| Study programme competencies |
| Code | Study programme competences |
| A3 | Coñecer e analizar a cultura deportiva e propoñer os cambios necesarios, na propia e na das persoas coas que traballa, desde a ética e o xogo limpo, as diferenzas de xénero e a visibilidade dos discapacitados. |
| A7 | Promover e avaliar a formación de hábitos de actividade física e deporte ao longo do ciclo vital, considerando que a idade, o xénero ou a discapacidade son variables que necesitan da intervención consciente para favorecer a igualdade de oportunidades. |
| A14 | Deseñar, planificar, avaliar técnico-cientificamente e desenvolver programas de exercicios orientados á prevención, a reeducación, a recuperación e readaptación funcional nos diferentes ámbitos de intervención: educativo, deportivo e de calidade de vida, considerando, cando fose necesario as diferenzas por idade, xénero, ou discapacidade. |
| A24 | Deseñar, planificar, avaliar técnica e cientificamente e administrar programas de actividade física adaptada a persoas e diferentes grupos de poboación con discapacidade, ou que requiran atención especial. |
| A29 | Identificar os riscos para a saúde que se derivan da práctica de actividade física insuficiente e inadecuada en calquera colectivo ou grupo social. |
| A33 | Seleccionar e saber utilizar o material e equipamento deportivo adecuado para cada tipo de actividade físico-deportiva no contexto educativo, deportivo, recreativo e da actividade física e saúde. |
| B1 | Coñecer e posuír a metodoloxía e estratexia necesaria para a aprendizaxe nas ciencias da actividade física e do deporte. |
| B2 | Resolver problemas de forma eficaz e eficiente no ámbito das ciencias da actividade física e do deporte. |
| B3 | Traballar nos diferentes contextos da actividade física e o deporte, de forma autónoma e con iniciativa, aplicando o pensamento crítico, lóxico e creativo. |
| B5 | Comportarse con ética e responsabilidade social como cidadán. |
| B6 | Dinamizar grupos nos diferentes ámbitos do exercicio profesional. |
| B11 | Desenvolver competencias para a adaptación a novas situacións e resolución de problemas, e para a aprendizaxe autónoma. |
| B17 | Promover e avaliar actividades de ampliación curricular, referentes á creación de hábitos autónomos de actividade física e deporte. |
| B19 | Exercer a profesión con responsabilidade, respecto e compromiso. |
| C4 | Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
| C6 | Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| C7 | Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| - Know and know differentiate and discriminate the distinct types of special needs and his main repercussions psicomotrices. | A3 A7 A14 |
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| - Know design, schedule, evaluate and administer in the practice the programs of physical activity and sport adapted in formal education and other contexts (therapeutic, recreational, competitive). | A24 A29 |
B2 B3 B5 B6 |
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| - Know and be able to use sufficient methodological resources to favour the processes of integration of the people with special needs through the physical activity and the sport adapted. | A33 |
B1 B2 B11 B17 B19 |
C4 C6 C7 |
| Contents |
| Topic | Sub-topic |
| - Physical activity and sport adapted for populations with special needs (nn.ee.): Knowledge, indications and contraindications. | 1.- Basic foundations of physical activity and sport adapted 1.1.- Conceptual bases 1.2.- Historical evolution 2.- The legal frame and the architectural considerations and materials 2.1.- General laws 2.2.- Specific laws 2.3.- Basic normative principles 2.4.- General rules 2.5.- The sportive installations: barriers and solutions 2.6.- The sportive material and his adaptations 3.- Populations with special needs 3.1.- Terminology and classification 3.2.- Etiology, evaluation and prevention 3.3.- Problematic of the person with special needs |
| - Deontological attitude inside the compulsory school context in physical activity and sport adapted. | 4.- Adaptations curriculares individualizadas (ACI) in physical education 4.1.- Alternative educational 4.2.- Phases of the ACI in physical education 4.3.- Methodological guidelines of performance |
| - Knowledge and preparation of programs of intervention in physical education in front of special needs of the anatomical type-physiological, psychic and/or social maladjustment. | 5.- Physical education and sport adapted like element favorecedor of the school inclusion 5.1.- Physical education and sport adapted for the alumnado with special needs of anatomical type-physiological 5.2.- Physical education and sport adapted for the alumnado with special needs of psychic type 5.3.- Physical education and sport adapted for the alumnado with problems of social maladjustment |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Guest lecture / keynote speech | A3 A7 A29 | 24 | 36 | 60 |
| Physical exercise | A3 A14 A24 A33 B11 | 16 | 32 | 48 |
| Mind mapping | B2 B3 B5 B6 | 4 | 5 | 9 |
| Collaborative learning | A24 B2 B3 C4 C6 C7 | 4 | 12 | 16 |
| Mixed objective/subjective test | B1 B2 B17 B19 | 2 | 12 | 14 |
| Personalized attention | 3 | 0 | 3 | |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||
| Methodologies |
| Methodologies | Description |
| Guest lecture / keynote speech | During this type of sessions, will do an oral exhibition of the contents. Besides, it will have the help of the audiovisual means with the end of clarificar the exposed. The students will be able to take part in the moment that wish it to clear any content or resolve doubts with regard to the matter given. |
| Physical exercise | It treats of a technician to apply with groups reduced. It has by purpose that the students develop social empathy and vivencien, by means of simulation, the problems and difficulties that has a person with special needs to the hour to realise physical activity and sport. |
