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Nature Sports for Special Populations

Scholar Year: 2021/2022 - 2S

Code: DN09    Acronym: DNPE
Scientific Fields: Desporto
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
TSPDN 28 5,0 45 135,0

Teaching weeks: 15

Head

TeacherResponsability
Luís Filipe Moutinho LeitãoHead

Weekly workload

Hours/week T TP P PL L TC E OT OT/PL TPL O S
Type of classes

Lectures

Type Teacher Classes Hours
Contact hours Totals 1 3,20
Danilo Ferreira   3,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

• Provide knowledge that allows the Sport Nature instructor to have adequate qualification for technical and pedagogical intervention in the field of nature sports for specific populations in order to develop socially and culturally physical activity programs for these populations;
• Contribute to the students' awareness of the importance of the context in which sport of nature is inserted, with a view to creating ecologically advanced consciousness towards the preservation of nature and the benefits for this type of population
• Enable students with knowledge acquired through theoretical and practical lectures and seminars to allow them to plan, organize, develop and evaluate activities of nature sports;
• Know the characteristics of the special populations according to the type of disability or inability they present.
• Understand the importance of physical and sports activity in populations with special characteristics as a privileged means of promoting health and physical fitness, psychic and emotional well-being and social integration.
• Demonstrate the benefits of methodological knowledge to develop and manage programs and projects in the area of physical activity and adapted sport.

Syllabus

1. Sports Nature, Physical Activity and Physical Exercise
1.1 Terminology, definition and concepts
2. Sports Nature for children, young people, elderly and specific conditions of chronic diseases (cardiovascular diseases, obesity).
2.1 Sports Nature and children
2.2 Sports Nature and Youth
2.3 Sports Nature and Elderly Sports
2.4 Sports Nature and chronic diseases

3. Nature Sports and Adapted Physical Activity
3.1 Adapted Physical Activity concept and its articulation with other areas of knowledge.
3.2 Fields of behavior and notion of "atypical" development.
3.3 Disability, incapacity and disadvantage concepts.
3.4 The International Classification of Functioning (ICF). Types of disability: physical, sensory, motor, intellectual and multideficiency condition.
3.5 Brief historical evolution of adapted physical activity (AFA), main objectives and different ways of facing the disabled individual over time.
3.6 Social approaches to disability in contemporary societies: medical model versus social model. Ecological model: Forms and conditions for integration. The concept of inclusion.
3.7 Nature sports for people with disabilities.


Demonstration of the syllabus coherence with the UC intended learning outcomes

The approach of the programmatic contents will be done through expositive nature, theoretical and theoretical-practical sessions. In theoretical sessions, the topics related to the defined curriculum will be developed in an expositive way. On the other hand, in the theoretical-practical sessions we will try to develop the programmatic contents through the application of practical worksheets and active participation of the students in experimental situations.

Teaching methodologies

Timetable and distance support will be provided in the orientation of student research and in the accomplishment of written works and / or oral presentations.
It is intended that the students have an active participation in the acquisition of knowledge. Thus, in addition to the lectures, students are encouraged to develop, individually or in groups, the subjects discussed in the theoretical sessions. This CU requires students to use the knowledge of each subject handled in an integrated and applied manner. Thus, the written test aims to evaluate the theoretical knowledge; the performance of written work and / or oral presentations aims at assessing the integration of knowledge into a coherent and solid body of knowledge.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The CU of "Sports for Nature for Special Populations" aim to transmitting a set of knowledge that enable students to master the basic concepts and fundamental and determining factors for the interoperation of nature sports as a beneficial way to improve health and quality of life, and a better human development in the diverse special populations, indispensable knowledge for the future of professionals related to Sport, daily confronted with this problem.

Assessment methodologies and evidences

Component I - Process Assessment (40%).
It results from student performance by performing the following tasks:
- Practical / applied group work on a nature sports program in a special population (35%);
-Assiduity / participation (5%);

Component II - Product Evaluation (60%).
It is expressed by the student's performance in a written test on the subject, in which the student must obtain a minimum grade of 7 value (40%), and an oral presentation (20%).
In both components the student must obtain a classification higher than 7 values. If you do not get this rating, the student will fail the continuous assessment.
The sum of component I and component II will define the classification for the assignment of the final grade of the CU.

Attendance system

In order to be evaluated, students should:
- Be present in at least 75% of all sessions and participate in the discussion of the issues under analysis, as well as in carrying out the proposed work;
- Read the supporting texts and be prepared to analyze and discuss the topics presented;

Bibliography

1. ACSM (2014). Guidelines for Exercise Testing and Prescription. (9th Edition). Baltimore: Williams and Wilkins.

2. ACSM (2014). Health Related Physical Fitness Assessment Manual. (4th Edition). Baltimore: Williams and Wilkins.

3. ACSM (2014). Resources for the personal trainer (4th Edition). Baltimore: Williams and Wilkins.
4. Moniz Pereira, L. (1984). Evolução do estatuto do deficiente na Sociedade, in Horizonte, vol.1, nº2, Nov./Dez., pg. 132-135.
5. Moniz Pereira, L; Simões, C.; Espadinha, C. (2011). Introdução à integração social e reabilitação. C. Quebrada: Edições FMH.
6. Sherril, C. (2005). Adapted physical activity, recreation and sport: cross-disciplinary and lifespan (6th edition). New York: McGraw-Hill.
7. WHO (2001). ICF: International Classification of Functioning and Disability. Geneva: WHO.
8. Winnick, J. P. (2011). Adapted physical education and sport. Champaign, Ill.: Human Kinetics.

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Página gerada em: 2022-10-01 às 06:20:17