| Code |
18033
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
10
|
| Workload |
TP(120H)
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| Scientific area |
Didática da Educação Física
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|
Entry requirements |
N/a
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|
Learning outcomes |
Equip and develop in students the ability to teach Physical Education at the basic (2nd and 3rd cycles) and secondary education levels, as
well as to plan, implement, interpret, and reflect on teaching and assessment situations within the subarea of Team Sports.
Develop proposals for teaching units based on the analysis of the curriculum for each sport and educational level, ensuring pedagogical and
didactic appropriateness.
Design and implement lesson plans, instruction, observation, and analysis of learning situations related to the content of the Physical
Education curriculum, specifically in the Team Sports subarea.
Carry out supervised teaching tasks, supporting and guiding students in learning and assessment contexts. Students will be challenged to
apply effective teaching strategies, provide structured feedback, and critically reflect on their pedagogical practice within the Team Sports
subarea.
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Syllabus |
1. Didactics and the Pedagogical Process
1.1. The Object of Didactics in Physical Education
1.2. Analysis of the essential learning goals in Physical Education within the subarea of Team Sports
1.3. The Knowledge Structures Model as an example of a theoretical framework
2. Teaching and Learning of Team Sports within the context of the National Physical Education Curriculum
2.1. The importance of articulating the different levels of planning and their implementation
2.2. Planning, management, observation, instruction, and pedagogical feedback
2.3. Differentiating the teaching of team sports across school years and levels of practice
2.4. Methodological and pedagogical approaches to teaching games tailored to student profiles
3. Exploration of pedagogical models and teaching styles applied to the instruction of team sports
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Main Bibliography |
Direção-Geral da Educação. (n.d.). Aprendizagens essenciais para a Educação Física. http://www.dge.mec.pt/
Ferraz, R., Branquinho, L., Sortwell, A., Teixeira, J.E., Forte, P., & Marinho, D.A. (2023) Teaching models in physical education: current and
future perspectives. Montenegrin Journal of Sports Science and Medicine,19(1)
Pill, S., Gambles, E., & Griffin, L. (2023). Teaching games and sport for understanding. Routledge.
Vickers, J. (1990). Instructional design for teaching physical activities. Human Kinetics Books.
Dyson, B., Griffin, L., & Hastie, P. (2004). Sport education, tactical games, and cooperative learning: Theoretical and pedagogical
considerations. Quest, 56(3), 226-240. https://doi.org/10.1080/00336297.2004.10491823
Tavares, F. (Ed.). (2013). Jogos desportivos coletivos: Ensinar a jogar (2ª ed.). Editora FADEUP.
Rink, J. E. (2010). Teaching physical education for learning (6ª ed.). McGraw-Hill Higher Education.
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Teaching Methodologies and Assessment Criteria |
The assessment is composed of various stages that allow students to demonstrate their competencies in different contexts and in a
continuous manner. The development of didactic units and lesson plans assesses students' ability to plan effectively based on the
curriculum content and needs. This component allows students to demonstrate their capacity to design teaching proposals suited to the
student profile and educational level. The implementation of lesson plans in real contexts evaluates students' competence in applying the
plans, interacting with students in their context, and adjusting their strategies according to the needs of the moment.
The assessment of observation reports, critical reflections, instructional plans, portfolio and other assignments aims to promote critical reflection in
the preparation and implementation of pedagogical practices, enabling students to identify strengths and areas for improvement
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Language |
Portuguese. Tutorial support is available in English.
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