| Mind mapping | It treats of a technician of individual work in which the student will have to establish relations between the key concepts of each one of the subjects that give . They are representacións that flow of the most general to the most detailed. |
| Collaborative learning | By means of this type of methodology, pretends boost the education-learning of face-to-face form basing us in the organisation of the class in small groups. The alumnado will work jointly in the resolution of tasks assigned by the professor to improve his own learning and the one of the others members of the group. |
| Mixed objective/subjective test | Consists of a type of test that will integrate questions test and objective questions. As for the essay section, they will be open brief development issues. And with respect to the objective questions section, type test shall be. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Physical exercise | A3 A14 A24 A33 B11 | The students will be able to arrive to obtain a maximum of 2 points in his quantitative qualification as long as they PARTICIPATE ACTIVELY, like minimum, in 70% of the sessions that give. | 20 |
| Mixed objective/subjective test | B1 B2 B17 B19 | This test consists of two sections of questions, each with a value of 5 points: (A) type test: will consist of 50 questions concerning the content exposed during the keynote sessions, both theoretical and practical. There will be 2 options of response, being only one of them correct. For each error, will void a success. (B) type development: will be the approach of 5 open questions which the students must be able to answer in a brief way in a single paragraph. VERY IMPORTANT! The points of the section on development only join if the student exceeded the paragraph type test with 3 points. |
60 |
| Collaborative learning | A24 B2 B3 C4 C6 C7 | The students, of individual form or at most in groups of three, will realise a task according to the indications given by the professor in the theoretical sessions, with the end to complement each one of the subjects given in class. The term of presentation of this work is of a week from his date of proposal. |
20 |
| Assessment comments | |||
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| Sources of information |
| Basic |
(). .
SAÑUDO, B; MARTÍNEZ, V; y MUÑOZ, J. (Coords.) (2012). Actividad física en poblaciones especiales. Salud y calidad de vida.. Sevilla. Wanceulen
CARRERAS, J. (2013). Actividad física para personas con discapacidad..
SERRANO, Á. (2015). Educación física para alumnos con discapacidad motora.. Madrid. CCs
CALVO, M.A. (2011). Educación física para alumnos con necesidades educativas especiales.. PlanetBuk. Granada
HERNÁNDEZ, F.J. (2012). Inclusión en educación física. Barcelona. Inde
RÍOS, M; RUIZ, P; y CAROL, N. (Coords.) (2014). La inclusión en la actividad física y deportiva. Comité Paralímpico Español
TORRES, M.A. et al. (2011). Recursos metodológicos en educación física con alumnos con discapacidades físicas y psíquicas.. Alpedrete. Pila Teleña |
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| Complementary |
Consejo Superior de Deportes (ED.) (2011). Deportistas sin adjetivos. El deporte adaptado a las personas con discapacidad física.. Madrid. CSD
VERDUGO, M.A. (2011). Discapacidad intelectual. Definición, clasificación y sistemas de apoyo. Madrid. Alianza
SERRANO, Á. (2015). Educación física para alumnos con discapacidad motora.. Madrid. CCS
PÉREZ, J.A. y SUÁREZ, C. (2004). Educación física para la integración de los alumnos con espina bífida. Alicante. Editorial Club Universitario
MENA, B; NICOLAU, R; SALAT, L; TORT, P. y ROMERO, B. (4º ED.) (2011). El alumno con TDAH. Guía práctica para educadores.. Barcelona. Mayo
BERNAL, J.A. (2002). El profesor de educación física y el alumno sordo.. Sevilla. Wanceulen
CORNAGO, A. (2013). Manual del juego para niños con autismo.. Valencia. Psylicom
ASÚN, S. et al. (). Propuesta para primaria de educación física adaptada para TDAH.. http//:cprcalat.educa.aragon.es/jornadasef/educaci.htm
ESCRIBÁ, A. (2001). Síndrome de Down. Propuestas de intervención. Madrid. Gymnos |
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RESOURCES WEB: http://efdeportes.com/efd0/b-afe.htm. It is a section of this digital magazine in which it appears a relation of articles on the world of the physical activity for people with disability. http://sportsciencies.com. In this magazine can find articulos scientific interesting on the physical activity adapted. http://www.eujapa.upol.cz. This is the reference of the European magazine of physical activity adapted. At present, it is one of the ones of greater prestige and international recognition. His publications are semiannual. http://journals.humankinetics.com/apaq. In this case we are treating of the official magazine of the International Federation of Physical Activity Adapted. It has ease of access to his articles for finding inside the electronic resources of digital magazines of the UDC. http://www.dafaweb.es/ The Spanish Association of Sport and Physical Activity Adapted (AEDAFA) is born with the vocation of aunar the activity and interests of professionals in relation to the physical activity and the sport adapted, with a marked character multi- and inter-discipline. The associated can access to an up to date information, characterised by his academic rigour and scientist. http://www.deporteinclusivo.es/ It is the page of the Centre of Studies on Sport Inclusivo (CEDI). It treats of an organism whose aim is to boost the initiation and the sportive promotion in people with disability. Can consider pointer to national level and is the one who contributes the most updated information on any type of event (courses, days, congresses, etc.) inside this field. |
| Recommendations | |||
| Subjects that it is recommended to have taken before | ||
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| Subjects that are recommended to be taken simultaneously | ||
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| Subjects that continue the syllabus | |||
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| Other comments | |