1. General information
Course:
PHYSICAL FITNESS AND HEALTH
Code:
46338
Type:
ELECTIVE
ECTS credits:
6
Degree:
392 - BACHELOR'S DEGREE IN PRIMARY EDUCATION (AB)
Academic year:
2021-22
Center:
101 - FACULTY OF EDUCATION IN ALBACETE
Group(s):
14
10
17
Year:
4
Duration:
First semester
Main language:
Spanish
Second language:
English
Use of additional languages:
English Friendly:
Y
Web site:
Bilingual:
N
Lecturer:
JUAN GREGORIO FERNANDEZ BUSTOS
- Group(s):
17
Building/Office
Department
Phone number
Email
Office hours
Facultad de Educación/ Educación Físical (1ª planta)
DIDÁCTICA DE LA EDUCACIÓN FÍSICA, ARTÍSTICA Y MÚSICA
+34 926 05 33 29
juang.fernandez@uclm.es
Lecturer:
VIRGILIO PEDRO LORENZO LÓPEZ
- Group(s):
17
Building/Office
Department
Phone number
Email
Office hours
DIDÁCTICA DE LA EDUCACIÓN FÍSICA, ARTÍSTICA Y MÚSICA
Profesor.VLorenzo@uclm.es
2. Pre-Requisites
Not established
3. Justification in the curriculum, relation to other subjects and to the profession
Article 93.2 of Organic Law 2/2006 of May 3, on Education referring to Primary Education Teachers establishes that 'Primary education will be taught by teachers, who will have competence in all areas of this level. The teaching of music, physical education, foreign languages or those other teachings determined by the Government, after consulting the Autonomous Communities, will be taught by teachers with the corresponding specialization or qualification. On the other hand, the Faculties of Education of the UCLM have accredited a long and fruitful experience in the training of Specialist Teachers in Physical Education, which make it very suitable to continue teaching the Physical Education minor studies that, in any case, constitute a type of specialty similar to the previous one. Finally, it must be noted that traditionally the demand for these studies is high, which makes it presume that there should be no problems in filling the places offered.
Physical activity and fitness in schoolchildren are associated with short, medium and long-term benefits that go beyond cardiovascular risk. Physical activity and optimal levels of physical condition have beneficial effects on the integral development of children: it favors psychomotor development, improves autonomy, self-esteem, and social relationships, reduces anxiety, improves sleep quality, improves academic performance. and, in general, the quality of life of children.
But perhaps most importantly, active children are more likely to be active adults, and will therefore continue to benefit throughout their lives from the protective effect of physical activity, as it is associated with reduced morbidity and mortality from cardiovascular diseases, obesity, diabetes, lung disease, cancer, osteoporosis, and adult psychological disorders.
Despite the scientific evidence on the benefits of physical activity and fitness, numerous studies reveal that our schoolchildren do not meet the minimum physical activity recommendations to achieve health benefits.School represents the ideal environment to promote, create and consolidate healthy habits in childhood that last into adult life.
The Primary Education stage acquires great relevance as the initial stage of the health-oriented training process. This must be characterized by: sensitizing the child to what health represents, beginning to develop positive attitudes towards it and, very importantly, accompanying them in the first steps of the path that leads to the achievement of the necessary personal autonomy.
The Physical Condition and Health unit is integrated in module 2 of Physical Education minor that contributes to the comprehensive training of the future teacher in Primary Education (Physical Education). This subject in the Primary Education teacher degree title aims to deepen the contents related to physical activity and physical condition related to health in schoolchildren, providing the student with the knowledge and methodological strategies necessary to develop these contents effectively within of the school context.
