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Sports Animation
Scholar Year: 2017/2018 - 2S
| Code: |
LAIS20016 |
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Acronym: |
AD |
| Scientific Fields: |
Ciências do Desporto |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| ANIM |
15 |
Study Plan |
2º |
5,0 |
60 |
135,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
1. Identify and know the main foundations of sporting activities.
2. Know the methods and programming techniques, organization and intervention in different animation settings.
3. Mastering the main concepts, theories and strategies related to the optimization of management behavior of individuals and groups in the sporting activities process.
4. Acquiring and applying knowledge about different issues addressed through the project work
Syllabus
SPORTING ACTIVITIES
- Purpose and Objectives
- The benefits of physical activity
- The emcee Sports
ORGANIZATION AND PLANNING OF SPORTING ACTIVITIES
- The characteristics of groups
- The organization of factors of Animation
- Types of Sports Recreation and adaptation to different contexts of intervention.
PRACTICES OF SPORTING ACTIVITIES
- Maintenance activities and improvement of the physical condition: strength games, speed, strength, dexterity and flexibility exercises.
- Initiation activities and sports improvement: pre-sports games and collective sports games.
- Adventure activities and contact with nature.
- Orientation games and surf sports.
- Expressive Activities.
- Role-playing games and dances.
ACTIVITIES DESIGN SPORTING
- The relevance of a project
- The problems / needs Search
- Presentation of individual projects
Demonstration of the syllabus coherence with the UC intended learning outcomes
It is intended that the student: Manifest, in addressing issues that cross sporting activities, 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 - 30%
- Project Work - 30%
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
Araújo, J. M. (1986). Guia do animador e dirigente desportivo. Lisboa: Edição Caminho.
Lança, R. (2009). Animação Desportiva e Tempos Livres. Perspectivas de Organização. Lisboa: Texto Editores.
Mestre, J. (2004). Planificacion deportiva: teoria y practica. 3ª edición. INDE: Barcelona.
Morales, P. (1999). Animación y Dinámica de Grupos Deportivos: Manual para la enseñanza y animación. Wanceulen. Editorial Deportiva, SL.
Poit, D. (2004). Organização de Eventos Esportivos (3ªed.). São Paulo: Phorthe Editora.
Ramos, A., Oliveira, J. & Carvoeira, R. (2001). Animação Desportiva para Jovens. Coimbra: Livraria Almedina.
Vázquez, J. (2005). Vademécum de protocolo y ceremonial deportivo: la organización de los distintos eventos deportivos. Barcelona: Editorial Paidotribo.
Watt, D. (2004). Gestão de eventos em lazer e turismo. Porto Alegre: Bookman.
Bibliografia Complementar
Cunha, L. (2012). Os Espaços do Desporto - Uma Gestão para o Desenvolvimento Humano. Coimbra: Editora Almeida.
Dumazedier, J., Israel, J. (1974). Lazer – Problema Social. Colecção Cultura e Desporto, Lisboa: DGD.
Foguet, O.C. (2000). Deporte recreativo. España: INDE Publicaciones.
Mota, J. (1997). A Actividade Física no Lazer. Reflexões sobre a sua prática. Lisboa: Livros Horizonte.
Pires, G. (2007). Agôn - Gestão do Desporto: O Jogo de Zeus. Porto: Porto Editora.
Rodrigues, N. (1992). Colectânea de Actividades de Recreação e Lazer. Brasília: GDF/SE/FEDF – Gráfica.
Sancho, J. (1995). Planificacion deportiva. Teoria y practica (1ª Ed.). Barcelona: INDE Publicaciones.
Sardinha, L. B. (2003). Desporto, Actividade Física e Saúde. Lisboa: Edições Confederação do Desporto de Portugal.
Soria, M. A. & Cañellas, A. (1998). La Animación Deportiva. 2ª Edición. Barcelona: INDE Publicaciones.
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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