IPLUSO 22161

Physical-Motor Expression Workshops

• ApresentaçãoPresentation

  As we know, the critical periods of physical qualities and fundamental psychomotor learning sits until the end of 1. the Cycle. The lack of proper activity translates into often irremediable deficiencies. On the other hand, the physical development of the child reaches qualitative stages that precede cognitive and social development. Thus, educational physical activity offers students concrete experiences, necessary for abstractions and cognitive operations enrolled in programs in other areas, preparing students for their approach or application. This evidence justifies the crucial importance of this Area, in 1. the Cycle, as an inalienable component of Education.
• ProgramaProgramme

  • The benefits of physical education and physical activity for the integral development of the child and in the quality of life. • Concepts, phases and characteristics of the motor development and learning in infancy. Reflex, rudimentary, fundamental and specialized movements. Locomotor, manipulative and postural actions and patterns. • Goals, syllabus and organization of the physical education kindergarten and basic school level (1st and 2nd cycles) physical education programs • Motor engagement and academic learning time. Establishing a relational and motivational adequate class climate. Feedback. Organization and potentiation of spaces and materials for teaching physical education. Modifying activities. Differentiating learning and inclusion. Organized teaching and activities to freely explore the physical environment. • Strategic planning, conducting a session and evaluating in physical education.
• ObjectivosObjectives

  • To justify the importance of physical education in the kindergarten and basic school level (1st and 2nd cycles). • To know the development motor and learning process in infancy. • To identify and critically appreciate the major goals of the kindergarten and basic school level (1st and 2nd cycles) physical education programs. • To identify the efficacy factors of a physical education teaching-learning quality process in the kindergarten and basic school level (1st and 2nd cycles). • To develop knowledge and competencies to plan, conduct and evaluate in physical education.
• BibliografiaBibliography

  Departamento de Educação Básica (2004). Organização curricular e programas ensino básico – 1º Ciclo (4ª ed.). Mem Martins: Ministério da Educação. Gallahue, D., Ozmun, J. & Goodway, J. (2012). Understanding motor development: Infants, children, adolescent and adults (7ª ed.). Boston: McGraw-Hill. Martins, J., Gomes, L. & Carreiro da Costa, F. (2016). Técnicas de ensino para uma educação física de qualidade. In A.Marques & R. Catunda (Eds.), Educação física escolar: Referenciais para um ensino de qualidade. Belo Horizonte: Casa da Educação Física. Silva, I., Marques, L., Mata, L. & Rosa, M. (2016). Orientações curriculares para a educação pré-escolar. Lisboa:Ministério da Educação. United Nations Educational, Scientific and Cultural Organization (UNESCO) (2016). Quality physical education.Guidelines for policy-makers. Paris: UNESCO  
• MetodologiaMethodology

  The innovative methodologies to support the teaching-learning process are based on mentoring and personalized follow-up, debates/discussion of ideas and the use of educational technologies in order to support students to acquire technical and behavioral skills essential for the success of professional practice and focused on preparing future professionals for the challenges of the world of work.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  6
• NaturezaNature

  Mandatory
• EstágioInternship

  Não