ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Applied Didactics
Areas: Didactics of Body Expression
Center Faculty of Education Sciences
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
- To know, understand and assess the concept of Physical Education and its educational significance.
- To analyze the curriculum in the area of Physical Education in Primary Education, adopting a reflective and critical attitude towards the guidance given to the subject in the educational context.
- To develop curriculum proposals by implementing coherent alternatives, thinking about what to do, how to do it and why.
- To encourage and recognize the educational value of learning through physical exploration, physical abilities, body diagram, speech and body language, drama and performance, knowing aspects that relates the subject to leisure and recreation: dance, dramatic play, mime, glove puppets and puppet shows and workshops for their processing.
- The physical education and its assessment in educational framework: Education and development of body diagram.
- Increase of health through the Basic Physical Capabilities.
- Curriculum proposals and practical experience with exposure, reflection and evaluation of the educational process in Primary Education, developing the content blocks of the curriculum design for this stage of education, Block I Body image and perception, Block II Motor skills, Block III Artistic and expressive physical activities, Block IV Physical activity and health, and Block V Games and sports.
- The Body Language as a means of self-discovery and common language in the physical, emotional, social and cognitive development.
- Dramatic play workshops as expressive and material resources.
Básica:
Contreras Jordán, O.R. y García López, L. M. (2011). Didactica de la educacion física. Madrid. SINTESIS
Fraile, A. (coord.)(2004): Didáctica de la educación física: una perspectiva crítica y transversal. Madrid . Biblioteca Nueva.
Sanchez Bañuelos, F. (2003) Didáctica de la educación física. Madrid. Pearson Education
Complementaria:
Aguado Jódar, X. (1992) Unidades didácticas para primaria II : los nuevos juegos de siempre; El mundo de los zancos; Juegos malabares; Juegos de calle. Barcelona . INDE
Capllonch Bujosa, M (1994) Unidades didácticas para primaria III : habilidades y destrezas básicas. Barcelona. INDE
Cifuentes Torres, C. (2000). Xogando na escola : unidades didácticas para o terceiro ciclo de educación primaria, educación física .Santiago. Edicións Lea.
Contreras Jordán, O. (2002) Didáctica de la educación física para primaria. Madrid : Pearson : Prentice Hall
Fernández García, E. (coord.)(2002): Didáctica de la educación física en la educación primaria. Madrid. Síntesis.
Galera, A. (2001): Manual de didáctica de la educación física : una perspectiva constructivista integradora. Barcelona. Paidós.
González Arévalo, C. (et al.) (2010): Didáctica de la Educación física. Ministerio de Educación, Instituto de Formación del Profesorado, Investigación e Innovación Educativa. Barcelona. Graó.
Hernández Alvarez, J.L. y Velázquez Buendía, R.(coords.) (2004) La Evaluación en educación física : investigación y práctica en el ámbito escolar. Barcelona : Graó
Plaza Ramos, R. (et al.)(1999) Elaboración informatizada de unidades didácticas para primaria. Madrid. Gymnos.
Sales Blasco, J.(1999): Unidades didácticas para primaria X : afirmamos la lateralidad; un poco de cada bloque; vamos a jugar. Barcelona. INDE.
Siedentop, Daryl (1998). Aprender a enseñar la Educación Física. Madrid. INDE
It is intended that students develop competences to enable them:
- Ability to select and plan didactic materials and use them in practice.
- Work in teams as a precondition for the improvement of their professional activity by sharing knowledge and experiences.
- Be able to use systematic observation as the main instrument of ongoing, formative and global assessment of the capabilities of their future students.
- Relate the subject of Physical Education with different areas that form the curriculum of Primary Education and insisting on the development of creativity and the various expressive and communication manifestations.
Classroom planning is intended to be placed in the field of active and participatory school where the main purpose is to develop students' critical thinking, giving priority to active participation by means of theoretical and practical work, in order to facilitate discovery learning through action which may be individual or in groups.
