2024
Didactics of Sports and Expressive Activities II
Name: Didactics of Sports and Expressive Activities II
Code: DES10667L
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Sustainable Development Goals
Learning Goals
In general it is intended to equip students of BSc in Sport Science, the basic knowledge
needed for appropriate intervention in the process of teaching and learning in the context of
sports activities.
GENERAL OBJECTIVES
1. Addressing didactic and methodologically the teaching of content provided in the Curricular
Enrichment Activities programs, notably of Physical Activity and Sports.
2. Didactic and methodologically addressing the teaching of Individual Sports (IS), actively
collaborating in the formation of students' teaching skills, enabling them, as future teachers /
coaches, to govern its quality scientific and educational intervention;
3. Targeting the process of teaching and learning in school and related conditions, ie, from the
perspective of educational and methodological response to the objectives and problems of
formation of the various sports that make up the DI mode.
4. Provide a set of proposals, looking for ways to enrich the sport, making them educationally
significant and formative.
At the end of the course students should:
- Mastering the pedagogical aspects of teaching and learning of IS.
- Understand the methodological evolution of education / training of the various IS.
- Identify the various types of structural similarities that make up the IS;
- Identify the key differences of various types that make up the IS;
- Recognize the primary rules or principles of each method discussed.
needed for appropriate intervention in the process of teaching and learning in the context of
sports activities.
GENERAL OBJECTIVES
1. Addressing didactic and methodologically the teaching of content provided in the Curricular
Enrichment Activities programs, notably of Physical Activity and Sports.
2. Didactic and methodologically addressing the teaching of Individual Sports (IS), actively
collaborating in the formation of students' teaching skills, enabling them, as future teachers /
coaches, to govern its quality scientific and educational intervention;
3. Targeting the process of teaching and learning in school and related conditions, ie, from the
perspective of educational and methodological response to the objectives and problems of
formation of the various sports that make up the DI mode.
4. Provide a set of proposals, looking for ways to enrich the sport, making them educationally
significant and formative.
At the end of the course students should:
- Mastering the pedagogical aspects of teaching and learning of IS.
- Understand the methodological evolution of education / training of the various IS.
- Identify the various types of structural similarities that make up the IS;
- Identify the key differences of various types that make up the IS;
- Recognize the primary rules or principles of each method discussed.
Contents
A. Contents cutting across all sports
1 - Aspects related to the teaching-learning process
Purpose of teaching objectives and teaching-learning process
Functions and powers of the teacher
Planning and evaluation
2 - General conditions of planning factors
space available
material conditions
Characteristics of the group
Characterization of individual students
3 - Specific factors that condition the planning lessons
Thematic unit plan
Structure of the swimming lesson
contents
specific objectives
educational functions
Organization of class
Number of tasks to be performed
Degree of difficulty of the tasks
Length of session and exercise
Intensity of effort
Relationship between the content
Lesson Plan
- The teacher in class
Levels at which the teacher
discipline
climate
management
instruction
feedback
Specificity of the teacher / student relationship
Procedures facilitating and encouraging the good teacher / student relationship
- Assessment of teacher performance
- Use of checklists
B. The sports to address:
1. In Curricular Enrichment Activities
1.1. Physical Activities
Exploration of Nature
Displacements and equilibrium
Rhythmic and expressive
Games
Handling activities
Opposition and struggle
2. In more advanced levels of education
1.2. Individual sports activities
athletics
gymnastics
swimming
2.1 - Athletics:
Racing
Releases
jumps
2.2 - Swimming:
Adaptation to aquatic
Teaching swimming techniques
Teaching techniques starting
Teaching techniques for turning
2.3 - Gymnastics:
Rhythmic Gymnastics sports
acrobatic gymnastics
Artistic Gymnastics - male and female
Gymnastics equipment
2.4 - Racket sports:
badminton
Tennis
5 - Judo:
falls
projections
1 - Aspects related to the teaching-learning process
Purpose of teaching objectives and teaching-learning process
Functions and powers of the teacher
Planning and evaluation
2 - General conditions of planning factors
space available
material conditions
Characteristics of the group
Characterization of individual students
3 - Specific factors that condition the planning lessons
Thematic unit plan
Structure of the swimming lesson
contents
specific objectives
educational functions
Organization of class
Number of tasks to be performed
Degree of difficulty of the tasks
Length of session and exercise
Intensity of effort
Relationship between the content
Lesson Plan
- The teacher in class
Levels at which the teacher
discipline
climate
management
instruction
feedback
Specificity of the teacher / student relationship
Procedures facilitating and encouraging the good teacher / student relationship
- Assessment of teacher performance
- Use of checklists
B. The sports to address:
1. In Curricular Enrichment Activities
1.1. Physical Activities
Exploration of Nature
Displacements and equilibrium
Rhythmic and expressive
Games
Handling activities
Opposition and struggle
2. In more advanced levels of education
1.2. Individual sports activities
athletics
gymnastics
swimming
2.1 - Athletics:
Racing
Releases
jumps
2.2 - Swimming:
Adaptation to aquatic
Teaching swimming techniques
Teaching techniques starting
Teaching techniques for turning
2.3 - Gymnastics:
Rhythmic Gymnastics sports
acrobatic gymnastics
Artistic Gymnastics - male and female
Gymnastics equipment
2.4 - Racket sports:
badminton
Tennis
5 - Judo:
falls
projections
Teaching Methods
Classes take place throughout the school year. Each session will last two hours (one hundred
and twenty minutes), under continuous evaluation, with theoretical and practical, and we used
a room or sports pavilion as prime locations.