4. Degree competences achieved in this course
| Course competences | |
|---|---|
| Code | Description |
| CB02 | Apply their knowledge to their job or vocation in a professional manner and show that they have the competences to construct and justify arguments and solve problems within their subject area. |
| CB03 | Be able to gather and process relevant information (usually within their subject area) to give opinions, including reflections on relevant social, scientific or ethical issues. |
| CG02 | Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals in the centre. |
| CG04 | Design and arrange learning spaces, with consideration of diversity and gender equality, equity and respect for human rights, which constitute the values of citizenship. |
| CG10 | Reflect on classroom practice to allow innovation and improvement of the teaching practice. Acquire habits and skills for autonomous and cooperative learning and promote it among pupils. |
| CT03 | Correct oral and written communication. |
5. Objectives or Learning Outcomes
| Course learning outcomes | |
|---|---|
| Description | |
| Have the capacity to prepare leisure, health or sports programmes as part of extracurricular activities. | |
| Know how to analyze and put into practice the official curriculum of Physical Education for Primary School (6-to-12 year olds). | |
| Know the different methodologies, being able to choose the best methodology taking into account the group of students and their educational centre. | |
| Know and apply assessment instruments for the different content blocks included in the subject of Physical Education. | |
| Know how to analyse healthy lifestyle possibilities as well as the drawbacks of not following those recommendations. | |
| Additional outcomes | |
| Description | |
| SPECIFIC COMPETENCES MODULE QUALIFYING PHYSICAL EDUCATION MINOR: MEF.01 Analize the influence of physical activity, health, games, sports, and corporal expression from a social viewpoint to create a critical and reflexive opinion. MEF.02 Know the basics and possibilities of the different Physical Education contents as educative methods. MEF.03 Know the distinct methodological approaches and know how to apply each one according to the practical context. MEF.04 Know the teaching and learning evaluation methods and instruments of different Physical Education contents and know how to utilize them according to differing student abilities. MEF.05 Be able to plan own Physical Education lessons starting from the official curricular approaches, performing the necessary adaptions according to the practical context or type of student. MEF.06 Organize and design tasks to implement units of work in Physical Education. MEF.07 Know, be able to, and be willing to introduce different pedagogical innovations in the Physical Education field. |
|
6. Units / Contents
-
Unit 1: Physical activity and health: conceptual approach
-
Unit 2: Physical condition and health. Guidelines for its development
-
Unit 3: Quantification of physical activity: measuring instruments
-
Unit 4: Safety, practices advised against and postural education
-
Unit 5: Strategies for promoting healthy physical activity at school
-
Unit 6: Health in the Physical Education curriculum
-
Unit 7: Physical activity for all: disability and the elderly
7. Activities, Units/Modules and Methodology
| Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
| Class Attendance (theory) [ON-SITE] | Lectures | CG10 CT03 | 1.2 | 30 | Y | N | The presence and active participation in the proposed activities (reading of texts, text comments or viewing of videos to later establish debates). | |
| Final test [ON-SITE] | Assessment tests | CB02 CB03 CG02 CG04 CG10 CT03 | 0.08 | 2 | Y | Y | The contents taught will be assessed through a written test to be developed. | |
| Class Attendance (practical) [ON-SITE] | Lectures | CG02 CG04 | 1.12 | 28 | Y | N | Taking advantage of practical classes in the gym and active participation in them (carrying out the motor tasks proposed in said classes) Not recoverable | |
| Writing of reports or projects [OFF-SITE] | Cooperative / Collaborative Learning | CB02 CB03 CG02 CG04 CG10 CT03 | 0.4 | 10 | Y | N | Collaborative work that will consist of the elaboration of practical exercises related to the contents seen in the theoretical and practical classes. All groups will carry out and present their tasks in the gym room or pavilion in the second part of the practical session. Unrecoverable | |
| Writing of reports or projects [OFF-SITE] | Cooperative / Collaborative Learning | CB02 CB03 CG02 CG04 CG10 CT03 | 0.4 | 10 | Y | Y | Preparation of a group proposal for an activity to promote healthy lifestyle habits at a health fair | |
| Analysis of articles and reviews [OFF-SITE] | Reading and Analysis of Reviews and Articles | CB02 CB03 CG10 CT03 | 0.16 | 4 | Y | Y | Study and debate of scientific texts of relevance in the field of physical activity and health | |
| Writing of reports or projects [OFF-SITE] | Assessment tests | CB02 CB03 CG02 CG04 CG10 CT03 | 0.8 | 20 | Y | Y | Individual work that will consist of the design of didactic materials for the promotion of physical activity in the school, family and community environment. The student will be able to choose, failing that, a Service-Learning experience where she will put into practice the learning acquired during the subject | |
| Study and Exam Preparation [OFF-SITE] | Assessment tests | 1.84 | 46 | N | N | |||
| Total: | 6 | 150 | ||||||
| Total credits of in-class work: 2.4 | Total class time hours: 60 | |||||||
| Total credits of out of class work: 3.6 | Total hours of out of class work: 90 | |||||||
As: Assessable training activity Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).
