DEGREE IN PRIMARY EDUCATION TEACHER
TEACHING GUIDE
GAMES AND INDIVIDUAL AND COLLECTIVE SPORTS
Catholic University of Valencia San Vicente Martir
Academic Year 2016- 2017
TEACHING GUIDE TO THE FIELD AND SUBJECT
ECTS
SUBJECT
: BIOLOGICAL AND PHYSIOLOGICAL BASIS OFMOVEMENT AND PHYSICAL CAPACITIES 6
FIELD: Physical education and its teaching 6
Module: Teaching discipline 6
Educational Model: Mandatory ACADEMIC YEAR: 2012-2013 Term: 2nd of the 3rd year
Instructors:
- Ignacio Ballester Esteve M.R.
- Mauro Alberola Albors M.R.
- José Boquera Navarrete Ph.D.
- Josep Esteve Furió Vaya Ph.D.
- Joaquín García Sánchez M.R.
- Juan Monar Álvarez M.R.
- Carlos Pérez Campos Ph.D.
- Pau García Grau Ph.D.
-
Departament: Teaching and Learning of Physical Education, Plastics and Music
E-mail:
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] pau.garcí[email protected] [email protected] [email protected]
MODULE ORGANISATION
____________________________________________________________________________
TEACHING AND LEARNING OF PHYSICAL EDUCATION 6 ECTS
Duration and temporal location within the curriculum: 6 ECTS
Fields and Courses
Field ECTS Course ECTS
Academic year/
semester
PHYSICAL
EDUCATION AND ITS TEACHING
6 Biological and physiological basis of
movement and physical capacities 6 3
rd / 2 nd
TEACHING GUIDE FOR SUBJECT:
Biological and physiological basis of movement and physical capacitiesPrerequisites: None
GENERAL GOALS
A)To know the methodological treatment that must be carried out in the teaching-learning process through games and sports in Primary Education.
B) To value the important presence of games in the educational processes, fomenting the cultural value of the popular and autochthonous game.
C) Understand the nature, theoretical and practical foundations of individual and collective sports, their differences and similarities in the school environment.
D) Design, experiment and evaluate teaching-learning activities, for the development of games and sports within the curriculum of Primary Education
GENERAL COMPETENCES 1 Competence
measuring scale 1 2 3 4
CG1. Knowing the Primary Education curricular areas and the interdisciplinary relation between them, as well as the evaluation criteria and the teaching knowledge range around the respective teaching and learning proceeding.
x
CG2. Design, planning and evaluation of learning and teaching processes, both individual and featuring other teachers and professionals within the center.
x CG5. Design and regulation of learning spaces in diversity contexts
and attending to gender equality, equity and human rights respect that shape the cityzen education values.
x CG10. Meditate collectively about the rules acceptance and respect
for others, improving the teaching-learning process. Acquire both habits and skills for the autonomous and cooperative learning and promote it among students.
x
CG 11. To know and apply in the classrooms the technologies of the information and the communication. To selectively discriminate audiovisual information that contributes to learning, civic formation and cultural wealth
x
1 Count every competence consecutively. Each of them has to be weight from 1 to 4 using the subject’s degree of contribution to the competence development as criteria.
SPECIFIC COMPETENCES 2 Competence
measuring scale 1 2 3 4
EEF1. Understanding the principles that contribute to the cultural, personal and social education from the Physical Education’s point of view.
X
EEF 2. Master the Physical Education’s school curriculum. X EEF 3. Acquire the resources to promote the participation during
life in sport activities inside and outside the school. X EEF 4. Developing and evaluating the curriculum contents through
appropriate teaching resources and promote the students corresponding skills
X
EEF 6 To know and analyze the value of sport and physical activity in contemporary society and to recognize its influence in different social and cultural spheres
X
EEF 11 Know and apply the fundamentals and techniques of sports
initiation, physical activities in the natural environment X
* The complete consecution of all the specific competences will only be reached with the study of the mention.
LEARNING OUTCOMES 3 COMPETENCES
R-1. The student is able to design teaching-learning situations through games and sports.
CG1,CG2,CG5,CG10,CG11 , EEF1,EEF2,EEF3,EEF4
R-2. The student uses criteria of content sequencing.
CG2,CG10,EEF1,EEF3, EEF4
2 Follow the previous numeration consecutively. The specific competencies will be weight from 1 to 4 following the same criteria as the transversal.
3 Enumerate the learning outcomes consecutively, following the proposed nomenclature.
Important note: Competencies are shown in a generic sense, for what it is necessary to include the learning results in the teaching guide. These results are a concretion of one or more competencies, making the degree of performance the student has to acquire explicit and contains in its formulation the criteria with which it is going to be evaluated. The learning results prove what the student will be able to show when finishing the subject and also manifest the degree of acquisition of the group of competences.