Priority will be given micro-teaching sessions, in which students, having knowledge of the
contents address, make a lesson plan which will implement with all colleagues.
THE PROCESS OF CONTINUOUS EVALUATION
To get the student passed the continuous assessment process must meet the following
requirements:
• Obtain final grade equal to or greater than 9.5 in the proposed assessment tasks;
• Perform all tasks assessing proposals;
• Get a partial classification equal to or above 8 in all assessment tasks proposed;
• Comply with 75% attendance at classes provided for (regulations adopted by the
Department).
Assessment tasks
1. Lesson plans (10%)
Preparation of two lesson plans for the micro-teaching sessions to teach. The plan must be
submitted to the faculty role in the day of its educational intervention.
2. Educational intervention (60%)
Each student will direct two micro-teaching sessions, evaluated in situ by a teacher, based on
the methodological guidelines discussed in and observation form the pedagogic provided
to students.
3. Final Report (30%)
The micro-teaching session should be recorded on film to enable the development of a critical
report on the educational intervention. The report, the lesson plan and the film must be
delivered to the classroom teacher in electronic form (CD). The report shall also be delivered
on paper.
For the preparation of reports, should follow the following rules:
• The Final Report should be developed in the form of technical report;
• It should contain a cover which will contain the student ID and course;
• Formatting should observe the following rules: Arial 12, spacing 1.5 (Do not exceed 7 pages!)
• The work should be structured into the following sections: Introduction, Methodology, Results,
Reflections and Practices, Conclusions;
• The Introduction should be based on the bibliography of specialty, can avail itself of
information already published in order to provide the essential information that enables the
transmission of the article. The aim of the paper should be explicit at the end of the
Introduction;
• The methodology should explain how it was developed to collect and process data, so that
work can then be replicated by those who read;
• The results should reveal information the author deems appropriate to discuss their technical
and pedagogical intervention. It is advisable, at least, the use of the observation system for the
management of time, as well as the observation form used for the on-site evaluation by
the teacher;
• Reflections practices will emerge depending on the results presented, the items of the
observation form, the issues raised in and bibliography. Should be presented and
discussed practical implications for future intervention situations the pedagogic; will also be a
valuable comparative examination between the two sessions taught.
The conclusions should briefly summarize the most important aspects of the work to remove.
and twenty minutes), under continuous evaluation, with theoretical and practical, and we used
a room or sports pavilion as prime locations.
Priority will be given micro-teaching sessions, in which students, having knowledge of the
contents address, make a lesson plan which will implement with all colleagues.
THE PROCESS OF CONTINUOUS EVALUATION
To get the student passed the continuous assessment process must meet the following
requirements:
• Obtain final grade equal to or greater than 9.5 in the proposed assessment tasks;
• Perform all tasks assessing proposals;
• Get a partial classification equal to or above 8 in all assessment tasks proposed;
• Comply with 75% attendance at classes provided for (regulations adopted by the
Department).
Assessment tasks
1. Lesson plans (10%)
Preparation of two lesson plans for the micro-teaching sessions to teach. The plan must be
submitted to the faculty role in the day of its educational intervention.
2. Educational intervention (60%)
Each student will direct two micro-teaching sessions, evaluated in situ by a teacher, based on
the methodological guidelines discussed in and observation form the pedagogic provided
to students.
3. Final Report (30%)
The micro-teaching session should be recorded on film to enable the development of a critical
report on the educational intervention. The report, the lesson plan and the film must be
delivered to the classroom teacher in electronic form (CD). The report shall also be delivered
on paper.
For the preparation of reports, should follow the following rules:
• The Final Report should be developed in the form of technical report;
• It should contain a cover which will contain the student ID and course;
• Formatting should observe the following rules: Arial 12, spacing 1.5 (Do not exceed 7 pages!)
• The work should be structured into the following sections: Introduction, Methodology, Results,
Reflections and Practices, Conclusions;
• The Introduction should be based on the bibliography of specialty, can avail itself of
information already published in order to provide the essential information that enables the
transmission of the article. The aim of the paper should be explicit at the end of the
Introduction;
• The methodology should explain how it was developed to collect and process data, so that
work can then be replicated by those who read;
• The results should reveal information the author deems appropriate to discuss their technical
and pedagogical intervention. It is advisable, at least, the use of the observation system for the
management of time, as well as the observation form used for the on-site evaluation by
the teacher;
• Reflections practices will emerge depending on the results presented, the items of the
observation form, the issues raised in and bibliography. Should be presented and
discussed practical implications for future intervention situations the pedagogic; will also be a
valuable comparative examination between the two sessions taught.
The conclusions should briefly summarize the most important aspects of the work to remove.
Teaching Staff (2023/2024 )
