Universitat Internacional de Catalunya
Basic Physical Education
Other languages of instruction: Spanish,
Teaching staff
Attention will be held at the end of the working sessions thursday from 13.00. Previously a date must be requested to perform personalized attention.
Introduction
The Physical Education Base is one of the subjects that form part of the statement of Physical Education Degree Early Childhood Education and Primary International University of Catalonia. The work of the body from the base and foundation of the configuration of the individual as a subject integral possible that the movement is a key element in the education and construction of meaning through the body and movement. This course cuts across all the content blocks official curriculum proposed by the Department of Education of the Generalitat of Catalonia. For this reason the course is one of the essential foundations of Minor Physical Education.
Pre-course requirements
No hi ha requisits previs.
Objectives
1. Describe, interpret and evaluate the fundamentals underpinning Base Physical Education as a key element in the programming of the area of Physical Education in Primary Education in the formation and education of children.
2. Describe, interpret and organize the basic contents of the Department of Physical Education in Primary Schools and Early Childhood Education.
3. Use different methodologies and correctly apply the proper development of perceptual-motor skills, physical and socio-motor-driving through appropriate education and training.
4. Develop Course for scientific activities by type highest possible competence of maximum reflection and maximum depth conceptual, procedural and attitudinal.
5. Apply properly the activities aimed at developing the skills perceptual-motor, motor-physical and socio-motor according to the motivations and interests of children, the psychomotor characteristics and objectives of Physical Education.
6. Procedures correctly apply the methods and research necessary to observe, gather information, evaluate, interpret, diagnose, transfer and redirect the development of perceptive motor skills, physical and socio motor of children.
Competences/Learning outcomes of the degree programme
- CEM-06 - To know the pedagogical dimension of interaction with peers and adults and learn to promote participation in group activities, cooperative work and individual effort.
- CEM-12 - To know how to work in a team with other professionals from inside and outside the school in the attention of each student, as well as in planning learning sequences, and organizing work in the classroom and play areas, while bearing in mind the special features of the 0-3 and 3-6 year age periods.
- CEM-13 - To attend to the needs of the students and transmit confidence, calmness and affection to them.
- CEM-18 - To place preschool in the Spanish educational system, in the European and international context.
- CEM-19 - To be aware of international experiences and examples of innovative practice in childhood education.
- CEM-21 - To participate in the preparation and monitoring of childhood educational projects within the framework of projects at the centre and in collaboration with the community, other professionals and social agents.
- CEM-25 - To identify disorders of sleep, eating, psychomotor development, attention, hearing and sight.
- CEM-26 - To collaborate with professional specialists to resolve these disorders.
- CEM-27 - To detect affective, alimentary and well-being needs that disturb the normal physical and mental development of students.
Learning outcomes of the subject
Learning Outcomes: Describe the origin of the EFB, the psychomotor and human development.
Learning Outcomes: Accurately describe all items that are part of perceptual-motor system and its relationship with the subjects of the Degree.
Learning outcomes: Enter into the world of work and psychomotor practical: the body schema, muscle tone, attitude posture, relaxation and breathing-space structure, skills and motor destresses .
Learning outcomes: To develop an educational program to work concepts that have worked on the subject.
Syllabus
Chapter 1 Introduction to Physical Education Base (EFB)
Objective: To describe the origin of the EFB, the psychomotor and human development.
SECTION 1: Introduction and basic concepts.
LESSON 1: Physical Education Base and psychomotor phenomenon.
1.1. Psychomotor phenomena.
1.1.1. Source psychomotor phenomenon.
1.1.2. The psychomotor.
1.1.3. Classification of psychomotor methods.
1.1.4. Contributions to theoretical considerations and psychomotor phenomenon: Wallon, Piaget, Spitz, Schilder, Ajuriaguerra, Le Boulch, Picq and Bayer, and Acouturier Lapierre.
