2025
Physical Education
Name: Physical Education
Code: PED15011L
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
Knowing / understanding:
1. The importance of play and games for children's development and learning
2. The fundamental aspects of children's motor development
3. The importance of Physical Education (PE) for children's all-round development and for promoting health and healthy lifestyles
4. Essential learning in PE in pre-school education and the 1st cycle of basic education.
5. The contribution of PE to the development of the areas of competence in the student profile on leaving compulsory schooling.
Master basic skills in:
5. designing and planning varied, inclusive and meaningful ludic-motor tasks to promote essential learning in PE
6. dynamising/managing recreational-motor activities in different contexts (indoors and outdoors, formal and informal)
7. reflection and reasoned discussion, in groups, on the proposals for recreational-motor activities planned and organised in the class
1. The importance of play and games for children's development and learning
2. The fundamental aspects of children's motor development
3. The importance of Physical Education (PE) for children's all-round development and for promoting health and healthy lifestyles
4. Essential learning in PE in pre-school education and the 1st cycle of basic education.
5. The contribution of PE to the development of the areas of competence in the student profile on leaving compulsory schooling.
Master basic skills in:
5. designing and planning varied, inclusive and meaningful ludic-motor tasks to promote essential learning in PE
6. dynamising/managing recreational-motor activities in different contexts (indoors and outdoors, formal and informal)
7. reflection and reasoned discussion, in groups, on the proposals for recreational-motor activities planned and organised in the class
Contents
1. Children's play
Forms of children's play
Play and games in children's life routines
Children's play, development and learning
2. Children's motor development
Development of motor skills and motor abilities
3. The importance of physical education in pre-school and primary education
Essential learning in PE and its relationship with the areas of competence in the profile of students leaving compulsory education
PE and the promotion of active lifestyles
4. Pedagogical action in Physical Education in childhood
Motor tasks in childhood: Components and typology; variability and hierarchisation of complexity.
Methodological guidelines for developing competences in the various content areas of PE
Strategic decisions in the organisation of pedagogical action in Physical Education
Interdisciplinary and transdisciplinary potentialities
The outdoors as an educational space
Inclusion and differentiated teaching
Forms of children's play
Play and games in children's life routines
Children's play, development and learning
2. Children's motor development
Development of motor skills and motor abilities
3. The importance of physical education in pre-school and primary education
Essential learning in PE and its relationship with the areas of competence in the profile of students leaving compulsory education
PE and the promotion of active lifestyles
4. Pedagogical action in Physical Education in childhood
Motor tasks in childhood: Components and typology; variability and hierarchisation of complexity.
Methodological guidelines for developing competences in the various content areas of PE
Strategic decisions in the organisation of pedagogical action in Physical Education
Interdisciplinary and transdisciplinary potentialities
The outdoors as an educational space
Inclusion and differentiated teaching
Teaching Methods
Physical experience of playful and motor tasks and their critical analysis.
Oral presentation of the issues under study (aided by audiovisual aids) with the presentation of questions that lead to participatory debate, complemented and/or motivated by the analysis of articles or the viewing of images and/or videos.
Individual/group research (bibliographic databases/internet/other resources), autonomous or guided, followed by a presentation of the main lessons learnt
Collaborative planning of presentations/practical interventions with the class, based on tasks proposed by the teacher. Analysing and discussing them.
Carrying out a group project in a particular area of PE content chosen by the students involving several stages: research, planning, intervention/presentation to the class, self-assessment report with previously agreed criteria.
Use of Moodle as a tool for managing communication, resources, learning proposals and formative assessment.
Oral presentation of the issues under study (aided by audiovisual aids) with the presentation of questions that lead to participatory debate, complemented and/or motivated by the analysis of articles or the viewing of images and/or videos.
Individual/group research (bibliographic databases/internet/other resources), autonomous or guided, followed by a presentation of the main lessons learnt
Collaborative planning of presentations/practical interventions with the class, based on tasks proposed by the teacher. Analysing and discussing them.
Carrying out a group project in a particular area of PE content chosen by the students involving several stages: research, planning, intervention/presentation to the class, self-assessment report with previously agreed criteria.
Use of Moodle as a tool for managing communication, resources, learning proposals and formative assessment.
Assessment
Components of the continuous assessment system;
AC1 (60%) Group project work consisting of research, planning and practical implementation in the of motor tasks for the development of a particular area(s) of PE content.
AC2 (40%) Theoretical-practical work (individual or group) carried out during lessons or proposed for autonomous work.
Components of the final assessment system:
AF1 (60%)-Written test.
AF2 (40%)-The same work considered in AC2. This assessment component is common to the continuous assessment regime (c.f. UÉ Academic Regulations) and the practical presentation component must take place during the period.
Approval requires a mark of 10 or more in each of the assessment components considered.
AC1 (60%) Group project work consisting of research, planning and practical implementation in the of motor tasks for the development of a particular area(s) of PE content.
AC2 (40%) Theoretical-practical work (individual or group) carried out during lessons or proposed for autonomous work.
Components of the final assessment system:
AF1 (60%)-Written test.
AF2 (40%)-The same work considered in AC2. This assessment component is common to the continuous assessment regime (c.f. UÉ Academic Regulations) and the practical presentation component must take place during the period.
Approval requires a mark of 10 or more in each of the assessment components considered.
Teaching Staff
- Fábio Saraiva Flôres [responsible]
Certificações
