| Code |
17616
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| Year |
2
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| Semester |
S2
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| ECTS Credits |
4
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| Workload |
T(15H)/TP(30H)
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| Scientific area |
Sports Sciences
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Entry requirements |
NA.
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Learning outcomes |
At the end of the Curricular Unit, the student must be able to:
1. Understand the historical and institutional framework of the main racket sports
2. Know the spaces intended for practice, the playing instruments, the rules and regulations of the main racket sports
3. Reveal motor skills of a technical/tactical nature in a game situation
4. Master and apply teaching methodologies for the game of racket sports
5. Acquire and demonstrate didactic-pedagogical skills for teaching racket sports
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Syllabus |
1. Historical and institutional framework of the main Racket Sports
1.1. History and evolution of Racket Sports
1.2. Racket Sports in the educational and federative system
1.4. Facilities, equipment, formats and rules
2. The teaching-learning process in Racket Sports
2.2. Knowledge and practical exercise of learning situations and pedagogical progressions for teaching the game.
2.1. Methodology for teaching the game: methodological proposals
2.3. The specificity of the teaching-learning process of Racket Sports in a school context.
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Main Bibliography |
- Anderson, K. (2009). Coaching Tennis: Technical and Tactical Skills. American Sport Education Program, Champaign: Human Kinetics
- Brown, J., & Soulier, C. (2013). Tennis: Steps to Success. Champaign: Human Kinetics
- Federação Portuguesa de Badminton, 2017, Espaço Técnico
- Torres, G.; Cabello, D. & Carrasco, L. (2004). Functional differences between tennis and badminton in young sportsmen. Routledge
- García-Benítez, S., Courel-Ibáñez, J., Pérez-Bilbao, T., & Felipe, J. L. (2018). Game responses during young padel match play: Age and
sex comparisons. The Journal of Strength & Conditioning Research, 32(4), 1144-1149.
- Siedentop (1996). Student Learning in Psysical Education. Human Kinetics. Champaign, III Physical Educational Reform: The Case of
Sport Education. In S. Silverman e C. Ennis (eds.)
- Vickers, J. (1990). Instructional design for teaching physical activities. Human Kinetics Books.
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Teaching Methodologies and Assessment Criteria |
The assessment includes:
1. Two written frequencies – 50% (all content taught)
2. Design and implementation of a lesson plan – 25% (design and ability to explain, organize and implement)
3. Practical assessment (motor skills) – 25% (individual technique, principles and fundamentals of the game)
To pass the course, the student must obtain a value ? 10 in the final assessment.
Final classification:
Teaching-learning classification (TLC) grade = (frequencies x 0.50) + (Design and implementation of lesson plans x 0.25) + (motor skills x
0.25)
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Language |
Portuguese. Tutorial support is available in English.
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