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Pedagogy of Sport

Scholar Year: 2018/2019 - 1S

Code: DESP15    Acronym: PD
Scientific Fields: Ciências do Desporto
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
DESP 37 Study Plan 5,0

Teaching weeks: 15

Head

TeacherResponsability
Fernando Jorge Lourenço dos SantosHead

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 4,80
Fernando Santos   3,47
Hugo Gonçalo Duarte Louro   1,33

Teaching language

Portuguese

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

The process of planning the physical and sporting activity in different areas of sports practice.

Master the process of design, control and evaluation of programs and intervention projects in different areas and contexts of sports and recreation practice.

Master the process of pedagogical intervention in physical and sporting activities in different areas and sporting contexts. Plan the basis of a strategy to deal with parents and responsible for education.

Syllabus

1. Theoretical foundations of physical activity and sport. Concept and scope of sport pedagogy.

2. The motivation in sports.

3. The effectiveness and pedagogical success in sports (e.g.: Model of the analysis of the pedagogical relationship in sports, the behavior of the coach-the coaches of success). Teaching styles in physical education.

4. Stages of the professional development process of a teacher and/or trainer.

5. Methodological Bases for planning and intervention in the field of physical activity and sport. The importance Of the parents in the practice of physical and sporting activity.

1. The planning process in sport
1.1. Projects, programs and activities: the general, specific and operational objectives.
1.2. Planning stages (selection and systematization of content, selection of activities, action strategies.
1.3. The structure of the session: preparatory or initial part, fundamental part and final part.
1.4. Medium, short and long-term plans.
1.5. Training cycles/didactic units.
1.6. The conduct of the session: Pedagogical Intervention Techniques (TIP) in sport (dimension, instruction, climate, management and discipline).
1.7. Evaluation and control of the intervention process: design, methods and instruments.

2. Analysis of the teaching process
2.1. Observation, sampling types, observation units and registration methods.
2.2. Observation systems (e.g. coach and athlete Behavior Observation System – SOTA; lesson time analysis – ATA; teacher/trainer behavior, Student/athlete behavior, pedagogical feedback, classroom climate, value of Proposed activities, inappropriate behaviors).

Software

Lince

Match Vision


Demonstration of the syllabus coherence with the UC intended learning outcomes

It expresses the appropriation and use of knowledge on the different topics covered by the production of the proposed works. At the end of the work the skills expected are located around the following areas: (a) It manifests the appropriation of theoretical knowledge on the different topics covered; (b) uses, in a judicious and substantiated manner, the knowledge acquired in situations of practical/applied character; (c) demonstrates the ability of bibliographic research and analysis in the realization of written works and/or oral presentations.

Teaching methodologies

An expository and synthesis approach to the methodological bases for the design, control and evaluation of plans and programmes of physical and sporting activities for different scopes and contexts of sports practice. Design and discussion of methodological proposals for intervention in sport in different contexts. Each student is expected to be present at 75% of the classes and participate in the discussion of the issues under review, as well as in the individual and group jobs that may be requested.

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

Students are intended to have an active participation in the process, through the development of skills related to the acquisition of knowledge and their application, in a judicious and substantiated way, to practical situations. In addition to the expository classes, students are asked to develop theoretical and practical/applied work on the matter individually or in a group. This UC wants students to use the knowledge addressed in an integrated and applied way.

Assessment methodologies and evidences

The final classification results from:

Process Evaluation: (60%) expressed through the following tasks: Elaboration of a lesson/training plan that should be applied in a supervised microteaching session and the elaboration of a critical report on this session (recorded audiovisually), after decoding the same Through two systems of pedagogical observation (Planning 10, Practice 15%Report 10%). Group work carried out under the content Approached at UC 20. Participation 5.

Product evaluation (40%) Results from performanceOf the student in two Tests Written evaluation (each With weighting of 20%).

The sum of the weighted values of component 1 (process) and component 2 (product) will define the classification in UC, assigned on a scale of 0 to 20 values.

Attendance system

Each student is expected to be present at 75% (50% in the case of students with special statutes) of classes and participate in the proposed activities, performing the scheduled work.

Assement and Attendance registers

Description Type Tempo (horas) End Date
Attendance (estimated)  Classes  0
  Total: 0

Bibliography

Armour, K. (2011). Sport Pedagogy – An Introdution for Teaching and Coaching, Pearson Education Limited Editions. Essex.
Kulinna, P.H., Scrabis-Fletcher, K., Kodish, S., Phillips, S., & Silverman, S. (2009). A decade of research literature in pedagogy. Journal of Teaching in Physical Education; 28: 119-140.
Martens, R. (2009) Sucessfull Coaching. Human Kinetics. IL.
Sarmento, P. (2004). Pedagogia do Desporto e Observação, Edições FMH, Lisboa.
Weinberg, R. & Gould, D. (2010). Foundations of Sport and Exercise Psychology. Human Kinetics. IL.
Rodrigues, J. & Sequeira, P. (2016). Contributos para a formação de treinadores de sucesso. Visão e Contextos, Lisboa.
Sociedade Científica Pedagogia do Desporto (2012). Desporto e Pedagogia - Formação e Investigação. Coisas de Ler, Lisboa.

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Página gerada em: 2024-03-28 às 10:53:05