The first part of the syllabus will be devoted to the explanation and exposition of theoretical contents, as the starting point of the teacher-to and supported by audiovisual media. Also in this phase the students will be required to carry out individual and collective works under the supervision and guidance of the teacher.
The second part of the syllabus will be held in the gym and it will basically consist of theoretical and practical exposition of the work done and activities aimed at developing the subject content either individually or in groups. The purpose of the expositions is aimed at the observation, analysis, action and reflection of the tasks where self-assessment and peer assessment will be required of the work performed.
Adaptation of COVID crisis scenarios:
Scenario 1: Adapted normality
- The expository and interactive teaching will be fundamentally of face-to-face character. Tutorials can be carried out partially virtually.
- The continuous formative evaluation will be combined with a final face-to-face test.
- The students will have guaranteed the accessibility of the materials that appear in the basic bibliography in accordance with the conditions of the scenario.
Scenario 2: distancing
- The expository and interactive teaching of face-to-face character will coexist with the virtual one, in agreement with what has the Faculty. Tutorials will preferably be conducted virtually.
- The continuous formative evaluation will be combined with a final test preferably of telematic character.
- The students will have guaranteed the accessibility of the materials that appear in the basic bibliography in accordance with the conditions of the scenario.
Scenario 3: Closure of facilities
- Teaching (expository, interactive and tutorials) will be completely virtual, using synchronous or asynchronous mechanisms.
- The continuous formative evaluation will be combined with a final test of telematic character.
- The students will have guaranteed the accessibility of the materials that appear in the basic bibliography in accordance with the conditions of the scenario.
The assessment is intended to be: formative, comprehensive and participatory and by using tasks within the school hours and some that will be outside school hours when needed.
It will be taken into account for assessment:
Final examination of theoretical-practical contents (40%)
Quality of the works carried out taking into account the content knowledge of the subject and personal contributions. (40%)
Attendance and participation in the theoretical and theoretical-practical sessions as well as the quality of that participation. Planning and preparation of works to expose in class. (20%)
Adaptation of COVID crisis scenarios:
• Scenario 1: content test (30%), continuous assessment (jobs and tasks in the CV) (70%). Face-to-face and / or telematic nature.
• Scenario 2: content test (30%), continuous assessment (jobs and tasks in the CV) (70%). Telematic character.
• Scenario 3: content test (30%), continuous assessment (jobs and tasks in the CV) (70%). Telematic character.
The student should spend approximately:
30 hours of work preparation of the theoretical part, study and search for material.
30 hours to develop collective works and expositions.
30 hours for preparation of practical expositions.
Taken into account that our work is based on the students who will teach Primary Education children, it is essential to be prepared and have studied thoroughly the subject who tries to HELP them grow, discover expressive, communication and social capabilities at all levels, cognitive, affective, motor and psychomotor, and therefore help the development and maintenance of health, promoting hygienic habits and preventing adverse effects such as sedentary lifestyle and obesity.
Attendance and participation in both theoretical and theoretical-practical classes is essential in order to achieve a positive assessment.
It is contemplated the possibility of organizing, within the framework of this subject, activities with the students and with external agents to the faculty, such as educational centers, associations, etc ..., being able to develop those in spaces of the USC as in other locations
Contingency plan:
Scenario 1: Adapted normality
- The expository and interactive teaching will be fundamentally of face-to-face character. Tutorials can be carried out partially virtually.
- The continuous formative evaluation will be combined with a final face-to-face test.
- The students will have guaranteed the accessibility of the materials that appear in the basic bibliography in accordance with the conditions of the scenario.
Scenario 2: distancing
- The expository and interactive teaching of face-to-face character will coexist with the virtual one, in agreement with what has the Faculty. Tutorials will preferably be conducted virtually.
- The continuous formative evaluation will be combined with a final test preferably of telematic character.
- The students will have guaranteed the accessibility of the materials that appear in the basic bibliography in accordance with the conditions of the scenario.
Scenario 3: Closure of facilities
- Teaching (expository, interactive and tutorials) will be completely virtual, using synchronous or asynchronous mechanisms.