R-3. The student recognizes, justifies and uses the
analytical and global tasks of games and sports according to the intervention context.
CG2,CG3,CG10,EEF4
R-4. The student is able to prepare an organized and comprehensible report on games and sports applied to the stage of Primary Education.
CG1,CG2,CG10, EEF4, EEF6
R5. The student values the evolutionary process of the child when designing and presenting his didactic proposals.
CG1, CG2, CG10,EFE1, EEF2, EEF3, EEF4
R6. The student knows, analyzes, values and experiences the learning process and the factors that influence it.
CG2,CG10,EEF3,EEF4, EEF11
ON-CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY Teaching-Learning Methodology
Relationship With Learning Outcomes
for the subject ECTS 4
ON-CAMPUS CLASS
Teacher presentation of contents, analysis of
competences, explanation and in-class display of skills, abilities and knowledge.
R1,R2,
R3,R4,R5,R6,R7 1,2
PRACTICAL CLASSES
Group work sessions supervised by the professor.Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc.
Meaningful construction of knowledge through interaction and student activity.
R1,R2,R3,R4,R5,R6 0,6
SMALL TEAM PROJECT PRESENTATIONS
Applying interdisciplinary knowledge
R1,R2,R3,R4,R5,R6,
R7 0,2
TUTORING
Personalized and small group attention.Period of instruction and/or orientation carried out by a tutor for the purpose of reviewing and discussing the
R1,R2,R3,R4,R5 0,2
4 The field and/or subject is based on ON-CAMPUS, CLASS AND INDEPENDENT ACTIVITIES with an estimated percentage in ECTS. An appropriate distribution would be as follows: 35-40% on-campus activities and 65- 60% independent work. (For a 6 ECTS subject: 2.4 and 3.6 respectively).
In this Teaching Guide, teaching-learning methodology is just outlined. A detailed description is available in the teaching units of each subject
materials and topics presented
in lectures, seminars, readings, writing papers, etc.
ASSESSMENT Group of oral and/or written tests used during initial, formative or additive assessment.
R1,R2,R3,R4,R5,R6,
R7 0,2
Total 2,4
INDEPENDENT WORK ACTIVITIES
ACTIVITY Teaching-Learning Methodology
Relationship With Learning Outcomes
for the subject ECTS
TEAM WORK
Team work preparation. Students must present their work and answer some questions about it.
Work done on the university's on- line campus
(www.plataforma.ucv.es)
R1,R2,R3,R4,R5,R6,
R7 1
INDEPENDENT WORK
Student study Data search.
Oral presentation preparation Practical and/or small-group tutoring sessions.
Work done on the university's on- line campus
(www.plataforma.ucv.es)
R1,
R2,R3,R4,R5,R6,R7 2,6
Total 3,6
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM
Assessment Tool LEARNING OUTCOMES ASSESSED Percentage Allocated
Theory/Practical Exam (objective tests, open questions, oral test…)
R1,R2,R3,R4,R6,R7 40%
Practical-case solving (concept maps, exercises, problems…)
R1,R2,R3,R4,R5,R6,R7,R8 10%
Preparation and presentation or group Works: self-evaluation
systems (oral, writen, individual, in groups)
R1,R2,R3,R4,R5,R6,R7,R8 20%
Preparation and presentation of
teamwork
R1,R2,R3,R4,R5,R6,R7 10%
Active participation in theoretical-practical sessions (opinions, social and directive skills, and interaction
behaviors)
R1,R2,R3,R4,R5,R6,R7 20%
The evaluation includes several well-differentiated instruments. The final grade will be the weighted average of the results obtained in each of them, as long as all have passed with a grade of at least 5.
All works will have execution and due dates.
All oral and written production of students will be evaluated at the formal level
according to the document "Level C1 (Common European Framework of Reference for Languages) in the Teaching Degrees in Early Childhood and Primary Education".
The defenses of the practical assumptions can be recorded in video format.
Criteria for granting a grade of A with honors: The grade can be granted to those students who have attained a grade of 9,5 (1 per 20 students). In case of two identical marks, it will be taken into consideration the results in the other assessment toolsin order of percentage.
REFERENCES
A.V.V. (1999): Formación de los maestros especialistas en E.F. Valencia Generalitat Valenciana Consellería de Cultura Educación y Ciencia
- A.A.V.V. (2001): Programación de la Educación Física en Primaria. (vol. 1,2,3,4,5,6).
Barcelona. Inde.
- A.A.V.V (2010) V Congreso Internacional XXVI Congreso Nacional Educación Física.Barcelona Inde.
- A.A.V.V (2012) ¿Cómo formar un buen deportista? Un modelo basado en competencias.
Barcelona Inde.
