2025
Psychomotor Practice I
Name: Psychomotor Practice I
Code: DES13908L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Human Kinetics
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Presentation
The CU addresses the current perspectives of the psychomotor clinic in educative-preventive and clinical-therapeutic contexts. In practical classes, students apply psychomotor practices with preschool- and school-aged children.
Sustainable Development Goals
Learning Goals
1. Acquire the theoretical and practical knowledge essential to psychomotor intervention within an educative-preventive and therapeutic context;
2. Know and understand the domains and the different stages of psychomotor intervention;
3. Know and understand the role of the psychomotor therapist in the context of childhood mental health;
4. Acquire competencies within psychomotor intervention for different psychomotor disorders.
2. Know and understand the domains and the different stages of psychomotor intervention;
3. Know and understand the role of the psychomotor therapist in the context of childhood mental health;
4. Acquire competencies within psychomotor intervention for different psychomotor disorders.
Contents
1.Conceptual framework of PM intervention in an educational-preventive context
a.Practical experience of sessions promoted by the teacher
b.Planning and promoting PM sessions (in a kindergarten)
2.Conceptual framework of PM intervention in a clinical-therapeutic context
a.Simulated practical experience of sessions promoted by students
3.Methodological considerations for the interv. and PM session
4.The role of PM therapist at the service of a trans and multidisciplinary team
5.The space and role of PM therapist at the service of childhoods mental health (CMH) and intervention in the setting of PM therapy
6.The children's PM clinic:
a.PM inhibition
i.PM Description and Semiology
ii.Therapeutic PM approach
b.PM instability
i.PM Description and Semiology
ii.Therapeutic PM approach
c.Autism and childhood psychoses
i.PM Description and Semiology
ii.Therapeutic PM approach
7.Therapeutic pedagogy and paradigm shift in CMH
8.Psychomotricity as a therapeutic and interventional pedagogy
a.Practical experience of sessions promoted by the teacher
b.Planning and promoting PM sessions (in a kindergarten)
2.Conceptual framework of PM intervention in a clinical-therapeutic context
a.Simulated practical experience of sessions promoted by students
3.Methodological considerations for the interv. and PM session
4.The role of PM therapist at the service of a trans and multidisciplinary team
5.The space and role of PM therapist at the service of childhoods mental health (CMH) and intervention in the setting of PM therapy
6.The children's PM clinic:
a.PM inhibition
i.PM Description and Semiology
ii.Therapeutic PM approach
b.PM instability
i.PM Description and Semiology
ii.Therapeutic PM approach
c.Autism and childhood psychoses
i.PM Description and Semiology
ii.Therapeutic PM approach
7.Therapeutic pedagogy and paradigm shift in CMH
8.Psychomotricity as a therapeutic and interventional pedagogy
Teaching Methods
In the theoretical classes, the fundamental concepts will be presented through the lecturer?s oral exposition, promoting the understanding of the contents and the theoretical framework of the curricular unit.
In the practical laboratory classes, psychomotor activities will be experienced, based on psychocorporal practices carried out in the gymnasium, facilitated by the lecturer. In parallel, students will participate in simulated psychomotor intervention sessions, conducted by themselves, both in the educational and therapeutic domains, within a real community kindergarten context, thus fostering active and contextualized learning.
The Service-Learning methodology will also be integrated?an innovative pedagogical approach that combines meaningful community service or engagement with the academic curriculum, providing students with the opportunity to apply their knowledge in real-world contexts and to critically reflect on their practice. This experiential learning model is grounded in guided reflection, the resolution of real problems, and the connection between theory and practice, contributing to the personal, academic, and social development of the students.
In the practical laboratory classes, psychomotor activities will be experienced, based on psychocorporal practices carried out in the gymnasium, facilitated by the lecturer. In parallel, students will participate in simulated psychomotor intervention sessions, conducted by themselves, both in the educational and therapeutic domains, within a real community kindergarten context, thus fostering active and contextualized learning.
The Service-Learning methodology will also be integrated?an innovative pedagogical approach that combines meaningful community service or engagement with the academic curriculum, providing students with the opportunity to apply their knowledge in real-world contexts and to critically reflect on their practice. This experiential learning model is grounded in guided reflection, the resolution of real problems, and the connection between theory and practice, contributing to the personal, academic, and social development of the students.
Assessment
Student assessment will be carried out through:
(1) Continuous assessment ? requires 75% attendance in PL and T classes, and a minimum grade of 9.5/20 in all assessment elements of both PL and T components.
Theoretical component (weight 60%): one written test.
Practical Laboratory (PL) component: two in-depth assignments with two psychomotricity session plans, accompanied by their respective theoretical justifications, with implementation in for the peers and the professor, as well as an oral presentation for discussion and defense.
Summary of Practical Laboratory component assessment (weight 40%):
Session plan* (written document): 20%
Theoretical justification (oral presentation: 20% + written document: 20%)
Session implementation (in PL class): 40%
Whenever possible, psychomotor session implementations take place in a kindergarten.
(2) Final assessment ? consists of a written exam covering theoretical content (weight 60%), requiring a minimum grade of 9.5/20, in addition to approval in all elements of the PL component through continuous assessment. Due to its nature, the PL component can only be assessed through continuous assessment.
(1) Continuous assessment ? requires 75% attendance in PL and T classes, and a minimum grade of 9.5/20 in all assessment elements of both PL and T components.
Theoretical component (weight 60%): one written test.
Practical Laboratory (PL) component: two in-depth assignments with two psychomotricity session plans, accompanied by their respective theoretical justifications, with implementation in for the peers and the professor, as well as an oral presentation for discussion and defense.
Summary of Practical Laboratory component assessment (weight 40%):
Session plan* (written document): 20%
Theoretical justification (oral presentation: 20% + written document: 20%)
Session implementation (in PL class): 40%
Whenever possible, psychomotor session implementations take place in a kindergarten.
(2) Final assessment ? consists of a written exam covering theoretical content (weight 60%), requiring a minimum grade of 9.5/20, in addition to approval in all elements of the PL component through continuous assessment. Due to its nature, the PL component can only be assessed through continuous assessment.
Teaching Staff
- Gabriela Sousa Neves de Almeida [responsible]
Certificações
