Area of knowledge
Didactic of the Corporal Expression
Didactic General and Didactic Specific
Studies in which it gives
Teaching (Physical Education)
This work publishes with a licence BY-NC-SA Creative Commons License
Theoretical bases of the Physical Education. Skills perceptivo-motoras and his development. Methods and activities of education in basic Physical Education.
|Archives||Educational resources||Resources web|
Comprise the theoretical bases of the Physical Education. The skill perceptiva motriz, basic skills, his learning and difficulties.
BLOCK III: THE PHYSICAL EDUCATION IN THE EDUCATIONAL SYSTEM SPANISH
SUBJECT 5: The model curricular of PRAISE it
- The sources of the curriculum in physical education
- The general aims of the area
- Educational contents
- Secuenciación Of contents and aims
- Ordenación Of contents and aims
- The programming of the classroom.
SUBJECT 6: The evaluation in physical education.
- The continuous evaluation
- Instruments of evaluation in physical education
BLOCK I: TRAINING And INVESTIGATION IN THE DIDACTICA OF THE PHYSICAL EDUCATION
SUBJECT 1 : The master specialist in physical education and his didactic training.
- The master specialist in physical education.
- The initial training of the master specialists in Physical Education
- The didactic of the Physical Education in the training of the master specialist in physical education.
SUBJECT 2: The concept of Educational content.
- Transmission of the educational message
- Didactic approaches.
BLOCK II: THE PROCESS OF ACQUISITION OF THE SKILL MOTRIZ
SUBJECT 3: The process of acquisition of the skill motriz.
- The process of acquisition
SUBJECT 4: The skills perceptivo motrices.
- Tasks motrices usual
- Skills motrices basic
- Skills motrices specify
- Physical condition
In which the students can attend to the dispatch of the professor to consult or clear appearances related with the development of the asignatura in any one of of his slopes.
They are of compulsory assistance and the students have to attend to them to present the course of the works, or in his case realise and clear doubts related with the course of the same.
The no face-to-face sessions
In this type of sessions the implication of the students in his process of learning is fundamental. For this the professor will specify in his program, and to the start of each academic course, the subjects or contents that the students will have to purchase of autonomous form through works and/or exhibitions, organised individually or in groups (no more than four), as well as the time devoted to the study of the asignatura and preparation of the examination. We understand by classes no face-to-face those in which the students and students allocate part of his academic time to tasks related with the development of the curriculum. In relation to the educational guide of the asignatura that present, said tasks would consist in
Preparation of works in group
Compilation of bibliography, consult in internet, put in common with the group of the
Materials collected and finally preparation and editorial of the works.
Query of the complementary material elaborated by the professor and that would be to disposal of the students in the Virtual Campus.
Preparation of examinations
Tutorías On-line : Following the indications of Cebrián (2003), internet offers us the possibility of communication and exchange of information of a fast and personalised way.
Tutorías Educational: This methodology of work has by object provide the andamiaje necessary to each student in function of his needs of learning, so that these sessions are a complement of the sessions teorico-practical, strengthen the learnings purchased with the intention that on these can build the following. These tutorías will be able to be individual or grupales, in function of the organisation of the work. That is to say, in the works that realicende form grupal, the tutorías will be, necessarily grupales. An important appearance of the tutorías, is the information that the queries realised by the students can provide to the professor. From them this will be able to reorient his educational action with the aim to improve his educational practice.
The current moment in which it finds the university education could define it like a way oriented to the change whose horizon remains limited by the EEES. In this frame of performance, the methodology comes piped by the new
Vision of the European credit, the assessment and the time of learning of the student, the tutorías and the new paper of the professor. All this comports a restructuring, so much of the matters or asignaturas as of the form to see and understand the system by part of the professor and of the students. From these premises the educational methodology that propose us carry out in the asignatura Physical Education and his didactic II, pretends to integrate the theoretical and practical contents and involve to the students in his process of learning. For this will use strategies such as: face-to-face sessions (theoretical and practical classes), sessions no face-to-face (autonomous learning of the student, individual and in groups), and tutorías educational (individual and in groups of work).
The theoretical face-to-face sessions
In the classes of theory will explain the basic and fundamental concepts of each subject. For this the professor will do use of audiovisual means, presentations in PowerPoint, videos and connections to thematic web elaborated by us or of the existent in the the network. Although the class can have a format marcadamente magistral, because the development of the contents runs to charge of the professor, our intention is to combine the exhibitions of the educational with the presentation of questions, cases, situations that involve to the student in a process of discovery through the cual can produce the learning. In each one of the subjects, the professor will inform to the students of the bibliography used for his development. Therefore to facilitate the learning of the alumnado the professor will realise: Explanations, discussions in class, will recommend readings and skilled magazines, bases documetales%u2026 In them the educational will expose the subjects of the asignatura through which the/ace students/ace will identify the elements of the didactic units and the appearances to have in what to the hour to develop it as they are the level of the students, the time of class, the styles of education that can use and like applying them as in that situations, the materials, etc.
The practical face-to-face sessions
Each subject of the program has a practical content that according to the character of the same will involve the vivenciación of said contents or the proposal of activities. In occasions, will be the professor the one who realise the exhibition of the contents through activities of education-learning, whereas in others will be the own students those who execute and exert this role. Said activities of education-learning will be the result of the work of the no face-to-face sessions. The students will be able to use the materials that the professor will put to his disposal
Or elaborate them they same.
