Code: | SIESE09 | ||||||||||||||||||||||||||
Acronym: | STL | ||||||||||||||||||||||||||
Section/Department: | Science and Technology | ||||||||||||||||||||||||||
Semester/Trimester: | 2nd Semester | ||||||||||||||||||||||||||
Courses: |
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Teaching weeks: | 15 | ||||||||||||||||||||||||||
Weekly workload: |
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Head: |
Paulo Alexandre Correia Nunes |
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Lectures: |
Paulo Alexandre Correia Nunes |
Portuguese/English
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 - Learning in a Practical Context
1. Nature Exploration Activities
1.1. Orienteering Sport
1.2. Climbing
1.3. Aquatic Sports
1.4. Bikes Sports
Module III - Fieldwork / Organization of a E-portfolio
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.
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.
Evaluation and classification
The evaluation of the curricular unit is based on the continuous assessment system, which is based on process and product moments. They are valences of the continuous evaluation:
At the process level (60%)
- Application exercises carried out in class context - 30%
- Project work / worksheets - 30%
At product level (40%)
- Organization of a Portfolio - 40%
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.
Attendance system:
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.
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.
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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