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Teaching of Physical Education in Basic and Secondary Education
Physical Activity and Health in School Context

Physical Activity and Health in School Context

Code	15665
Year	1
Semester	S1
ECTS Credits	4
Workload	T(15H)/TP(15H)
Scientific area	Sports Sciences
Entry requirements	Not applicable
Learning outcomes	With this curricular unit (UC) it is intended to complement and deepen, with a theoretical-practical/operational nature, the activity of the Physical Education teacher in the context of promoting physical activity and health at school. Upon completion of this UC, the student must: 1. Know and theoretically support the process of promoting physical activity; 2. Knowing and applying behavior change models 3. Know and base the development of programs to promote physical activity in the curricular context; 4. Plan and implement programs to promote physical activity in the curriculum context. 5. Know and base the development of programs to promote physical activity in the extracurricular context.
Syllabus	1. Conceptual Framework 1.1. Foundations of health-related fitness and physical activity (key concepts) 1.1.1. World Guidelines for the Practice of PA. 1.1.2. Benefits of PA from a global perspective 1.1.3. AF and school performance. 1.1.4. Implementation strategies for PA and health promotion programs 2. Behavioral Models for the Promotion of Physical Activity and Health 2.1 Transtheoretical 2.2. self-determination 2.3. wheel 3. Programs for the Promotion of Physical Activity and Physical Education at School 3.1. Concept of CSPAP, theoretical bases and scope of intervention 3.2. Project development (internal activity, school community involvement, others) 3.3. Spaces and equipment as facilitating factors 3.4. Extracurricular Physical Activity 4. Physical activity and health & Essential Learning (knowledge, skills and attitudes) 4.1 – area of knowledge as a means for developing healthy habits and lifestyles
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.
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%).
Language	Portuguese. Tutorial support is available in English.