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Analysis of Sports Organizations
Scholar Year: 2016/2017 - 1S
| Code: |
DESP03 |
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Acronym: |
AOD |
| Scientific Fields: |
Ciências do Desporto |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| DESP |
38 |
Study Plan |
1º |
5,0 |
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Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
1. Learn used terminology of the course content.
2. Understand the management of sport organizations.
3. Knows the fundamentals of internal and external variables involved in the management of Sport Organisations.
4. Mastering the exploratory methods and the most common instruments that lead to the analysis and synthesis of the explanation of sport organisations.
5. Know the course fundamental’s and shows skills on description and analysis of the Sport Organisations.
6. Develop products that attest how to use the methods and tools to describe, analyse, understand and explain the operation of sport organisations.
Syllabus
Theoretical studies: Analysis, Model, Scenario, Foresight; Evaluation.
A theoretical/practical studies: Sports Organizations, The Portuguese Sports System; Context of Sport Organizations, Public Sports Organizations, National Organizations, International Organizations; Membership Sport’s Organizations; The Sports Business Organizations, Stock’s Sports Societies; Commercial Societies.
Practical/applied Studies: The syllabus to develop in the first annual half - Sports Club.
Demonstration of the syllabus coherence with the UC intended learning outcomes
It is intended that the student manifests, in addressing issues that cross the sport and their organizations, objectivity and a methodical study of attitude and systematic, facilitating the acquisition and application of knowledge.
Teaching methodologies
The approach of program content is based on two parts: one part aimed at theoretical and another part intended for the application of the theory.
For practical studies the working methods are diversified and depending on the objectives of each class. The most frequently performed by the students, are the presentation of themes, panel discussions, individual work and / or small group, the preparation of summaries and reflection on the theory and design of work.
Continuous assessment and students incorporated in it are subject, in the process, the implementation of small practical work of reflection and / or deepening of the study and the specific situations of questioning.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
Gives it special importance to interactive methodologies, teaching the discovery, involving students in the teaching-learning process, centered on an approach of theoretical concepts referenced by scientific research and its application to practical situations.
Assessment methodologies and evidences
Evaluation and classification
The evaluation of the course is based on continuous assessment, which consists in times of process and product. Are valences of continuous assessment:
At the process level (50%)
- Application exercises performed in class - 15%
- Project Work - 35%
At the level of product (50%)
- Written test of knowledge - 50%
For the award of the final grade, can the teacher provides, if deemed necessary for further clarification of the evaluation process, the oral discussion of any of the productions developed by the students.
Attendance system
Attendance system:
a) is present in 80% of classes and participate in the discussion of the issues involved, as well as in carrying out the proposed work;
b) read the literature to support and be prepared to analyze and discuss the issues presented;
c) perform the tasks and scheduled work, showing clearly and accurately the acquisition of knowledge on the subject.
Bibliography
Araújo, J. (1986). Guia do Animador e Dirigente Desportivo. Lisboa: Editorial Caminho.
Barros, J. (2004). A projecção do quotidiano no turismo e no lazer: o lugar dos actores dos contextos e dos paradigmas. Lisboa: Instituto Superior de Ciências Sociais e Políticas.
Byl, J. (2002). Dinamica de grupos - Mas de 100 Juegos para praticar em classe. Co-Ed Recreational Games.
Cunha, L., Abrantes, A. (2013), Introdução ao Turismo, 5a Edição, Lisboa: Lidel.
Cooper, C., Fletcher, J., Gilbert, D., Wanhill, S. (2008), Tourism: Principles and Practice, 4th Edition, Essex: Longman.
Daly, J. (2000). Recreation and Sport Planning and Desingn. USA: Human Kinetics.
De Knoop, Standeven, J. (1998). Sport Tourism. Champaign: Human Kinetics.
Ferreres, O. (2004). La animacion deportiva, el juego y los deportes alternativos. INDE.
Hall, M. (2008), Tourism Planning: Policies, Processes and Relationships. 2nd Edition, Harlow: Pearson Education.
Lança, R. (2004). Animação Desportiva e Tempos Livre. Perspetivas de Organização. Desporto e Tempos Livres. Lisboa: Editorial Caminho.
Lima. A. (1994). A Educação Física de Recreação como Meio Pedagógico Estruturado de Comunicar a Animação Desportiva Escolar. Tese de Mestre (não publicado). Coimbra: Universidade de Coimbra.
Ortiz, J. (2000). Dinamica de grupos: aspetos técnicos, âmbitos de intervención e fundamentos teóricos. Spain: Algibe.
Organização mundial de turismo. (1995). Conceptos, Definiciones y Classificaciones de las Estatisticas de Turismo. Madrid: OMT.
Shivers, J. & Delise, L. (1997). The Story of Leisure: Context, Concepts, and Current Controversy. USA: Human Kinetics.
Soria, M. et al. (2006). Prespectivas Actuales de la Animación Sociocultural – Cultura, Tiempo Libre y Participación Social. Editorial CCS.
Observations
Students with special statutes that may not be present in the planned sessions, should give notice of this status to teachers in the first fifteen days of classes, defined a work plan to be developed and adapted evaluation discretion, depending on the possibilities and particular conditions frequency of students involved, to allow monitoring of the respective classes and continuous assessment.
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