8. Evaluation criteria and Grading System
| Evaluation System | Continuous assessment | Non-continuous evaluation * | Description |
| Final test | 55.00% | 55.00% | The contents taught will be assessed through a written test |
| Progress Tests | 15.00% | 15.00% | This section includes all the compulsory assessable group assignments: 1. Analysis and debate of scientific texts. 2. Presentation of an activity for the health fair |
| Theoretical papers assessment | 10.00% | 10.00% | The student will choose between: - Proposal of a didactic material for the promotion of physical activity and health. - Preparation of a theoretical-practical work, based on the learning acquired in the subject, of application for a Service-Learning experience. |
| Assessment of active participation | 10.00% | 10.00% | Participation and use of practical classes as well as preparation of teaching materials for practical classes. |
| Practicum and practical activities reports assessment | 10.00% | 10.00% | Collaborative work that will consist of the elaboration of practical exercises related to the contents seen in the theoretical and practical classes. All groups will perform and They will present their tasks in the gym room or pavilion in the second part of the practical session. |
| Total: | 100.00% | 100.00% |
According to art. 4 of the UCLM Student Evaluation Regulations, it must be provided to students who cannot regularly attend face-to-face training activities the passing of the subject, having the right (art. 12.2) to be globally graded, in 2 annual calls per subject , an ordinary and an extraordinary one (evaluating 100% of the competences).
Evaluation criteria for the final exam:
-
Continuous assessment:In order to assess the use of the practices and prepare the report of practices (elaboration of the collaborative work of practical exercises) the student must attend at least 80% of the practical sessions. Students who do not attend that 80% of the practices will not be able to opt for the corresponding 20% of these two evaluation systems.
The rest of the evaluation systems (final test, progress tests and theoretical works) will be compulsory and recoverable for all students, whether or not they attend class regularly and will be weighted according to the percentages established in the previous section.
It is necessary to get more than a 4 in any of the compulsory activities. The final grade, in any case, always has to equal or exceed 5 to pass.
Spelling mistakes presented in papers and in the exam will be subtracted, penalizing 0.1 for each misspelling committed.
The verification of the fraudulent performance of an evaluation test or the failure to comply with the instructions set for carrying out the test will result in a failure grade (with a numerical grade of 0) in said test. In the particular case of the final tests, the suspense will be extended to the corresponding call.
If necessary, any necessary modification or adaptation in the teaching guides as a consequence of any change in the teaching or evaluation model derived from the evolution of the pandemic will be documented through an addendum. -
Non-continuous evaluation:Students who do not attend class, or do not do so regularly, must contact the teaching staff at the beginning of the semester and establish a work plan, with periodic monitoring of the same. In any case, the percentages corresponding to the assessment of the participation with use in class and the preparation of the practice report cannot be assessed.
The rest of the evaluation systems (final test, progress tests and theoretical works) will be compulsory and recoverable for all students, whether or not they attend class regularly and will be weighted according to the percentages established in the previous section.
It is necessary to get more than a 4 in any of the compulsory activities. The final grade, in any case, always has to equal or exceed 5 to pass.
Spelling mistakes presented in papers and in the exam will be subtracted, penalizing 0.1 for each misspelling committed.
The verification of the fraudulent performance of an evaluation test or the failure to comply with the instructions set for carrying out the test will result in a failure grade (with a numerical grade of 0) in said test. In the particular case of the final tests, the suspense will be extended to the corresponding call.
If necessary, any necessary modification or adaptation in the teaching guides as a consequence of any change in the teaching or evaluation model derived from the evolution of the pandemic will be documented through an addendum.
Specifications for the resit/retake exam:
The student will have the right to keep the grade of any of the parts approved in the ordinary call.
The marks corresponding to the assessment with use in class and preparation of the practice report will be saved up to a maximum of two academic years as long as the student has managed to obtain more than a 5 in them.
The marks corresponding to the assessment with use in class and preparation of the practice report will be saved up to a maximum of two academic years as long as the student has managed to obtain more than a 5 in them.
Specifications for the second resit / retake exam:
The same as in the extraordinary call.
