Ethics and Law in Sport

Scholar Year: 2018/2019 - 2S

Courses

Head Teacher Responsability Amílcar Sardinha Antunes 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 Amílcar Antunes   3,20

Teaching language

Portuguese/English

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

Ethics in Sport
The European Sports Charter
Values Development
Moral Foundations and Ethics in Sport
The United Nations Convention on the Rights of Persons with Disabilities
Legal Framework for Combating Violence, Racism, Xenophobia and Intolerance in Sport Shows (Law N.º 39/2009)
Participation in Cultural Life, Recreation, Leisure and Sport (Article 30)
International Charter of Physical Education and Sport UNESCO
The Sports Code of Ethics of the Council of Europe
. Legal instruments of the European Union
European Year of Education through Sport
Values for the Sports Activity
National Ethics in Sport Plan
European Sports Charter
Olympic Charter
Sport as a neutral factor
Professional Deontology
Ethics and the coach
The potential of sport in the development of values (civic, interpersonal and personal)
What is Fair Play
Sport for Human Development
Social responsibility in the sport management
Ethics in Sport - Case Studies
Guidelines for Teachers
Coaching Guidelines
Constitution of the Portuguese Republic
The Constitutional Evolution of the Right to Sport
The Right to Sport as a Fundamental Right
The Sports Texts Constitutional
International law (Article 8)
State Fundamental tasks (Article 9)
Right to Humane Treatment (Article 25)
Right to Freedom and Security (Article 27)
Sports and Physical Culture (Article 79)
Law Bases of Physical Activity and Sport (Law N.º 5/2007)
The Sports Federations
Associations Sports Promoters
The Olympic Committee of Portugal

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 curricular unit is based on the following continuous assessment model:

Participation / commitment / attitudes and values 10%

Group work evaluation
(and / or individual)
40% or (20% + 20%)

Written test of knowledge - 50%

In order to be in the process of continuous evaluation the student has to fulfill a minimum attendance of 75%.

For the purpose of assigning the final classification, the teacher may stipulate, if necessary, for a better clarification of the evaluation process, the oral discussion of any of the productions developed by the students.

As an alternative to continuous assessment, students may take a final exam. If they choose the final exam they can, like the other students, follow the activities carried out by the UC page on the moodle platform and put their questions to the teacher.

Attendance system

Attendance system:
a) is present in 75% 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).

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.

Avelar-Rosa, B. X. (2014). Didática dos valores na prática desportiva - Uma proposta de desenvolvimento da Literacia Social. Revista da Sociedade Científica de Pedagogia do Desporto, 1 (4) - Edição Especial 4º Congresso da SCPD (p. 11). Guarda: Sociedade Científica de Pedagogia do Desporto.

Gonçalinho , E., Ricardo, H., Carvalho , A., Antunes , A., & Lima , J. (2017). Move-te por Valores. Lisboa: Instituto Portugês do Desporto e Juventude , I.P. e Edições Afrontamento.

Morgan, W. J. (2018). Ethics in Sport . Champaign : Human Kinetics .

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

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.