| 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 inclusion 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: 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.- Individualized Curricular Adaptations (ICA) in physical education 4.1.- Alternative educational. 4.2.- Phases of the ICA in physical education. 4.3.- Methodological guidelines of performance. |
| - Knowledge and preparation of programs of intervention in physical education in front of sensory, physical, and mental/behavioral type special needs. | 5.- Physical education and sport adapted as a flattering element of school inclusion 5.1.- Physical education and sport adapted for Students with Specific Educational Support Needs (ACNEAE) with sensory disabilities. 5.2.- Physical education and sport adapted for ACNEAE with physical-motor disabilities linked to the nervous system. 5.3.- Physical education and sport adapted for ACNEAE with physical-visceral disabilities. 5.4.- Physical education and sport adapted for ACNEAE with mental disabilities and behavioural disorders. |
| 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 | It consists of a type of test in which essay questions and objective questions will be integrated. As for the test section, they will be open questions of short development. And with regard to the objective questions section, it will be test-like. The language of writing will be Spanish; but if any student wished to do so in another language (Galician or English), there would be no inconvenience as long as they communicated it in writing 15 days before the official date of the exam. |
| 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 question sections: A) Type test: It will consist of 40 questions regarding the contents presented throughout the master sessions, both theoretical and practical. There will be 2 answer options, being only one of them correct. For each error, a hit will be overridden. B) Type essay: The approach will be made of 2 open questions that students should be able to answer, correctly, following all the requirements that are set out in the statement of each of them. |
60 |
| Collaborative learning | A24 B2 B3 C4 C6 C7 | The students, distributed in groups of three, will perform a series of tasks according to the indications given by the teacher in the theoretical sessions, in order to complement each of the topics taught in class. The first job will group themes 1, 2, and 3. The second work will include topics 4 and 5. The presentation of these works will be done through the Moodle platform of the University and its deadline will be one week from its date of proposal. Those who do not get the eligible, or have not been sent in a timely manner (Word or PDF file), will be able to resubmit them at the next opportunity. |
20 |
| Assessment comments | |||
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* Students who, for justified reasons (elite competition, accident, injury, illness, partial enrolment or injunction), do not reach 70% participation in the internships may supplement it with a theoretical work that they will carry out under the supervision of the teacher, within a period not exceeding one week after completing the internship of the subject.
* These same criteria will be maintained for the immediately subsequent opportunity. Those who have to re-enrol, and have exceeded one of the blocks, will be respected for the note they have taken in that block for up to two consecutive courses. Otherwise, you will have to meet the requirements of the subject in its entirety. |
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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.
ASUN, S. (2016). Actividad física y deporte adaptado a personas con discapacidad. Zaragoza: Prensas de la Universidad de Zaragoza.
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: C.S.D.
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.
GÓMEZ, J. (2019). El deporte adaptado en el derecho español. Madrid: Reus Editorial
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.
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 | |
| With the end to improve the system of internal guarantee of quality of our centre, would be convenient that the students attended to the application realised by the UDC, with periodicity quaterly, with regard to participating in the process of evaluation of the matters taugh and whose call realises under the name of "AVALÍA" consisting in answering the questionnaires that evaluate the teaching of the teachers in each matter. |