Ethics and Law in Sport

Scholar Year: 2017/2018 - 2S

Courses

Head Teacher Responsability Paulo Alexandre Correia Nunes 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 3,20 Paulo Alexandre Correia Nunes   3,20

Teaching language

Portuguese

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

1. To train students skills of analysis and interpretation of information relating to ethics and law in sport, in a logic of becoming interventional in sports organizations, having as reference variables temporal, organizational, economic and social issues.

2. To provide students with skills related to the national legal framework and Community policies around the ethics and law in sports to enable them to understand and seek the best solutions within a given sports organization management action.

Syllabus

1. Ethics in Sport
1.1. The European Sports Charter
1.1.1. Values Development
1.1.2. Moral Foundations and Ethics in Sport
1.2. The United Nations Convention on the Rights of Persons with Disabilities
1.3. Legal Framework for Combating Violence, Racism, Xenophobia and Intolerance in Sport Shows (Law N.º 39/2009)
1.4. Participation in Cultural Life, Recreation, Leisure and Sport (Article 30)
1.5. International Charter of Physical Education and Sport UNESCO
1.6. The Sports Code of Ethics of the Council of Europe
1.6.1. Legal instruments of the European Union
1.7. European Year of Education through Sport
1.7.1. Values for the Sports Activity
1.8. National Ethics in Sport Plan
1.9. European Sports Charter
1.10. Olympic Charter
2. Constitution of the Portuguese Republic
2.1. The Constitutional Evolution of the Right to Sport
2.1.1. The Right to Sport as a Fundamental Right
2.1.2. The Sports Texts Constitutional
2.1.3. International law (Article 8)
2.1.4. State Fundamental tasks (Article 9)
2.1.5. Right to Humane Treatment (Article 25)
2.1.6. Right to Freedom and Security (Article 27)
2.1.7. Sports and Physical Culture (Article 79)
3. Law Bases of Physical Activity and Sport (Law N.º 5/2007)
3.1. In view Generalidade
3.2. Case Studies At Applied Jobs From Sport
4. Sports System
4.1. the Sports System Operators
4.1.1. The Sports Agents (Human Resources in Sport)
4.1.2. The Corporate Bodies - The Sports Organizations
5. Sport Organizations Private
5.1. The Freedom of Association
5.2. Sports Associations Role of Recognition
5.3. The Sports Clubs
5.4. Youth Practitioners Clubs
5.5. The Sports Corporation
5.6. The Sports Clubs Associations Territorial Base
6. Club Leagues
6.1. The Sports Federations
6.2. Status of Sports Public Utility
6.3. Associations Sports Promoters
6.4. The Olympic Committee of Portugal
6.5. The Confederation of Portugal Sport
6.6. The Sports Foundation
6.7. The Representative Associations of Sports Agents
6.8. The unions
6.9. other Associations
6.9.1. practitioners Sports
6.9.2. coaches
6.9.3. Referees
6.9.4. students
6.9.5. Other Sports Agents
7. Public Sports Organizations
7.1. The Central Government
7.2. The Regional Public Administration
7.3. The Local Public Administration
8. International Sports Organizations
8.1. The International Sports Federations
8.2. The International Olympic Committee
9. Ethics in Sport - Case Studies
9.1. Guidelines for Teachers
9.2. Guidelines for Coaches

Demonstration of the syllabus coherence with the UC intended learning outcomes

It is intended that the student manifests, in addressing issues that cross the Ethics and Law in Sport, 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 (60%)
- Application exercises performed in class - 20%
- Project Work - 40%

At the level of product (40%)
- Written test of knowledge - 40%

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

Adelino, J. (2006). A Ética Desportiva na Visão de um Treinador, in AAVV Ética e Fair Play – novas Perspectivas, novas Exigências. Lisboa: Confederação do Desporto de Portugal (pp.139-177).

Araújo, L. (1990). Ética, sociedade contemporânea e Desporto, in AAVV Desporto, Ética, Sociedade. Porto: FCDEF-UP (pp. 40-45).

AYXELA, S. (2011). Relatório sobre a dimensão europeia do Desporto da Comissão da Cultura e da Educação, Proposta de Resolução, Documento de Sessão, Bruxelas: Parlamento Europeu.