- A.A.V.V. (2010) Los juegos en la educación física de los 6 a los 12 años. Barcelona. Inde.
- A.A.V.V. (2011) Los juegos en la educación física de los 12 a los 14 años. Barcelona. Inde.
DESCRIPTION OF CONTENTS COMPETENCES TOPIC 1. Conceptualization
1.1. Concept of game and sport.
1.2. Games and sports in the school curriculum.
TOPIC 2. The game in Primary Education 2.1. Origins of the game.
2.2. Theories and Classifications.
2.3. The game at school age 2.4. Modified games.
2.5. Pre-sportive games.
2.6. Popular games and autochthonous.
2.7. Teaching and methodological guidelines TOPIC 3. Individual sports in Primary Education 3.1. Historical background.
3.2. Classification of individual sports.
3.3. Structural analysis of individual sports 3.4. Stages of initiation and training
3.5. Teaching and methodological guidelines
3.6. Development and planning of learning of individual sports TOPIC 4. Collective sports in Primary Education
4.1. Historical background.
4.2. Classification of the collective sports.
4.3. Structural analysis of collective sports.
4.4. Stages of initiation and formation.
4.5. Didactic and methodological guidelines.
4.6. Development and planning of collective sports learning.
CG1, CG5, CG11, EEF2,
CG1, CG2, CG10, EEF1,EEF2,EEF3,
EEF4, EEF6, EEF11
CG1, CG2, CG10, EEF1,EEF2,EEF3,
EEF4, EEF6
CG1, CG2, CG10, EEF1,EEF2,EEF3,
EEF4, EEF6, EEF11
- A.A.V.V. (2008) Los juegos en la motricidad infantil de los 3 a los 6 años. Barcelona. Inde.
- Allué, J. Mª. (1998): El gran libro de los juegos. Ed. Parramón Ediciones, Barcelona.
- Aparicio, M. (1997): Aire libre: un medio educativo. Ed. Ccs, Madrid.
- Bantulà, J. (1998): Juegos motrices cooperativos. Ed. Paidotribo, Barcelona.
- Batllore, J. Mª y Batllore, J. (1998): Guía de juegos. Ed. Espasa Calpe, Madrid.
- Bayer, C. (1986). La enseñanza de los juegos deportivos colectivos. Barcelona: Hispano Europea.
- Blázquez, D. (1986). Iniciación a los deportes de equipo. Barcelona: Martínez Roca.
- Blázquez, D. (1995). La iniciación deportiva y el deporte escolar. Barcelona: Inde.
- Castañer, M. y Camerino, O. (1992). Unidades didácticas para primaria. Inde. Barcelona.
- Castejón Oliva, F.J. (2000). Iniciación deportiva. Aprendizaje y enseñanza. Madrid: Pila Teleña
- Castejón Oliva, F. J. (2003). Iniciación deportiva: La enseñanza y el aprendizaje comprensivo en el deporte. Sevilla: Wanceulen.
- Contreras, O.; De la Torre, E; Velázquez, R. (2001). Iniciación deportiva. Madrid: Síntesis.
- Devís,J. ; Peiró, C. (1997). Nuevas perspectivas curriculares en la educación física: la salud y los juegos modificados. Barcelona:Inde.
- Fusté, X. (2004). Juegos de iniciación a los deportes colectivos. Barcelona: Paidotribo - García Fernández, P. (2005). Fundamentos Teóricos del Juego. Sevilla: Wanceulen.
- Gassió, X. (coord.) (1996): Todos los juegos del mundo. Ed. Planeta. Barcelona.
- Giménez, J; Sáenz-López, P. y Diaz, M. (Eds). (1997). El deporte escolar. Huelva:
Universidad de Huelva.
- Gómez, C., Maza, G., y Puig, N. (2009) Deporte e integración social. Barcelona Inde - Graça, A. (1997). La enseñanza de los juegos deportivos. Barcelona: Paidotribo.
- Gutierrez M. (2012) Los juegos ecológicos con ruedas y otros objetos. Barcelona. Inde - Hernández Moreno, J. (1994). Fundamentos del deporte. Análisis de las estructuras del juego deportivo. Barcelona: INDE.
- Hernández Moreno, J. (2005). Fundamentos del deporte. Análisis de las estructuras del juego deportivo. Inde. Barcelona.
- Hernández Moreno, J. (2000). La iniciación a los deportes desde su estructura y dinámica.
Barcelona: Inde.
TEMPORAL ORGANIZATION OF LEARNING:
BLOCK CONTENT / TEACHING UNIT Number of
Sessions
1 CONCEPTS 1
2 GAMES IN PRIMARY EDUCATION 4
3 INDIVIDUAL SPORTS IN PRIMARY EDUCATION 10
4 COLLECTIVE SPORTS IN PRIMARY EDUCATION 10
