Sports Animation

Ficha de unidade curricular - Ano letivo 2023/2024

Code: LAS104
Acronym: AD
Section/Department: Science and Technology
Semester/Trimester: 2nd Semester
Acronym Curricular Years ECTS
Teaching weeks: 15
Weekly workload:
Hours/week T TP P PL L TC E OT OT/PL TPL O S
Type of classes
Head: Paulo Alexandre Correia Nunes
Lectures: Cátia Marina Caldeira Ferreira

Teaching language


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


Physical and sports activity in its recreational and leisure aspects, currently assumes a decisive role in the occupation and active and enriching use of free time.

Sports Entertainment emerges as a means of intervention from a multiplicity of specialties, assuming a fundamental importance for physical, psychological and social well-being.

The appropriation of a set of skills and knowledge, determines the success of the graduate in Animation and Sociocultural Intervention, within the scope of monitoring, organization and management of sports activities.


1. Identify and know the main foundations of sports entertainment.

2. Know the methods and techniques of programming, organization and intervention, in different animation contexts.

3. Master the main notions, theories and strategies inherent to the optimization of behavior management of individuals and groups in the process of sports entertainment.

4. Acquire and apply knowledge about the different topics addressed through project work.


- Historical Review
- The Game, the Leisure and the Free Time

- Purpose and Objectives
- The benefits of physical activity
- The Sports Animator

- The characteristics of the groups
- The organization factors of the Animation
- Typology of Sports Entertainment and adaptation to different contexts of Intervention.

- Activities to maintain and improve physical condition: strength, speed, resistance, dexterity and flexibility exercises.
- Sports initiation and improvement activities: pre-sports games and team sports games.
-Sporting activities for special populations.
- Adventure activities and contact with nature.
- The orienteering games and sliding sports.
- Expressive Activities.
- Role-playing games and dances.

- The relevance of a project
- The problem / Search for needs
- Presentation of individual projects

Demonstration of the syllabus coherence with the UC intended learning outcomes

It is intended that the student: Manifests, in the treatment of themes that cross sports animation, objectivity and a methodical and systematic attitude of study, facilitating the acquisition and application of knowledge.

Teaching methodologies

The syllabus approach is based on two parts: a part for theoretical studies and another part for the application of theory.

For practical studies, the working methods are diversified and depending on the objectives of each class. The most frequently carried out by students are the presentation of themes, discussion panels, individual and/or small group work, the elaboration of synthesis and reflection sheets on the theory and project work.

The evaluation is continuous and the students integrated in it are subject, during the process, to carrying out small practical works of reflection and/or deepening of the study carried out, as well as specific situations of questioning.

The distance learning activity of this UC will be carried out through group tutorial sessions (Class of 20 students) through a computer platform with screen sharing resources, namely power point, videos and other computer tools. The activities will be based on the exposition of the contents by the teachers orally with technological support. The works will be supported by the professors based on the definition of a schedule with tasks and classes aimed at specific support in the development of the works. All activities will tend to take place at the scheduled time for this curricular unit.

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

Special importance is given to interactive methodologies, teaching through discovery, involving students in the teaching-learning process, centered on an approach to theoretical concepts referenced by scientific research and their application to practical situations.

Assessment methodologies and evidences

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:

At the process level (60%)
- Project work - 60%

At the product level (40%)
- Written test of knowledge - 40%
- For the purposes of attributing the final grade, the teacher may stipulate, if he deems it necessary for a better clarification of the evaluation process, the oral discussion by video conference of any of the productions developed by the students.

Attendance system

a) be present in 80% of the classes and participate in the discussion of the issues under analysis, as well as in the completion of the proposed work;
b) read the supporting bibliography and be prepared to analyze and discuss the topics presented;
c) carry out the scheduled tasks and work, clearly and rigorously demonstrating the appropriation of knowledge on the subject.

In distance learning, attendance is not considered.


ACSM (2014). Resources for the personal trainer, 4th Edition. Baltimore: Williams and

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.


Students with special status, who cannot be present at the planned sessions, must inform the teacher of this status in the first fifteen days of classes, defining a work plan to be developed and adapted assessment criteria, depending on the particular possibilities and conditions. of attendance of the students involved, in order to allow the monitoring of classes and the respective continuous assessment.

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