1.1.5. The psychomotor education as a basis for learning.
1.1.6. Psychomotor phenomenon of the EFB.
CHAPTER 2: Human development.
2.1. The evolutionary processes of the human being: ontogeny and phylogeny.
2.2. Key concepts of human development.
2.2.1. growth
2.2.2. Maturation.
2.2.3. Environment.
2.2.4. Psychomotor Learning and Development.
2.2.5. Fundamental laws of human development: Cefalo-caudal Law, Law-Middle Distal, Law flexor-extensor 5 hurlock laws (1967) and the General Law-Specific.
2.2.6. Characteristics of psychomotor development.
LESSON 3: General considerations with respect to human movement.
3.1. Human movement.
3.2. Analysis of human movement.
3.3. Organization of human movement.
3.4. Study of human movement.
Chapter 2. Basis perceptual-motor movement in human skills.
Objective: To describe accurately all the elements that are part of the perceptual-motor system and its relationship with the subjects.
SECTION 2: perceptual-motor basis of human movement.
LESSON 4: The body schema.
4.1. The concept of body schema.
4.2. Different visions of the body schema.
4.3. Conceptual and historical evolution of body image.
4.4. Body image and driving skills.
4.5. Pedagogical criteria to work the body schema.
ITEM 5: muscle tone and posture.
5.1. The concept of body tone and attitude.
5.2. Different visions tone and posture.
5.3. Historical development and conceptual tone and posture.
5.4. The tone and posture and motor skills.
5.5. Criteria for pedagogical work the tone and posture.
LESSON 6: Relaxation and breathing.
6.1. The concept of relaxation and breathing.
6.2. Relationship between relaxation and breathing.
6.3. Historical development and conceptual relaxation and breathing.
6.4. Relaxation and breathing skills driving.
6.5. Criteria for pedagogical work relaxation and breathing.
CHAPTER 7: The spatio-temporal structure.
7.1. The concept of space-time structure.
7.2. The concept of spatial orientation and temporal orientation.
7.3. Historical development and conceptual structure of space-time ..
7.4. Structuring space-time and driving skills.
7.5. Criteria for pedagogical work spatiotemporal structure.
SECTION 3: skills and motor skills
CHAPTER 8: motor skills and destresses.
8.1. Conceptual approach and destresses driving skills.
8.2. Classification of motor skills and destresses.
8.3. Destresses basic motor skills and motor skills and specific.
8.4. Analysis of basic motor skills (practical).
8.5. Analysis of specific motor skills.
8.6. The static equilibrium dynamic equilibrium.
ITEM 9: Evolution of basic motor skills and motor destresses.
9.1. Conceptual Approach to the basic motor skills and motor skills.
Chapter 3. The programming of basic motor skills, motor skills and basic skills Perceptual motor.
Objective: To develop an educational program to work concepts that have worked on the subject.
SECTION 4: Areas of action Physical Education Base.
CHAPTER 10: The areas of action of the EFB.