Exhibitions of works
In this occasion are the students those that explain to his mates the works realised,
Adopting the own mates, in the case of the didactic units the paper of students/ace. It is what some authors (Romero Cerezo, 2002) designate practical mock. In these exhibitions occur problems derived of the prácticadocente that can, more move to the reality of the classroom, as they are the organisation of the students and his distribution in function of the material, the space to use, the time of practical motriz, etc. When finalising the exhibitions the group class puts in common his reflection on the fly of the session, producing a debate through the cual pretend to share and respetaropiniones and improve the practice.
All the materials find available in the following UNIFORM IDENTIFIERS OF RESOURCE of the Repositorio of Objects of Learning of the University of Alicante (RUA):
Program and educational guide
You aim of class
FAMOSE, J.P. (1992). Learning engine and difficulty of the task. Barcelona. Paidotribo.
GIRALDES, M. (2001). Gymnastics, the previous future. Buenos Aires. Stadium.
THE TARUSA, GROUP (2001). Physical education in primary through the game. First cycle. INDE: Barcelona
THE TARUSA, GROUP (2001). Physical education in primary through the game. Second cycle. INDE: Barcelona
THE TARUSA, GROUP (2001). Physical education in primary through the game. Third cycle. INDE: Barcelona
ORTÍ, J. (2004). The sportive animation, the game and the sports. Barcelona: INDE.
PASTOR PRADILLO, J.L. (1993). Principles and theoretical foundations of the education psicomotriz. Alcalá de Henares (Madrid): Department of Education. University of Alcalá de Henares.
PASTOR PRADILLO, J.L. (2003). Fundamentación Conceptual for an intervention psicomotriz in Physical Education. Barcelona: INDE.
PRAT, M. And SOLER, S. (2004). Attitudes value and norms in the Physical Education and the Sport. Barcelona: INDE.
ROMERO CEREZO, C. And ARRAEZ MARTÍNEZ, J.M. (1994). Strategies in the initial training of the master specialist of physical education. In Designs curriculares in primary education. pp. 87-291. Seville. Wanceulen.
ROMERO CEREZO, C. And ARRAEZ MARTÍNEZ, J.M. (2001). Didactic of the Physical Education. In didactic Foundations of the ´reas curriculares . pp. 99-151 Madrid: Synthesis.
ROMERO CEREZO, C. And CEPERO GONZÁLEZ, M. (2002). Theoretical bases for the training of the master specialist in physical education. Granada. University group Editorial.
SÁNCHEZ BAÑUELOS, F. (1986). Bases for a didactic of the physical education and the sports. Madrid. Gymnos.
SÁNCHEZ BAÑUELOS, F. (coord). (2002). Didactic of the Physical Education. Madrid: Prentice Hall.
SINGER, R. (1986). The learning of the tasks motrices . Barcelona. Hispono-European.
TINNING, R. (1992). The physical education the school and his professors. Valencia. University of Valencia.
VICENTE PEDRAZ, M. (1988). Pedagogical theory of the physical activity. Madrid. Gymnos.
VIROSTA, To. (1994). Alternative sports. Madrid. Gymnos.
BALIBREA MELERO, And.; MARTÍN MARTÍ, C and PARDO IBAÑEZ, To. (2001). The gymnastic and acrobatic activities to the doors of the 21st century. University of Valencia.
BLANDEZ ANGEL, J. (1994). %u201CA didactic proposal centred in the construction of environments of learnings%u201D, in Designs curriculares in primary education. Seville. Wanceulen. p.p. 29-33.
BAILLLACH, MªJ. And OTHERS. (1998). Didactic units for primary VII. Barcelona. INDE.
BLASCO LOOKS, J.And. And BUADES MARTÍNEZ, H. (1996). Them activitats físiques in l'entorn próxim: the platja i the carrer. Universidat d' Alicante.
BLASCO LOOKS, J.And. (2002). The investigation colaborativa like half of learning of the profesorado in prospectiva and of professional development: a study of case. Thesis doctoral unpublished. University of Alicante.
BLASCO LOOKS, J.And. (2003). The narratives of the professors like instrument of analysis of the thought of the profesorado of physical education . XXI National Congress of Physical Education. Port de la Cruz. Tenerife. 18 to 21 September.
BLASCO LOOKS. J.And., PÉREZ TURPIN, J.To, and AZNAR MIRALLES, R., (2005). The programació d'classroom. Universitat d'Alicante.
CONTRERAS JORDÁN, Or. (2001). The education of the physical education to the light of the different paradigms of educational investigation. In Records of the National Congress of Didactic Specific pp. 262- 276. Granada.
DIAZ LUCEA, J. (1994). The curriculum of the physical education in the educational reform. Barcelona. INDE.
DIAZ LUCEA, J, (1999). The education and the learning of the skills and skills motrices basic. Barcelona. INDE.
D.Or.G.V. DECREE 20/1992, of 17 February.
EFICREA, GROUP (2004). The perception space-temporary and the initiation to the sports of team in Primary. Barcelona: INDE
EFICREA, GROUP (2004). Badminton, fllorball, corporal expression and games. Barcelona: INDE.
ESTAPE, And., LOPEZ, M. And BIG, I. (1999 ). The gymnastic and acrobatic skills in the educational field. Barcelona. INDE.
Universidad de Alicante
Carretera de San Vicente del Raspeig s/n
03690 San Vicente del Raspeig
Tel: (+34) 96 590 3400Fax: (+34) 96 590 3464