Class Planning and Assessment Techniques in Physical Education

In PAEFD, we study the development of projects, pedagogical plans and programs, treated in an integrated manner with the evaluation process, resource management and the collaboration of the various agents. The theoretical-practical approach of this UC relates the various scopes, deadlines and categories of decision (values and objectives, activities and contents, facilities and materials, processes and practices) and mobilizes students for research, debate and critical reflection . The specificity of Physical Education and School Sport is analyzed, and its relationship with other areas (clubs, gyms, etc.). Being a curricular UC of the 3rd year, it is intended that the finalist understands the individual and social responsibilities regarding the development of the specialty and the deepening of studies.

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tP1. Fundamental concepts, assumptions and implications: planning and evaluation; physical education and sport; pedagogy, didactics, instruction; projects, plans, programs; movement, physical activity, sport; exercise, training and learning; growth, adaptation, development. P2. The Model of Integrated Pedagogical Planning (MODIP, 2018). Structures and responsibilities. Cycles and years. Purposes, evaluation, resources and activities. The selection of objectivesand processes and their specification by levels.  P3. Concepts and types of evaluation. Values and criteria. The moments of evaluation. Functions: diagnostic, formative, sumative. References: criterial, normative and ipsative. Formal qualities. Processes and evidences. Evaluation fairness. P4. National Programs. Cycle, year, stage and unit panning. Progress and carousel effect. The traditional blocks plan model VS the stage plan model. The formal qualities of the plans: adequacy, differentiation, continuity and progression.

The D.E.E.P. learning model is applied. (Bom, 1988, 1996, 2018), with four sequentially organized processes (phases) having as reference study skills characteristic of the teaching profession, which are: Discussion, Evidence, Essay, Project. At all stages, students engage in a reciprocal formative evaluation process, in pairs and groups, of their argumentative performances, whether written (essays, reports) or oral (discussions, presentations).

Carvalho, L. (1994). Avaliação das aprendizagens em Educação Física. Boletim da SPEF , (10-11), 135-151. Ferro,N. (2014). O Desporto Escolar em Portugal. Revista Diversidades , (45),10-20. Jacinto, J.; Mira, J,. Carvalho, L.; Comédias, J. (2001). P rogramas Nacionais de Educação Física, atualizaçã o. Revisão dos PNEF elaborados por Bom, L. et all/ Ministério da Educação (1989/1991). Acedido em www.dge.min-edu.pt. Melo de Carvalho, A. (2010). Para um desporto verdadeiramente educativo. Gymnasium , 1 (1), 7-28. Bom, L., et allii (1992). A Educação Física no 1º ciclo do ensino básico . Lisboa: DGEBS, Ministério da Educação.