9.1. The EFB in the field of physical education.
9.2. The EFB in the field of sports initiation.
9.3. The EFB in the field of special education.
9.4. The EFB in the field of recreation, leisure and entertainment.
Teaching and learning activities
In person
The proposed methodology is based on both theoretical and practical work in the classroom and in the sports field or in the environment. There will be lectures with computer support, lectures and group work sessions for collaborative work. Students must complete a total of three work and exam (multiple choice questions + to develop)
| CEM-05 CEM-06 CEM-12 CEM-17 CEM-39 CEM-53 CEM-55 CET-2 CET-3 | cooperative learning Learning Project Method Presentation / lecture Solving exercises and problems Development of a portfolio of educational Minor Physical Education |
practical classes lectures Individual study and work / independent Study and work in group Design and defense of a portfolio of Physical Education Minor |
Evaluation systems and criteria
In person
| Describe the origin of EFB the psychomotor and human development. | Level of participation oral presentations Design activities Short answer tests objective tests Works and projects Presentation of work Presentation of a teamwork |
| Accurately describe all items that are part of perceptual-motor system and its relationship with the subjects.. | Level of participation oral presentations Design activities Short answer tests objective tests Works and projects Presentation of work Presentation of a teamwork |
| Hack into the world and work for psychomotor practice, the body schema, muscle tone, attitude posture, relaxation and breathing-space structure, skills and destresses motor. | Level of participation oral presentations Design activities Short answer tests objective tests Works and projects Presentation of work Presentation of a teamwork |
| To develop an educational program to work concepts that have worked on the subject. | Level of participation oral presentations Design activities Short answer tests objective tests Works and projects Presentation of work Presentation of a teamwork |
Bibliography and resources
BIBLIOGRAFIA
Aconturier, B., Darrantt, I., Empinet, J.L. (1985). La práctica psicomotriz: reeducación y terapia. Madrid: Editorial Científico Técnica.
Ajuriaguerra, J., Marcelli, D. (1982). Manual de psicopatología del niño. Barcelona: Toray-Masson.
Arnold, P.J. (1991). Educación Física, movimiento y currículum. Madrid: Morata.
Aucouturier, B., Lapierre, A. (1977). La educación psicomotriz como terapia; Bruno. Barcelona: Médica y Técnica SA.
Ballesteros, S. (1982). El esquema corporal. Madrid: TEA.
Bassedas, E. et al. (1998). Intervención educativa y diagnóstico psicopedagógico. Barcelona: Paidós.
Batalla, A. (2000). Habilidades motrices. Barcelona: INDE.
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. (1990). Evaluar en Educación Física. Barcelona: INDE
Blázquez, D. (1995). La iniciación deportiva y el deporte escolar. Barcelona: INDE.
Cantó, R. Y Jiménez, J. (1998). La Columna Vertebral en la edad escolar. La postura correcta, prevención educación. Madrid: Gymnos.
Carranza, M. (1996). La educación física en el segundo ciclo de primaria. Barcelona: Paidotribo.
Castañer, M. y Camerino, O. (1991). La educación física en la Enseñanza Primaria. Barcelona. Inde.
Chokler, M. (1988). Los organizadores del desarrollo psicomotor. Del mecanicismo a
la psicomotricidad operativa. Argentina: Ediciones Cinca.
Corraze, J. (1988). Las bases neurofisiológicas del movimiento. Barcelona: Paidotribo.
Cratty, B.J. (1979). Motricidad y psiquismo en la educación y el deporte. Valladolid: Miñón.
Cratty, B.J. (1982). Desarrollo perceptual y motor en los niños. Barcelona: Paidós.
Da Fonseca, V. (1984). Filogénesis de la motricidad. Madrid. G. Nuñez editor.
Da Fonseca, V. (1988). Ontogénesis de la motricidad. Madrid: G Núñez.
Da Fonseca, V. (1996). Estudio y génesis de la psicomotricidad. Barcelona : INDE
Da Fonseca, V. (1998b). Ontogénesis de la motricidad: Estudio psicobiológico del desarrollo humano. Madrid: Nuñez Editor
Díaz, J. (1994). El currículum de la Educación Física en la Reforma Educativa. Barcelona: INDE.
Durán, M. (1988). El niño y el deporte. Barcelona: Paidós.
Famose, J.P. (1992). Aprendizaje motor y dificultad de la tarea. Barcelona: Paidotribo.
García, L., Motos, T. (1990). Expresión Corporal. Madrid: Alhambra.
Guilmain, E., Guilmain, G (1981). Evolución psicomotriz desde el nacimiento hasta los 12 años. Escalas y pruebas motrices. Barcelona: Médica y Técnica.
Gutierrez, M. (1989). 140 juegos de educación psicomotriz. Sevilla. Wanceulen.
