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Teaching Methodologies and Assessment Criteria |
Classes are of a theoretical-practical nature with exposure of the main contents by the teacher creating a debate on the subjects dealt with in an exploratory learning environment, where the theoretical contents will be presented using practical and concrete examples. Priority will be given to research, exposure and discussion of themes, promoting debate and exposure of students. Tools such as videos, topic discussion platforms, databases with relevant articles/information on the topics will be encouraged. The use of measuring instruments appropriate to the UC will be requested. The assessment will comprise 3 stages: 1) individual work focused on the PA theme; 2) elaboration and presentation of an active school proposal; 3) group work with a view to implementing PA and S in a curricular context. Rating = M1(20%)+M2(50%)+M3(30%).
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Main Bibliography |
Ayers, S., Sariscany, M. (Eds.) (2015). Physical education for lifelong fitness. Champaign, IL: Human Kinetics Publishers
Bull FC, Al-Ansari SS, Biddle S, et al World Health Organization 2020 guidelines on physical activity and sedentary behaviour British Journal of Sports Medicine 2020;54:1451-1462.
Carson, R & Webster,C(Eds) (2019). Comprehensive School Physical Activity Programs: Putting Research into
Evidence-Based Practice . Champaign, IL: Human Kinetics Publishers.
Carty, C., van der Ploeg, H. P., Biddle, S. J., Bull, F., Willumsen, J., Lee, L., ... & Milton, K. (2021). The first global physical activity and sedentary behavior guidelines for people living with disability. Journal of Physical Activity and Health, 18(1), 86-93.
Corbin, C., McDonnell, K., Le Masurier, G., Corbin, D., & Farrar, T. (2015). Health opportunities through physical education. Champaign, IL: Human Kinetics Publishers.
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