Activities of Fitness I

Scholar Year: 2018/2019 - 1S

Courses

Head Teacher Responsability Ana de Fátima da Costa Pereira Head

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 4,00 Ana de Fátima Costa Pereira   4,00

Teaching language

Portuguese

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

It is intended with this UC to provide students knowledge of the anatomy and function of the human body, allowing its use in practical situations within the physical and sporting activities.
Learning about the concept of Fitness (physical condition) and Health (Physical Condition and Fitness & Health);
Learning about the concept of the Health area & Fitness;
Knowing the components of physical condition;
Meet the physical qualities;
Meet the structural components of the training associated with different populations and contexts;
Learn about the various activities of the Fitness area and its relationship with the physical condition Know what the structure of a class, since the assessment, control and progression of exercises (with and without materials) in organizing the sessions;
Meet the aspects that characterize a proper stance in various positions, able to execute it;
Know what equipment suitable for classes;
Know which aspects of hygiene linked to the practice of physical activity;
Knowing the type and characteristics of area activities Fitness;
Meet the socio-professional context of physical condition and health.

Syllabus

1. History and development of the physical activity of the Academy;
2. Concept of Fitness (physical condition) and Health & Fitness (Fitness and health);
3. Area of Health & Fitness;
4. Components of physical condition;
5. Structural Components of the training;
6. Structure of the school;
7. Equipment;
8. Materials;
9. hygiene;
10. Body posture;
11. Introduction to Fitness activities: relationship with the components of physical condition;
12. Step and gymnastics in: description and application of exercises with and without use of materials;
13. Evaluation strategies (anamnesis and physical assessments);
14. Prescription strategies, control and progression of exercises.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The approach of the syllabus will be done through practical lessons/diversified sports, in observation and analysis and in design, organization of sporting nature activities.
The process shall involve: (a) the presentation, discussion and questioning of the contents; (b) realization and discussion on the practical lessons; (c) carrying out practical exercises and practical pedagogical training; (d) completion of reports, with reflection and discussion, according to the practice during the diferenes sports components, and (d) evaluations.

Teaching methodologies

Continuous Evaluation

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

Each student is expected to: (a) be present in at least 75% of the classes and participate in the discussion of the issues under review, as well as in the work proposed; (b) perform the requested assessment products, with clarity and precision the knowledge gained; (c) engage in study/preparation for the various evaluation activities.
Process component:
-Various types of tasks and activities integrated into the development of lessons (reply to questioning, commitment, progression in motor learning, motor dexterity and performance level) (60%-minimum 7.5 values)
-Attendance and participation (20%)
Product component:
- Written test (20%).

Assessment methodologies and evidences

Sum of points 1-4 above.

Attendance system

Each student is expected to be present, at least, in 75% of the classes, participate in the activities proposed and run scheduled jobs.
In the case of students with special statutes, which may not be present in the sessions provided for, should give knowledge of this Statute to teachers in the first two weeks of school, being set by the lecturer, a work plan to develop evaluation criteria and adapted according to the possibilities and conditions of frequency of each student, in order to allow the monitoring of the module and its continuous evaluation.

Bibliography

American College of Sports Medicine (2006). ACSM’s Guidelines for Exercise Testing and
Prescription, Baltimore: Lippincott Williams & Wilkins.
American Council on Exercise. (1993). Aerobic Instructor Manual . San Diego, CA: American Council on Exercise.
American Council on Exercise. (2000). Group Fitness Instructor Manual. San Diego, CA:
American Council on Exercise.
Barata, T. (1997). Actividade Física e Medicina Moderna. Póvoa de Sto. Adrião: Editora
Europress.
Bricker, K. (2000): Traditional Aerobics. San Diego, CA: American Council on Exercise.
Franco, S. & Santos, R. (1999). A Essência da Ginástica Aeróbica. Rio Maior: Edições ESDRM.
Kennedy, C. A. & Yoke, M. M. (2005). Methods of Group Exercise Instruction . Champaign, IL: Human Kinetics
Papi, J. (1997). Aeróbic en Salas de Fitness, manual teórico-prático. Barcelona: Publicações INDE.
Papi, J. (2000). Aeróbic. Barcelona: INDE Publicaciones.
Sánchez, D. (1999). Bases para la Enseñanza del Aerobic. Madrid: Gymnos Editorial
Deportiva