- The continuous formative evaluation will be combined with a final test of telematic character.
- The students will have guaranteed the accessibility of the materials that appear in the basic bibliography in accordance with the conditions of the scenario.
• Scenario 1: content test (30%), continuous assessment (jobs and tasks in the CV) (70%). Face-to-face and / or telematic nature.
• Scenario 2: content test (30%), continuous assessment (jobs and tasks in the CV) (70%). Telematic character.
• Scenario 3: content test (30%), continuous assessment (jobs and tasks in the CV) (70%). Telematic character.
Raúl Eirín Nemiña
Coordinador/a- Department
- Applied Didactics
- Area
- Didactics of Body Expression
- Phone
- 881812094
- raul.eirin [at] usc.es
- Category
- Professor: Temporary PhD professor
Silvia Basanta Camiño
- Department
- Applied Didactics
- Area
- Didactics of Body Expression
- s.basanta [at] usc.es
- Category
- Professor: Temporary supply professor to reduce teaching hours
Cristian Abelairas Gómez
- Department
- Applied Didactics
- Area
- Didactics of Body Expression
- Phone
- 881812014
- Category
- Professor: LOU (Organic Law for Universities) PhD Assistant Professor
Javier Rico Diaz
- Department
- Applied Didactics
- Area
- Didactics of Body Expression
- Phone
- 881812014
- javier.rico.diaz [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) Associate University Professor
| Monday | |||
|---|---|---|---|
| 17:30-19:00 | Grupo /CLIL_08 (Gom - L) | Spanish | (NORTH CAMPUS) - GYMNASIUM |
| Tuesday | |||
| 09:00-10:30 | Grupo /CLIL_01 (Me - Or) | Galician | (NORTH CAMPUS) - GYMNASIUM |
| 16:00-17:30 | Grupo /CLE_02 (A - Ma) + Dobre Grao | Galician | (NORTH CAMPUS) - CLASSROOM 01 |
| Wednesday | |||
| 09:00-10:30 | Grupo /CLIL_02 (Os - P) | Galician | (NORTH CAMPUS) - GYMNASIUM |
| 16:00-17:30 | Grupo /CLIL_07 (Com - Gol) | Galician | (NORTH CAMPUS) - GYMNASIUM |
| 17:30-19:00 | Grupo /CLIL_06 (A - Col) | Galician | (NORTH CAMPUS) - GYMNASIUM |
| 19:00-20:30 | Grupo /CLIL_05 (M - Ma ) + Dobre Grao | Galician | (NORTH CAMPUS) - GYMNASIUM |
| Friday | |||
| 09:00-10:30 | Grupo /CLE_01 (Me - Z) | Galician | (NORTH CAMPUS) - CLASSROOM 01 |
| 10:30-12:00 | Grupo /CLIL_04 (Sanm - Z) | Galician | (NORTH CAMPUS) - GYMNASIUM |
| 12:30-14:00 | Grupo /CLIL_03 (Q - Sanl) | Galician | (NORTH CAMPUS) - GYMNASIUM |
| 05.20.2021 09:30-11:30 | Grupo /CLE_01 (Me - Z) | (NORTH CAMPUS) - CLASSROOM 01 |
| 05.20.2021 09:30-11:30 | Grupo /CLE_02 (A - Ma) + Dobre Grao | (NORTH CAMPUS) - CLASSROOM 01 |
| 05.20.2021 09:30-11:30 | Grupo /CLE_02 (A - Ma) + Dobre Grao | (NORTH CAMPUS) - CLASSROOM 03 |
| 05.20.2021 09:30-11:30 | Grupo /CLE_01 (Me - Z) | (NORTH CAMPUS) - CLASSROOM 03 |
| 07.05.2021 12:00-14:00 | Grupo /CLE_01 (Me - Z) | (NORTH CAMPUS) - CLASSROOM 22 |
| 07.05.2021 12:00-14:00 | Grupo /CLE_02 (A - Ma) + Dobre Grao | (NORTH CAMPUS) - CLASSROOM 22 |