Adapted Physical Activity and Sport

Scholar Year: 2023/2024 - 1S

Courses

Head Teacher Responsability Teresa Palmira Simões Baptista Teixeira de Figueiredo 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 1,30 Ana Sofia Barradas   1,33

Teaching language

Portuguese

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

• Understand the epistemological foundations of physical activity and adapted sports applied to different contexts of intervention.
• Know the bases, theoretical and practical, of the individual adaptation conditions and skills development in the field of physical activity and adapted sport in their different contexts.
• Acquire the theoretical and practical bases of aids / technical supports for the development of motor skills by students with disabilities / disability and / or special educational needs.
• Establishing the appropriteness of early intervention programs in the psychomotor domain in relation with the syllabus of Physical and Motor Expression, Physical Activity and Sports in the 1st basic education cycle (CEB) and also with the Scholar Sport Enlargement Program in the 1st CEB.
• Promote teacher training, technical and social teaching / training of Physical Education and School Sports face a diverse school environment of inclusiveness.

Syllabus

• Epistemological Fundamentals of Physical Activity and Adapted Sport applied in therapeutic, educational, leisure / recreation and sport competitive contexts, designed for students with intellectual/mental disabilities, sensory disabilities, motor disabilities, transplanted and students with special educational needs.
• Development of psychomotor skills in childhood.
• The Special Physical Education and School Sport Adapted even for students with and without special needs.
• Physical Activity, Health and Sport for All to combat sedentary lifestyles and aiming the promotion of active and healthy lifestyles throughout life.
• Adapted competitive sports in the four internationally recognized sports systems, in which fall intellectual, sensory, motor and transplanted athletes areas.

Demonstration of the syllabus coherence with the UC intended learning outcomes

•The contents were consistently organized and structured in accordance with the curricular unit intended learninig outcomes, which seek, in a consistent manner, to meet the needs of the country, also reflecting the experience and international practice according three intervention dimensions:
- First, directed to the diversity of the school population, which includes students with special educational needs, students with disabilities / disability and students without disabilities and without special needs.
- Second, seek to adapt the contents of Physical Activity and Adapted Sport as a vehicle and instrument, the fields of application in the therapeutic context, educational, recreational and competitive
- Third, and according to the specific aims of Physical Activity and Adapted Sport joint horizontal and across the different programs to the stages of development of the human being, projecting it over the life cycle that is intended to be active and adopt healthy lifestyles.

Teaching methodologies

• The training model includes theoretical sessions with use of multimedia.
• on-the theoretical and practical sessions of intervention and / or simulated, using education and training technologies for sport.
• Seminars, workshops, study visits, literature work and conducting practice sessions of education and training.
• Use of e-learning platform, video observation and technological resources to support the training.

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

• The teaching methodologies give great approach to intervention contexts, particularly the actual characteristics and needs of the different profiles of students, looking wherever possible, a contact with reality through on-site visits and the creation of teaching-learning situations favoring the contact and interaction.
• Information and communication technologies are tools that allow, on the one hand, strengthen this connection to the practice, allowing, on the other hand, transpose this reality to the theoretical and practical sessions.

Assessment methodologies and evidences

• The assessment will focus on the production of tools or support to the intervention of professionals and for the learning of the students in inclusion and reverse inclusion situation.
• The assessment will focus on the results of seminars, workshops, visits, the bibliographic research work and participation in practice sessions.
• Is based on practical or theoretical-practical work with individual and group evaluation component.

Attendance system

Continuous assessment: the student must be present in at least 70% of classes, participating in the discussion of the issues involved, as well as in the tasks and the proposed work.

Assement and Attendance registers

Bibliography

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