Sport Pedagogy

N/A

he theoretical framework is implemented using powerpoint presentations, oral presentation, individual questioning and indication of documents for study. The practical-theoretical through the use of observation systems, observation training, pedagogical skills and simulation of teaching situations using educational intervention techniques.

 The continuous or periodic assessment (C/P) or examination (E)

C/P

Presential participation – 10%

Laboratory work – 30%

Report – 20%

Test – 40%

E:

Exam – 100%;

Acquisition and development of knowledge and competences in:

1. Design and planning of pedagogical projects, which can provide general objectives, specific objectives, strategies and techniques for planning and programming of the teaching process in different contexts;

2. Implement teaching processes in different contexts of pedagogical intervention (educational, recreational and sportive);

3. Plan and operate teaching-learning activities using the knowledge and pedagogic techniques tailored to the contents that reflect a decision based on analysis of their intrinsic characteristics, the level of the practitioner and the context;

4. Produce research and identifying the needs of self-training, to enable appropriate choices for continuing education and lifelong learning and innovation in the context of pedagogical intervention.

1. Historical and conceptual framework: models for study and research. 2. Values and ethics in sport.

3. Personal and social education in physical education and sport (PES). 4. Pedagogical intervention in PES:

4.1. Techniques for managing time and space, material and human resources; 4.2. Instructional techniques;

4.3. Climate and discipline techniques;

4.4. Security Management.

5. Time management and administration of the session: 5.1. Planning and organization of teaching units;

5.2. Techniques of time management.

6. Instructional techniques:

6.1. Optimization of transmission and information management;

6.2. Strategies, methods and techniques for the development of the session; 6.3. The use of didactic materials;

6.4. Pedagogic feedback.

7. The optimization of interpersonal relationships.

8. Disciplinary control: the indiscipline.

9. Teaching styles.

10. The competence of diagnosis and prescription in sport.

• - Exam - 100.0%

• - Synthesis work - 20.0%
• - Attendance and Participation - 10.0%
• - Frequency - 40.0%
• - Individual and/or Group Work - 30.0%

NAO

Armour,K. (2011). Sport Pedagogy. An Introduction for Teaching and Coaching. Abingdon: Routledge.

Bento, J., Garcia, R., & Amândio, G. (1999). Contextos da Pedagogia do Desporto. Lisboa: Horizonte.

Mesquita, I. (1997). Pedagogia do treino. Lisboa: Horizonte.

Rodrigues, J., Sarmento, P., Rosado, A ., Veiga, A., Ferreira, V., & Moreira, L. (1998). Quadro Conceptual da Investigação Pedagógica em Desporto. Lisboa: FMH.

Rosado, A. (1997). Observação e Reacção à Prestação Motora. Lisboa: FMH.

Rosado, A. (1998). Nas Margens da Educação Física e do Desporto. Lisboa: FMH.

Sarmento, P., Rosado, A., Rodrigues, J., Ferreira, V., & Leça, A. (1998). Pedagogia do Desporto II. Lisboa: FMH. Siedentop, D. (1983). Developing teaching skills in physical education. CA: Mayfield.

Siedentop, D. (1994). Sport Education: Quality PE through positive sport experiences. Champaign: Human Kinetics.