9. Assignments, course calendar and important dates
| Not related to the syllabus/contents | |
|---|---|
| Hours | hours |
| Unit 1 (de 7): Physical activity and health: conceptual approach | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 5 |
| Class Attendance (practical) [PRESENCIAL][Lectures] | 5 |
| Study and Exam Preparation [AUTÓNOMA][Assessment tests] | 8 |
| Unit 2 (de 7): Physical condition and health. Guidelines for its development | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 8 |
| Class Attendance (practical) [PRESENCIAL][Lectures] | 13 |
| Writing of reports or projects [AUTÓNOMA][Cooperative / Collaborative Learning] | 10 |
| Writing of reports or projects [AUTÓNOMA][Assessment tests] | 6 |
| Study and Exam Preparation [AUTÓNOMA][Assessment tests] | 16 |
| Unit 3 (de 7): Quantification of physical activity: measuring instruments | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 3 |
| Study and Exam Preparation [AUTÓNOMA][Assessment tests] | 4 |
| Unit 4 (de 7): Safety, practices advised against and postural education | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 4 |
| Class Attendance (practical) [PRESENCIAL][Lectures] | 4 |
| Study and Exam Preparation [AUTÓNOMA][Assessment tests] | 6 |
| Unit 5 (de 7): Strategies for promoting healthy physical activity at school | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 4 |
| Class Attendance (practical) [PRESENCIAL][Lectures] | 4 |
| Writing of reports or projects [AUTÓNOMA][Cooperative / Collaborative Learning] | 10 |
| Writing of reports or projects [AUTÓNOMA][Assessment tests] | 8 |
| Study and Exam Preparation [AUTÓNOMA][Assessment tests] | 7 |
| Unit 6 (de 7): Health in the Physical Education curriculum | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 4 |
| Final test [PRESENCIAL][Assessment tests] | 2 |
| Class Attendance (practical) [PRESENCIAL][Lectures] | 2 |
| Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] | 4 |
| Writing of reports or projects [AUTÓNOMA][Assessment tests] | 6 |
| Study and Exam Preparation [AUTÓNOMA][Assessment tests] | 3 |
| Unit 7 (de 7): Physical activity for all: disability and the elderly | |
|---|---|
| Activities | Hours |
| Class Attendance (theory) [PRESENCIAL][Lectures] | 2 |
| Study and Exam Preparation [AUTÓNOMA][Assessment tests] | 2 |
| Global activity | |
|---|---|
| Activities | hours |
10. Bibliography and Sources
| Author(s) | Title | Book/Journal | Citv | Publishing house | ISBN | Year | Description | Link | Catálogo biblioteca |
|---|---|---|---|---|---|---|---|---|---|
| Armstrong, N. y Welsman, J. | The Physical Activity Patterns of European Youth with Reference to Methods of Assessment | Sports Medicine, 36(12), 1067-1086. | 2006 | ||||||
| Aznar, S. y Webster, T | Actividad Física y Salud en la Infancia y la Adolescencia. Guía para todas las personas que participan en su educación | Ministerio de Educación y Ciencia | 2006 | ||||||
| Cabrera, A. et al. | Sedentarismo: tiempo de ocio frente a porcentaje del gasto energético | Revista Española de Cardiología, 60(3), 244-250 | 2007 | ||||||
| Cavill, N. A., Biddle, S. J. y Sallis, J. F | Health enhancing physical activity for young people: statement of the UK expert consensus conference | Pediatric Exercise Science, 13 (1), 12- 25 | 2001 | ||||||
| Colley, R. C. et al. | Physical activity of Canadian children and youth: Accelerometer results from the 2007 to 2009 Canadian Health Measures Survey | Health Reports, 22(1), 1-9. | 2011 | ||||||
| Davison, K. K. y Lawson, C. T. | Do attributes in the physical environment influence children's physical activity? | A review of the literature. International Journal of Behavioral Nutrition and Physical Activity, 3:19 | 2006 | ||||||
| Devís, J. (Coord.) | La educación física, el deporte y la salud en el siglo XXI. | Alicante | Marfil | 2001 | Apartado 4 del capítulo 18 y capítulo 19 | ||||
| Devís, J. y Peiró, C. | Nuevas perspectivas curriculares en Educación Física: la salud y los juegos modificados | Barcelona | INDE | 1992 | apartado 3 del capítulo 1 | ||||
| Duda, J. L. | Ejercicio físico, motivación y salud: aportaciones desde la teoría de las perspectivas de meta | Alicante | Marfil | 2001 | En J. Devís (coord.), La educación física, el deporte y la salud en el siglo XXI (pp. 271-281). | ||||
| González-Cutre, D y Moreno, J. A | Estrategias motivacionales para una transformación social a través de la actividad físico-deportiva | Río de Janeiro | Shape | 2009 | En J. A. Moreno y D. González-Cutre (Coord.), Deporte, intervención y transformación social | ||||