Knapp, B. (1991). La habilidad en el deporte. Valladolid. Miñón.
Lapierre y Aucouturrier. (1974): Los contrastes y el descubrimiento de las nociones fundamentales. Editorial Científico Médica. Barcelona.
Lapierre, A. (1977). Educación psicomotriz en la Escuela Maternal. Una experiencia con los pequeños. Barcelona: Científico Médica.
Lapierre, A. (1977). La educación psicomotriz en la escuela maternal. Madrid: Editorial Científico-Médica.
Lapierre,A. (1978). La reeducación física. Tomos 1, 2 y 3. Barcelona: Editorial Científico-Médica.
Lapierre, A. Aucouturier, B. (1977a). Simbología del movimiento. Barcelona: Científico Médica.
Lapierre, A. Aucouturier, B. (1977b). Los matices. Barcelona: Científico Médica.
Lapierre, A. Aucouturier, B. (1977c). Los contrastes y el descubrimiento de las nociones fundamentales. Barcelona: Científico Médica.
Lapierre, A. Aucouturier, B. (1980). El cuerpo y el inconsciente en educación y terapia. Barcelona: Científico Médica.
Lawther, J.D. (1983). Aprendizaje de las habilidades motrices. Barcelona: Paidós
Le Boulch, J. (1969). La educación por el movimiento. Buenos Aires. Editorial Paidós.
Le Boulch, J. (1978). Hacia una ciencia del movimiento humano. Buenos Aires. Editorial Paidós
Le Boulch, J. (1983). El desarrollo psicomotor desde el nacimiento a los seis años. Madrid: Doñate.
Le Boulch, J. (1987). La educación psicomotriz en la escuela primaria. Buenos Aires: Paidós.
Le Boulch, J. (1991). El deporte educativo. Psicocinética y aprendizaje motor. Barcelona: Paidós.
Le Boulch, J. (1997). El movimiento en el desarrollo de la personal. Barcelona: Paidotribo.
Lleixà, T. (1988). La educación física en preescolar y ciclo inicial (4 a 8 años). Barcelona. Paidotribo.
Llorca, M., Vega, A. (1998). Psicomotricidad y globalización del currículum de Educación Infantil. Málaga: Aljibe.
Luria, A.R. (1979). El cerebro en acción. Barcelona: Fontanella.
Maigre, A., Destrooper, J (1984). La educación psicomotora. Madrid: Morata.
McClenaghan, B.A., Gallahue, D.L. (1985). Movimientos fundamentales. Su desarrollo y rehabilitación. Buenos Aires: Panamericana.
Merani, A. (1980). De la Praxis a la Razón. Barcelona. Editorial Grijalbo.
Moral, P., Cantó, R. (1980). Psicomotricidad: movimiento y educación. Madrid:Ed. UNED. MEC.
Piaget, J. (1969). El nacimiento de la inteligencia en el niño. Madrid: Aguilar.
Piaget, J. (1976). Psicología del niño. Madrid: Morata.
Piaget, J. (1977). Seis estudios de Psicología. Barcelona: Seix Barral.
Picq, L. Vayer, P. (1985). Educación psicomotriz y retraso mental. Barcelona: Científico Médica.
Pieron, M. (1988). Didáctica de las actividades físicas y deportivas. Madrid: Gymnos.
Pulut Carrasco, R. (1995). Juegos de animación en educación infantil y primaria. Archidona (Málaga). Aljibe.
Riera, J. (1989). Fundamentos del aprendizaje de la técnica y la táctica deportivas. Barcelona: INDE.
Rigal, R. (1987). Motricidad Humana. Fundamentos y aplicaciones pedagógicas. Madrid: Pila Teleña.
Rigal, R., Paleotti, R. I Portmann, M. (1979). Motricidad: Aproximación psicofisiológica. Madrid: Augusto Pila Teleña.
Romero, S. (1993). Contenidos de educación física en la escuela (programas renovados/propuesta actual). Sevilla: Wanceulen.
