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 relate 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 competencies 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 insist on the development of
creativity and the various expressive and communication manifestations.
Classroom planning is intended to be placed in the field of the active and participatory school where the main purpose is to develop students' critical
thinking, giving priority to active participation using theoretical and practical work, to facilitate discovery learning through action which
maybe 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. It will consist of a 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.
The assessment is intended to be: formative, comprehensive and participatory 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%)
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.
Taking 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 theoretical and theoretical-practical classes are essential to achieving a positive assessment.
It is contemplated the possibility of organising, within the framework of this subject, activities with the students and with external agents to the faculty,
such as educational centres, associations, etc ..., being able to develop those in spaces of the USC as in other locations
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
Cristian Abelairas Gómez
- Department
- Applied Didactics
- Area
- Didactics of Body Expression
- Phone
- 881812014
- Category
- Professor: University Lecturer
Catalina Maria Gili Roig
- Department
- Applied Didactics
- Area
- Didactics of Body Expression
- Category
- Professor: Temporary supply professor for IT and others
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) PhD Assistant Professor
Miguel Lorenzo Martínez
- Department
- Applied Didactics
- Area
- Didactics of Body Expression
- Category
- Posdoutoral_outros
Monday | |||
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17:30-19:00 | Grupo /CLIL_07 (Con - Frag) | Spanish | (NORTH CAMPUS) - GYMNASIUM |
Tuesday | |||
09:00-10:30 | Grupo /CLIL_01 (Loq - M) | Galician | (NORTH CAMPUS) - GYMNASIUM |
16:00-17:30 | Grupo /CLE_02 (A - Lop) + Dobre Grao 2º | Galician | (NORTH CAMPUS) - CLASSROOM 01 |
Wednesday | |||
09:00-10:30 | Grupo /CLIL_02 (N - Quin) | Galician | (NORTH CAMPUS) - GYMNASIUM |
16:00-17:30 | Grupo /CLIL_06 (A - Com) | Galician | (NORTH CAMPUS) - GYMNASIUM |
17:30-19:00 | Grupo /CLIL_08 (Frai - Lop) | Galician | (NORTH CAMPUS) - GYMNASIUM |
19:00-20:30 | Grupo /CLIL_05 - Dobre Grao 2º | Galician | (NORTH CAMPUS) - GYMNASIUM |
Friday | |||
09:00-10:30 | Grupo /CLE_01 (Loq - Z) | Galician | (NORTH CAMPUS) - CLASSROOM 01 |
10:30-12:00 | Grupo /CLIL_03 (Quiñ - R) | Galician | (NORTH CAMPUS) - GYMNASIUM |
12:30-14:00 | Grupo /CLIL_04 (S - Z) | Galician | (NORTH CAMPUS) - GYMNASIUM |
05.23.2023 09:30-11:30 | Grupo /CLE_01 (Loq - Z) | (NORTH CAMPUS) - CLASSROOM 01 |
05.23.2023 09:30-11:30 | Grupo /CLE_02 (A - Lop) + Dobre Grao 2º | (NORTH CAMPUS) - CLASSROOM 01 |
05.23.2023 09:30-11:30 | Grupo /CLE_02 (A - Lop) + Dobre Grao 2º | (NORTH CAMPUS) - CLASSROOM 03 |
05.23.2023 09:30-11:30 | Grupo /CLE_01 (Loq - Z) | (NORTH CAMPUS) - CLASSROOM 03 |
06.29.2023 12:00-14:00 | Grupo /CLE_01 (Loq - Z) | (NORTH CAMPUS) - CLASSROOM 22 |
06.29.2023 12:00-14:00 | Grupo /CLE_02 (A - Lop) + Dobre Grao 2º | (NORTH CAMPUS) - CLASSROOM 22 |