Class Pedagogy of Sport and Physical Activities

The Pedagogy of Sport and Physical Activities aims to provide the students of pedagogical intervention skills in the areas of sport, physical education and exercise and well-being implying the domain of theoretical knowledge and diverse practical, particularly in the following areas: health education and improvement of physical condition; ethical and deontological principles inherent in professional activity; Organization and conducting of training and/or process of teaching and learning; development of communication skills and leadership required to configure best practices in the conduct of individuals and groups in formal practice contexts and leisure; the reflexive behavior, observation and observation systems in the regulation of behavior and training and qualification of teachers and coaches.

Not applicable

The Pedagogy of Sport and Physical Activities (PSPA) aims to provide the students of pedagogical intervention skills in the areas of sport, physical education and exercise and well-being.   Reflect PSPA • PSPA definition and field of study • Guiding principles of the pedagogical thinking of the PAS with cultural, social, ethical framework and educational • Change attitudes to change practices in PAS Lead individuals/groups in the context of PAS • The leadership as pedagogical process • Communication and effective Leadership in the context of PAS • Leadership styles: characterization, principles of your application. Teach and train in PAS • The stages of the teaching of PAS: conditioning factors and facilitators. • Teaching strategies of teachers and trainers: the role and quality of observation in the process of education and pedagogical feedback. • Fundamentals of organization and conduct of class/training session.

Classes took place in a theoretical-practical and theoretical format being used, in combination, different teaching methodologies and forms of evaluation: content development; critical analysis of texts; pedagogical-didactic situations simulation; realization and presentation of thematic work (individual and group); and conducting training, test sheets and/or frequencies.   Continuous assessment (70% attendance requirement) combines: • 2 frequencies (50%) • 3 presentation in classroom (10%) • 2 projects with oral and written presentation (20%) • 2 group assignments with oral and written presentation (20%) • The final grade (sum of the three aspects of assessment) must be equal to or greater than 9.5 (see in detail Assessment - Assessment Instruments and Parameters).   The exam evaluation includes a written test, an oral test, and the presentation of works.

Armour, K. (2011). Sport Pedagogy: an introduction for teaching and coaching. Eds. Routledge, NY. Kirk, D., Macdonald, D. and O’Sullivan, M. (2006) The Handbook of Physical Education. London: Sage (eds) Metzler, M. (2011). Instructional models for physical education. 3 rd Edition. Routledge, NY. Rosado, A. & Mesquita, I. (2011). Pedagogia do Desporto. Eds. Faculdade de Motricidade Humana. Siedentop, D. (2006). Introduction to Physical Education, Fitness and Sport. 6 th Ed. McGraw-Hill Higher Education Tinning, R. (2010). Pedagogy and Human Movement. Theory, practice research. New York. Routledge. Wrisberg, C. (2007). Sport skill instruction for coaches. Champaign, Illinois: Human Kinetics. Nigg, C.R. (2013). ACSM's behavioral aspects of physical activity and exercise.