| Code |
17631
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| Year |
3
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| Semester |
S2
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| ECTS Credits |
4
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| Workload |
TP(30H)
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| Scientific area |
Sports Sciences
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Entry requirements |
Not Applicable.
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Learning outcomes |
With the aim of developing and deepening knowledge and skills in teaching physical education in the 1st cycle of basic education (CBE),
upon completing the CU the student must be able to:
1. Understand the necessary articulation between planning, organization, intervention and evaluation of the teaching-learning process in
physical education (PE)
2. Design and adapt strategies for organizing and managing PE classes in the 1st CBE
3. Observe, analyze and intervene appropriately from a didactic-pedagogical point of view
4. Value reflective practice as a fundamental aspect of the PE teacher’s activity
5. Design and adapt teaching-learning situations appropriate to the program contents
6. Respect ethical and safety principles in pedagogical action
7. Know how to justify and value the role of PE and the PE teacher
8. Integrate and mobilize knowledge from Specific Methodology I and II of the PE Teaching option to solve practical problems
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Syllabus |
1. Pedagogical quality and effectiveness in teaching Physical Education in the 1st Cycle of Basic Education
1.1. The articulation between annual plan, didactic unit, lesson plan, instruction and intervention
1.2. Planning for different years of schooling and intervention contexts
1.3. Physical education class organization and management strategies
1.4. Pedagogical intervention: instruction and pedagogical feedback
1.5. Pedagogical observation, reflection and evaluation methodologies
2. Teaching-learning situations
2.1. Creation of exercises and exploration of possibilities for their action
3. Differentiation of teaching: strategies, possibilities and specific constraints
3.1. The particular context of curriculum enrichment activities
3.2. Exploration of problem situations and practical cases in the field of curricular internship
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Main Bibliography |
- Aprendizagens essenciais para a Educação Física no 3º Ciclo do Ensino Básico e no Ensino Secundário (disponíveis em
http://www.dge.mec.pt/)
- Mechikoff, R. (2014). A history and philosophy of sport and physical education. MacGraw-Hill.
- Rosado, A. & Mesquita, I. (2009). Pedagogia do Desporto. Cruz Quebrada: Edições FMH.
- 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.).
- SueSee, B., Hewitt, M., Pill, S. (2020). The spectrum of teaching styles in physical education. Routledge. ISBN 978-0-367-35718-4
- Vickers, J. (1990). Instructional design for teaching physical activities. Human Kinetics Books. ISBN 0-87322-226-1
- Ward, P. C., & Lehwald, H. (2017). Effective physical education content and instruction: An evidence-based and teacher-tested approach.
Human Kinetics
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Teaching Methodologies and Assessment Criteria |
The evaluation of the curricular unit will be carried out through the evaluation of students' performance regarding the mastery and
understanding of concepts related to the Teaching of Physical Education. The assessment includes:
1 – Group work consisting of research and analysis of 2 scientific articles on the syllabus, with presentation/discussion in class – 20%
2 – Frequency of the content covered – 50%
3 – Presentation and discussion of a case study (i.e., specific problem from the real internship context) within the scope of the CU program
contents – 30%
Final classification:
The teaching-learning classification (TLC) grade = work 1 x 0.20 + frequency x 0.50 + work 3 x 0.30.
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Language |
Portuguese. Tutorial support is available in English.
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