| Healy, G. N. y Owen, N. | Conducta sedentaria y biomarcadores del riesgo cardiometabólico en adolescentes: un problema científico y de salud pública emergente | Revista Española de Cardiología, 63(3), 261-264. | 2010 | ||||||
| Hernández, J.L., Velázquez, R., Alonso, D., Garoz, I., López, C., y López, A. et al. | Evaluación de ámbitos de la capacidad biológica y de hábitos de práctica de actividad física. Estudio de la población escolar española | Revista de Educación, 343, 177-198. | 2007 | ||||||
| Janssen, I. y Leblanc, A. G. | Systematic review of the health benefits of physical activity and fitness in school-aged children and youth | International Journal of Behavioral Nutrition and Physical Activity, 7:40. | 2011 | ||||||
| Keegan, R. J. et al. | It¿s not how old you are, it¿s where you¿re at inlife: apllication of a life-span framework to physical activity in examining community and environmental interventions. | Sport and Exercise Psychology Review, 6(1), 19-34. | 2010 | ||||||
| López, P. A. | Ejercicios desaconsejados en la actividad física: detección y alternativas | Barcelona | INDE | 2008 | |||||
| Mark S. Tremblay, Allana G. LeBlanc, Ian Janssen, Michelle E. Kho, Audrey Hicks, | Canadian Sedentary Behaviour Guidelines for Children and Youth | Appl. Physiol. Nutr. Metab. 36, 59-64 | 2011 | ||||||
| Martínez-Gómez M, Martínez-De-Haro V, Del-Campo J, Zapatera B, J.Welk ,G Villagra A, Marcos A y L. Veiga O. | Validez de cuatro cuestionarios para valorar la actividad física en adolescentes españoles | Gac Sanit., 23(6):512¿517 | 2009 | ||||||
| Medina-Blanco, R. R | Programas de intervención para la promoción de actividad física en niños escolares: revisión sistemática | Nutrición Hospitalaria, 26(2), 265-270 | 2011 | ||||||
| Moreno-Murcia, J. A., y Cervelló E | Motivación en la actividad física y el deporte | Sevilla | Wanceulen | 2010 | capítulos 3 y 6 | ||||
| OMS | Recomendaciones mundiales sobre actividad física para la salud | 2010 | http://whqlibdoc.who.int/publications/2010/9789243599977_spa.pdf | ||||||
| Ortega FB, Ruiz JR, Castillo MJ, Sjöström M | Physical fitness in childhood and adolescence: a powerful marker of health | Int J Obes (Lond),32(1):1-11. | 2008 | ||||||
| Rodríguez Ordax J, Terrados N. | Métodos para la valoración de la actividad física y el gasto energético en niños y adultos | Archivos de Medicina del Deporte, 23 (115): 365-377 | 2006 | ||||||
| Ruiz JR, España Romero V, Castro Piñero J, Artero EG, Ortega FB, Cuenca García M, Jiménez Pavón D, Chillón P, Girela Rejón MJ, Mora J, Gutiérrez A, Suni J, Sjöstrom M, Castillo MJ. | ALPHA-fitness test battery: health-related field-based fitness tests assessment in children and adolescents | Nutr Hosp, 26(6):1210-4. | 2011 | ||||||
| Sádaba, C. y Briguué, X. | Niños y adolescentes españoles ante las pantallas: rasgos configuradores de una generación interactiva | CEE Participación Educativa, 15, 86-104. | 2010 | ||||||
| Tremblay et al. | Systematic review of sedentary behaviour and health indicators in school-aged children and youth | International Journal of Behavioral Nutrition and Physical Activity, 8:98. | 2011 | ||||||
| Tremblay et al. | New Canadian physical activity guidelines | Applied Physiology, Nutrition, and Metabolism, 36(1), 36-46. | 2011 | ||||||
| Valenciano, J. y Fernández, J. G. | Educación física, salud y desarrollo curricular de las competencias básicas | Barcelona | inde | 2011 | En O. R. Contreras y R. Cuevas, Las competencias desde la Educación Física (pp. 121-147) | ||||
| Van Sluijs, E.M.F., McMinn, A.M. y Griffin, S.J. | Effectiveness of interventions to promote physical activity in children and adolescents: Systematic review of controlled trials. | British Journal of Sports Medicine, 42(8), 653-657 | 2008 | ||||||
| Varo, J. J. y Martínez-González, M. A. | Los retos actuales de la investigación en actividad física y sedentarismo | Revista Española de Cardiología, 60(3), 231-233 | 2007 | ||||||
| Varo, J.J., Martínez, J.A. y Martínez, M.A | Beneficios de la actividad física y riesgos del sedentarismo. | Medicina Clínica, 121(17), 665-672. | 2003 | ||||||
| Warburton, D. E. R., Nicol, C. W y Bredin, S. S. D. | Health benefits of physical activity: the evidence. | Canadian Medical Association Journal, 176(6), 801-806. | 2006 | ||||||
| Willmore, J. H. y Costill, D. L. | Fisiología del esfuerzo y del deporte | Barcelona | Paidotribo | 2010 | |||||
| Yancey, A. K. et al. | Creating a robust public health infrastructure for physical activity promotion. | American Journal of Preventive Medicine, 32(1), 68-78 | 2007 |