Bento, J. (1988). Recordar Coubertin – em defesa do seu legado cultural e dos princípios olímpicos, Revista Horizonte, vol. V, n.º 26: dossier (I-V).

Bento, J. (1990). À procura de referências para uma Ética do Desporto, in AAVV Desporto, Ética, Sociedade. Porto: FCDEF-UP (pp. 23-39).

Constantino, J. (1990). O valor cultural e ético do espectáculo desportivo na sociedade contemporânea, in AAVV Desporto, Ética, Sociedade. Porto: FCDEF-UP (pp. 77-86).

Constituição da República Portuguesa, Lei Constitucional n.º 1/2005, de 12 de Agosto.

Feio, N. (1990). A dimensão ética e cultural do Desporto. Ensaio sobre a multidimensionalidade do Agon contemporâneo, in AAVV Desporto, Ética, Sociedade. Porto: FCDEF-UP (pp. 46-59).

Jesus, R.; Lima, J.; Magalhães, A.; Muller, G.; (2014). Código de Ética Desportiva. Lisboa: Edição, Instituto Português do Desporto e Juventude, I.P.

Gonçalves, C. (2006). Ética e Fair Play: Contributos para uma Valorização Qualitativa das Práticas Desportivas, in AAVV Ética e Fair Play – novas Perspectivas, novas Exigências. Lisboa: Confederação do Desporto de Portugal (pp.91-112).

Horta, L. (2006). A Luta Contra a Dopagem no Desporto – em Defesa do(a) Praticante Desportivo(a), in AAVV Ética e Fair Play – novas Perspectivas, novas Exigências. Lisboa: Confederação do Desporto de Portugal (pp.225-243).

Lei de Bases da Atividade Física e do Desporto, Lei n.º 5/2007, de 16 de Janeiro.

Lima, J.; Marcolino, P. (2012). Manual Plano Nacional de Ética no Desporto. Lisboa: Edição, Instituto Português do Desporto e Juventude, I.P.

Lima, J. (2007). O Fogo do Espírito, Desporto, Olimpismo e Ética, Lisboa, Academia Olímpica de Portugal.

Lopes, F.; Mestre, A. (Tradução, 2012). Carta Olímpica - Tradução oficiosa. Autoria: Comité Olímpico Internacional. Lisboa: Edição, Instituto Português do Desporto e Juventude, I.P.

Marivoet, S. (2007). Ética do Desporto - Princípios, Práticas e Conflitos. Análise sociológica do caso português durante o Estado Democrático do século XX. Tese submetida como requisito para a obtenção do grau de Doutor em Sociologia. Lisboa: ISCTE.

Mendes, L. (2012). Ética Desportiva - Conferência no Panatlhon Clube de Lisboa. Lisboa: Edição, Instituto Português do Desporto e Juventude, I.P.

O Regime Jurídico do Combate à Violência, ao Racismo, à Xenofobia e à Intolerância nos Espetáculos Desportivos, Lei n.º 39/2009, de 30 de Julho.

Resolução do Conselho e dos Ministros da Juventude Reunidos no Conselho, sobre a dimensão da educação informal no contexto das atividades desportivas dos programas comunitários para a juventude, Jornal Oficial da União Europeia, C 8/5, 12.1.2000.

Rosa, B. (2014). Ética no Desporto – Linhas Orientadoras para Professores. Revisão: José Lima (PNED/IPDJ) e Abel Figueiredo (ESEV/IPV). Mafra: Edição, Instituto Luso-Ilírio para o Desenvolvimento Humano (iLIDH). Palácio dos Marqueses de Ponte de Lima.

Rosa, B. (2014). Ética no Desporto – Linhas Orientadoras para Treinadores. Coordenação: Eva Ndrio de Carvalho e Lourenço Xavier de Carvalho (iLIDH). Revisão: José Lima (PNED/IPDJ) e Abel Figueiredo (ESEV/IPV).. Mafra: Edição, Instituto Luso-Ilírio para o Desenvolvimento Humano (iLIDH). Palácio dos Marqueses de Ponte de Lima.


Webgrafia Fundamental

Instituto Português do Desporto e da Juventude, I.P.
http://www.ipdj.pt/

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.