2025
Teaching Sports Activity
Name: Teaching Sports Activity
Code: PED14897L
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 principles of didactic and methodological approaches for teaching content in Curricular Enrichment Activities (CEA) within the scope of Physical and Sports Activity (PSA).
2. Demonstrate knowledge of teaching models used in team sports (TS) and individual sports (IS).
3. Analyze the methodological evolution in the teaching of TS and IS.
4. Compare the structural similarities and differences between the contents of CEA and the various sports disciplines that make up TS and IS.
5. 5. Develop the ability to plan, intervene, and evaluate pedagogical actions in teaching TS and IS.
6. Formulate informed analyses and reflections on teaching decisions and behaviors associated with pedagogical success in TS and IS, discussing them with peers.
2. Demonstrate knowledge of teaching models used in team sports (TS) and individual sports (IS).
3. Analyze the methodological evolution in the teaching of TS and IS.
4. Compare the structural similarities and differences between the contents of CEA and the various sports disciplines that make up TS and IS.
5. 5. Develop the ability to plan, intervene, and evaluate pedagogical actions in teaching TS and IS.
6. Formulate informed analyses and reflections on teaching decisions and behaviors associated with pedagogical success in TS and IS, discussing them with peers.
Contents
I. Analysis of the teaching and learning process in TS and IS
Conceptual framework for TS and IS
Structural and functional characterization of sports disciplines
Methodological evolution of the teaching-learning process in sports disciplines
Teaching through the constraints-based approach
A systemic model for teaching the game in TS
II. Planning and assessment of teaching and learning
6. TS and IS in CEA
6.1. Programmatic guidelines
6.2. Objectives of sports disciplines
6.3. Intervention strategies
Practical aspects of lesson/session preparation
7.1. Session structure
7.2. Task design
7.3. Task management and regulation
8. Instruments for regulating pedagogical action
III. Pedagogical intervention in the teaching and learning context of TS and IS
9. Leadership, organization, and activity control
10. Instruction and communication
11. Mobilization of participants for the activity
12. Self-observation skills
Conceptual framework for TS and IS
Structural and functional characterization of sports disciplines
Methodological evolution of the teaching-learning process in sports disciplines
Teaching through the constraints-based approach
A systemic model for teaching the game in TS
II. Planning and assessment of teaching and learning
6. TS and IS in CEA
6.1. Programmatic guidelines
6.2. Objectives of sports disciplines
6.3. Intervention strategies
Practical aspects of lesson/session preparation
7.1. Session structure
7.2. Task design
7.3. Task management and regulation
8. Instruments for regulating pedagogical action
III. Pedagogical intervention in the teaching and learning context of TS and IS
9. Leadership, organization, and activity control
10. Instruction and communication
11. Mobilization of participants for the activity
12. Self-observation skills
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, because of tasks proposed by the teacher.
Analysis and discussion of practical interventions in using audiovisual recordings.
During the semester: carrying out simulated teaching practice sessions, with TS and IS 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, because of tasks proposed by the teacher.
Analysis and discussion of practical interventions in using audiovisual recordings.
During the semester: carrying out simulated teaching practice sessions, with TS and IS 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 assessment method and includes the following components:
CA1. 30%. Classroom tasks: theoretical and practical assignments, individual/group, carried out and discussed in or related to content.
CA2. 50%. Micro-Teaching Sessions: planning, classroom intervention/facilitation, and subsequent critical analysis of a sports activitys session. Assessment criteria will be discussed with the students.
CA3. 20%. Report on the micro-teaching session.
The final assessment (regular, resit, and special assessment periods) consists of two components:
FA1 60% - Written exam.
FA2 40% - The same work considered in CA2 and CA3. These assessment components are common to the continuous assessment method (as per the UÉ Academic Regulations), with the practical presentation component taking place during the regular period.
Approval requires a minimum final classification of 9.5
CA1. 30%. Classroom tasks: theoretical and practical assignments, individual/group, carried out and discussed in or related to content.
CA2. 50%. Micro-Teaching Sessions: planning, classroom intervention/facilitation, and subsequent critical analysis of a sports activitys session. Assessment criteria will be discussed with the students.
CA3. 20%. Report on the micro-teaching session.
The final assessment (regular, resit, and special assessment periods) consists of two components:
FA1 60% - Written exam.
FA2 40% - The same work considered in CA2 and CA3. These assessment components are common to the continuous assessment method (as per the UÉ Academic Regulations), with the practical presentation component taking place during the regular period.
Approval requires a minimum final classification of 9.5
Teaching Staff
Certificações
