|Mapa da ESE Setúbal|
Sports, Tourism and Leisure
Scholar Year: 2021/2022 - 2S
|Amílcar Sardinha Antunes||Head|
|Type of classes
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
The paradigms resulting from the current society of leisure and consumption, justify the emergence of the importance of sport and tourism in direct contact with nature, allowing the enjoyment of territories and places of singular beauty, providing unique experiences in value and symbolism.
The sports practiced in the natural environment are gaining more and more fans, and it is necessary to enable their professionals, with skills that allow an intervention focused on the essential, avoiding that mistakes that in some cases may be fatal.
In this context, it is intended to contribute to the training of professionals through the acquisition and application of knowledge in the areas of sports, tourism and leisure, aggregating theoretical knowledge and practical tools that allow to idealize, develop, implement and organize activities and programs of animation And events.
Module I - Theoretical Framework: Sports, Tourism and Leisure
1. Fundamentals, concepts, contexts and practices
Module II - Team Building
Experiential training, focusing on individual behavior and group performance
Module III - Learning in a Practical Context
1. Nature Exploration Activities
1.1. Orienteering Sport
1.3. Aquatic Sports
1.4. Bikes Sports
Module III - Fieldwork / Organization of a E-portfolio
Demonstration of the syllabus coherence with the UC intended learning outcomes
It is intended that the student: Manifest, in addressing issues that cross sport, tourism and leisure, objectivity and a methodical study of attitude and systematic, facilitating the acquisition and application of knowledge.
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 assessment of the curricular unit is based on the continuous assessment regime, which takes the form of process and product moments. The valences of continuous assessment are:
Development of an E-portfolio – 100%
According to the respective objectives to be achieved, we will evaluate the works with the following percentages:
• Design/presentation: 15%
• Relationship between the concepts of Sport, Tourism and Leisure: 30%
• Relationship between (SDGs) Sustainable Development Goals, Sport and activities carried out: 30%
• Participation, commitment, effort and interest: 25%
For the purpose of attributing the final grade, the Professor may stipulate, if he deems it necessary for a better clarification of the evaluation process, the oral discussion of any of the productions developed by the students.
a) is present in 70% of classes and participate in the discussion of the issues involved, as well as in carrying out the proposed work;
b) perform the tasks and scheduled work, showing clearly and accurately the acquisition of knowledge on the subject.
Araújo, J. (1986). Guia do Animador e Dirigente Desportivo. Lisboa: Editorial Caminho.
Cunha, L., Abrantes, A. (2013), Introdução ao Turismo, 5a Edição, Lisboa: Lidel.
Cooper, C., Fletcher, J., Gilbert, D., Wanhill, S. (2008), Tourism: Principles and Practice, 4th Edition, Essex: Longman.
De Knoop, Standeven, J. (1998). Sport Tourism. Champaign: Human Kinetics.
Ferreres, O. (2004). La animacion deportiva, el juego y los deportes alternativos. INDE.
Hall, M. (2008), Tourism Planning: Policies, Processes and Relationships. 2nd Edition, Harlow: Pearson Education.
Lança, R. (2004). Animação Desportiva e Tempos Livre. Perspetivas de Organização. Desporto e Tempos Livres. Lisboa: Editorial Caminho.
Organização mundial de turismo. (1995). Conceptos, Definiciones y Classificaciones de las Estatisticas de Turismo. Madrid: OMT.
Pierre & Amanda Dalcourt. Teamwork Handbook. http://store.payloadz.com/go?id=38601 (eBook)
Shivers, J. & Delise, L. (1997). The Story of Leisure: Context, Concepts, and Current Controversy. USA: Human Kinetics.
Soria, M. et al. (2006). Prespectivas Actuales de la Animación Sociocultural – Cultura, Tiempo Libre y Participación Social. Editorial CCS.
Carvalho, P. & Rui, L. (2008). Turismo de Prática Desportiva: Um Segmento do Mercado do Turismo Desportivo. Disponível em: Http://Mpra.Ub.Uni-Muenchen.De/10959/.
Cunha, L. (2012). Turismo em Portugal: Sucessos e Insucessos. Lisboa: Edições Universitárias Lusófona.
Cunha, L. (2013). Introdução ao Turismo (5ª Edição). Lisboa: Lidel.
Dumazedier, J. (1999). Sociologia Empírica do Lazer. São Paulo. Perspectiva, 1914, tradução em 1999.
Dumazedier, J. (2000). Lazer e Cultura Popular. São Paulo: Perspectiva – SESC.
Larizzatti, F. (2005). Lazer e Recreação para o Turismo. Rio de Janeiro: Sprint.
Turismo de Portugal. (2014). Guia de Boas práticas de acessibilidades - Turismo Ativo. Federação portuguesa de desportos para pessoas com Deficiência.
Almeida , P., & Araújo , S. (2017). Introdução à Gestão da Animação Turística (2ºedição) . Lisboa: Lidel, edições técnicas lda.
United Nations. (2018). the contribution of sports to the achievement of the sustainable development goals. Anita Palathingal.
United Nations Office on Sport for Development and Peace (UNOSDP). (12 de 10 de 2021). United Nations . Obtido de https://www.un.org/sport/sites/www.un.org.sport/files/ckfiles/files/Sport_for_SDGs_finalversion9.pdf
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.