Ruiz Pérez, L.M. y otros (1990). Educación Primaria, Primer y Segundo Ciclo: Educación Física. Madrid: Gymnos.
Ruiz Pérez, L.M. (1994a). Desarrollo motor y actividades físicas. Madrid: Gymnos.
Ruiz Pérez, L.M. (1994b). Deporte y aprendizaje. Procesos de adquisición y desarrollo de habilidades. Madrid: Visor.
Ruiz Pérez, L.M. (1995). Competencia motriz. Elementos para comprender el aprendizaje motor en Educación Física Escolar. Madrid: Gymnos.
Sáenz-López Buñuel, P. (1997). La educación física y su didáctica: manual para el profesor. Sevilla: Wanceulen.
Sánchez Bañuelos, F. (1986). Bases para una didáctica de la Educación Física y el Deporte. Madrid: Gymnos.
Schilder, P. (1983). Imagen y apariencia del cuerpo humano. Barcelona: Editorial Paidós.
Singer, R.N. (1986). El aprendizaje de las acciones motrices en el deporte. Barcelona: Hispano Europea.
Torres, J. i Altres (1995). Aspectos básicos de la educación física en Primaria. Manual para el maestro. Sevilla: Wanceulen.
AAVV. (1989). La educación física de base en la edad escolar (I y II).Barcelona: Paidotribo.
Vayer, P. (1977a). El diálogo corporal. Barcelona: Científico Médica.
Vayer, P. (1977b). El niño frente al mundo. Barcelona: Científico Médica.
Vayer, P. (1982). El equilibrio corporal. Barcelona: Científico Médica.
Vázquez, B. (1989). La educación física en la educación básica. Madrid: Gymnos.
Wallon, H. (1974). Del acto al pensamiento. Buenos Aires: Psiqué.
Wallon, H. (1979). Evolución psicológica del niño. Barcelona: Grijalbo.
Wallon, H., Piaget, J. et al. (1982). Los estadios en la Psicología del niño. Buenos Aires: Nueva Visión.
Zazzo, R. (1976). Manuel para el examen psicológico del niño. Madrid: Fundamentos.
REVISTES DE CONSULTA
APUNTS EDUCACION FISICA Y DEPORTES
BULLETI OF PHYSICAL EDUCACTION
CURRENT INDEX JOURNAL EDUCATION
ENFANCE. (PSYCHOLOGIE, PEDADOGIE ET NEUROPSIQUIETRIE)
EPS. EDUCATION PHYSIQUE ET SPORT
ESPACIO Y TIEMPO. Revista de educación física
ESPAÇO. REVISTA DE CIENCIAS DO DESPORTO DOS PAISES DE LINGUA PORTUGUESA
EUROPEAN PHYSICAL EDUCATION REVIEW
HABILIDAD MOTRIZ
HORIZONTE. Revista de Educaçäo Física e Desporto
INFANCIA Y APRENDIZAJE
JOURNAL OF TEACHING IN PHYSICAL EDUCATION
JOURNAL PSYCHOLOGY: INTERDISCIPLINAR AND APPLIED
LUDENS. CIENCIA DO DESPORTO
MOTRICIDAD. REVISTA EUROAMERICANA DE CIENCIAS DE LA ACTIVIDAD...
MOTRICIDADE HUMANA. LISBOA
MOVIMIENTO
PEDIATRA EXERCISE SCIENCE
PERSPECTIVE JOURNAL
PSICOMOTRICIDAD. REVISTA DE ESTUDIOS Y EXPERIENCIAS
REVISTA DA EDUCAÇAO FISICA/EUM
REVISTA DE EDUCACIÓN FÍSICA
REVISTA DE INVESTIGACIÓN EDUCATIVA
REVISTA ESPAÑOLA DE EDUCACIÓN FISICA Y DEPORTES
STADIUM