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Learning outcomes |
This course unit aims to complement and deepen, through a theoretical-practical and operational approach, the role of the Physical Education teacher in promoting physical activity and health within the school context.
Upon completion of this course unit, students should be able to:
Critically analyse the theoretical and scientific foundations of physical activity and health promotion in school settings.
Select and apply behaviour change models in the design of physical activity promotion interventions.
Plan, implement, and evaluate physical activity promotion programmes within the Physical Education curriculum.
Design and operationalise physical activity promotion programmes in extracurricular contexts, integrating the school community and local stakeholders.
Evaluate and justify the adopted strategies based on pedagogical, scientific, and ethical criteria.
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Syllabus |
1. Conceptual Framework of Physical Activity and Health in the School Context
1.1. Fundamental Concepts
1.1.1. Physical activity, exercise, sedentary behaviour, and health-related physical fitness
1.1.2. International guidelines and recommendations for physical activity (children and youth)
1.1.3. Benefits of physical activity from a biopsychosocial perspective across the lifespan
1.1.4. Relationship between physical activity, health, well-being, and academic performance
1.2. Promotion of Physical Activity in Educational Settings
1.2.1. Determinants of physical activity in school-aged children and adolescents
1.2.2. Strategies and levels of intervention for promoting physical activity and health (individual, school, and community levels)
2. Behavioural and Motivational Models for Promoting Physical Activity
2.1. Transtheoretical Model of Behaviour Change
2.2. Self-Determination Theory and Motivation for Physical Activity
2.3. Behaviour Change Wheel (COM-B): principles and
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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
Michie, S., Van Stralen, M. M., & West, R. (2011). The behaviour change wheel: a new met
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Teaching Methodologies and Assessment Criteria |
5.3.7. Assessment
1. TEACHING–LEARNING
1.1. Conditions for Course Completion (Eligibility for Continuous Assessment):
Teaching–Learning Classification (TLC) = minimum of 6/20
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2
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TLC=M1(50%)+M2(50%)
1.2. The Teaching–Learning Classification (TLC) is calculated as the average of M1 and M2:
M1 – “Active School” Project
Description:
Group assignment focused on the design, theoretical justification, and strategic planning of a physical activity promotion project in a school context, aligned with the Active School / CSPAP (Comprehensive School Physical Activity Program) framework.
Components:
Written report (60%)
Individual oral presentation (40%)
M2 – Implementation of a Physical Activity and Health Promotion Project
Description:
Group assignment focused on the practical operationalisation of a physical activity promotion intervention, including planning, real implementation, and critical reflection within a Physical Education & multidisciplin
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