2025
Physical Literacy
Name: Physical Literacy
Code: PED14943L
3 ECTS
Duration: 15 weeks/78 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 meaning of physical literacy and its importance for children's learning and development, active lifestyles, citizenship, inclusion and gender equity
2. Understand the role of PE and physical and sporting activity in promoting physical literacy
3. Designing projects to promote physical literacy that are inclusive and meaningful in relation to the characteristics of the practice contexts, both formal and non-formal, and the children who take part in them
4. Design/plan challenging play environments for practising non-directed or semi-directed physical activity
5. Knowing how to manage situations of play and physical activity that promote physical literacy in an effective and pedagogically relevant way
6. Present, reflect on and discuss, in an informed manner, the results of actions to promote physical literacy
7. Critically reflect on their own learning
8. Co-operate, proposing and developing initiatives that are appropriate to the success of the proposed actions
2. Understand the role of PE and physical and sporting activity in promoting physical literacy
3. Designing projects to promote physical literacy that are inclusive and meaningful in relation to the characteristics of the practice contexts, both formal and non-formal, and the children who take part in them
4. Design/plan challenging play environments for practising non-directed or semi-directed physical activity
5. Knowing how to manage situations of play and physical activity that promote physical literacy in an effective and pedagogically relevant way
6. Present, reflect on and discuss, in an informed manner, the results of actions to promote physical literacy
7. Critically reflect on their own learning
8. Co-operate, proposing and developing initiatives that are appropriate to the success of the proposed actions
Contents
1. Physical Education and Physical Literacy
Physical Literacy as a key competence in lifelong learning
The role of Physical Education in promoting Physical Literacy
Physical literacy, health and active lifestyles
Physical literacy, active citizenship, inclusion and gender equity
2. Design and implementation of actions and practices to promote Physical Literacy
Structural sources of planning
Strategic decisions in the organisation of pedagogical action
Managing space, resources, tasks, interests and competences
Pedagogical intervention strategies
Inclusion and pedagogical differentiation
Playfulness in learning tasks
The pedagogical relationship
Regulating pedagogical action
Physical Literacy as a key competence in lifelong learning
The role of Physical Education in promoting Physical Literacy
Physical literacy, health and active lifestyles
Physical literacy, active citizenship, inclusion and gender equity
2. Design and implementation of actions and practices to promote Physical Literacy
Structural sources of planning
Strategic decisions in the organisation of pedagogical action
Managing space, resources, tasks, interests and competences
Pedagogical intervention strategies
Inclusion and pedagogical differentiation
Playfulness in learning tasks
The pedagogical relationship
Regulating pedagogical action
Teaching Methods
Presentation of questions/problems underlying the theoretical assumptions, inducing research (autonomous or guided) and consequent participatory discussion. This problematisation can arise from analysing texts, articles, viewing images or videos.
Development during the semester of a physical literacy project, in cooperation, which includes the following phases: planning, implementation in a real situation in a formal or non-formal context and evaluation/reflection on the learning achieved. At the end, the project will be presented to the class, promoting reflection on its results. Digital and audiovisual media will be used as learning tools in this process.
The implementation of the project will be interlinked with the activities of other CUs taking place at the same time during the semester.
Use of Moodle as a tool for managing communication, resources, learning proposals and formative assessment.
Development during the semester of a physical literacy project, in cooperation, which includes the following phases: planning, implementation in a real situation in a formal or non-formal context and evaluation/reflection on the learning achieved. At the end, the project will be presented to the class, promoting reflection on its results. Digital and audiovisual media will be used as learning tools in this process.
The implementation of the project will be interlinked with the activities of other CUs taking place at the same time during the semester.
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: Design of a physical literacy project and its implementation in an educational context.
AC2 (40%) - Individual: Critical report on the project carried out.
The assessment criteria will be discussed and agreed with the students.
Work proposals will be subject to formative assessment, with students having the opportunity to improve their work before it is finalised.
Components of the final assessment scheme:
AF1 (40%)-The same work considered in AC1. This assessment component is common to the continuous assessment regime (c.f. UÉ Academic Regulations) and the practical implementation component must be carried out during the period.
AF2 (60%) - Individual - Critical report submitted during the final assessment periods.
Passing depends on obtaining a final mark of at least 10, and the student may not have a mark of less than 10 in any of the components.
AC1 (60%) - Group: Design of a physical literacy project and its implementation in an educational context.
AC2 (40%) - Individual: Critical report on the project carried out.
The assessment criteria will be discussed and agreed with the students.
Work proposals will be subject to formative assessment, with students having the opportunity to improve their work before it is finalised.
Components of the final assessment scheme:
AF1 (40%)-The same work considered in AC1. This assessment component is common to the continuous assessment regime (c.f. UÉ Academic Regulations) and the practical implementation component must be carried out during the period.
AF2 (60%) - Individual - Critical report submitted during the final assessment periods.
Passing depends on obtaining a final mark of at least 10, and the student may not have a mark of less than 10 in any of the components.
Teaching Staff
- Clarinda de Jesus Banha Pomar [responsible]
Certificações
