grade of 9.5/20 in each assessment component, described below.
Components of Continuous Assessment
1. Quizzes from Theoretical Classes or Written Examination ? 35%
At the beginning of six theoretical sessions, students may complete short-answer quizzes focused on the content and assigned readings for that class.
Students who complete five or more quizzes with a passing grade are exempt from the written examination.
Students who complete the quizzes but are dissatisfied with their grade may elect to sit the written examination, thereby forfeiting the quiz grade.
2. Practical Class Portfolio ? 10%
At the end of each practical class, or shortly thereafter, students produce a written reflection on the experiences or topics addressed, using multiple expressive formats as appropriate.
At the end of the semester, they submit a portfolio comprising all reflections.
The portfolio aims to support students? personal and professional development as body?mediated therapists, fostering bodily and emotional awareness and integrating the experiential learning undertaken during practice-based sessions.
3. Facilitation and Reflective Report of a Play?Mediated Session ? 30%
Drawing on the OUT to IN programme explored in class, students work in groups to design and facilitate a session with preschool?aged children.
Following the session, students submit a reflective report.
Assessment considers both the quality of the facilitation?including preparation, interaction with children, and alignment between the proposed activities, programme principles, and intended objectives?and the capacity for critical reflection demonstrated in the report.
4. Facilitation of Board?Game Activities for Clinical Vignettes ? 25%
Each group receives a clinical vignette and prepares a session using a board game selected in accordance with the needs of the case.
Assessment takes into account the research process (including engagement with relevant community resources), the conceptual and clinical justification, the clarity of clinical decision?making, the clarity with which the game is presented, and the ability to facilitate the activity effectively within the setting.
Across all assessment components, active participation, diversity of modes of expression, flexibility, and accessibility are ensured.
Assessment by Examination
The examination pathway includes:
Written examination ? 50%
Practical examination of application/intervention ? 50%
Students are exempt from the practical examination if they have achieved more than 75% attendance in practical classes and obtained passing grades in all practical assessment components.
Access to continuous assessment requires a minimum of 75% attendance in practical classes. Students holding special status are exempt from this requirement but must agree with the instructors on appropriate compensatory measures.
To pass the course, students must obtain a minimum grade of 9.5/20 in each assessment component, described below.
Components of Continuous Assessment
1. Quizzes from Theoretical Classes or Written Examination ? 35%
At the beginning of six theoretical sessions, students may complete short-answer quizzes focused on the content and assigned readings for that class.
Students who complete five or more quizzes with a passing grade are exempt from the written examination.
Students who complete the quizzes but are dissatisfied with their grade may elect to sit the written examination, thereby forfeiting the quiz grade.
2. Practical Class Portfolio ? 10%
At the end of each practical class, or shortly thereafter, students produce a written reflection on the experiences or topics addressed, using multiple expressive formats as appropriate.
At the end of the semester, they submit a portfolio comprising all reflections.
The portfolio aims to support students? personal and professional development as body?mediated therapists, fostering bodily and emotional awareness and integrating the experiential learning undertaken during practice-based sessions.
3. Facilitation and Reflective Report of a Play?Mediated Session ? 30%
Drawing on the OUT to IN programme explored in class, students work in groups to design and facilitate a session with preschool?aged children.
Following the session, students submit a reflective report.
Assessment considers both the quality of the facilitation?including preparation, interaction with children, and alignment between the proposed activities, programme principles, and intended objectives?and the capacity for critical reflection demonstrated in the report.
4. Facilitation of Board?Game Activities for Clinical Vignettes ? 25%
Each group receives a clinical vignette and prepares a session using a board game selected in accordance with the needs of the case.
Assessment takes into account the research process (including engagement with relevant community resources), the conceptual and clinical justification, the clarity of clinical decision?making, the clarity with which the game is presented, and the ability to facilitate the activity effectively within the setting.
Across all assessment components, active participation, diversity of modes of expression, flexibility, and accessibility are ensured.
Assessment by Examination
The examination pathway includes:
Written examination ? 50%
Practical examination of application/intervention ? 50%
Students are exempt from the practical examination if they have achieved more than 75% attendance in practical classes and obtained passing grades in all practical assessment components.
Teaching Staff
Accreditations and Certifications
