DEGREE IN PRIMARY EDUCATION TEACHER BIOLOGICAL AND PHYSIOLOGICAL BASIS OF MOVEMENT AND PHYSICAL CAPACITIES

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1 1 DEGREE IN PRIMARY EDUCATION TEACHER TEACHING GUIDE BIOLOGICAL AND PHYSIOLOGICAL BASIS OF MOVEMENT AND PHYSICAL CAPACITIES Universidad Católica de Valencia Academic year

2 2 TEACHING GUIDE TO THE FIELD AND SUBJECT ECTS SUBJECT: BIOLOGICAL AND PHYSIOLOGICAL BASIS OF MOVEMENT AND PHYSICAL CAPACITIES 6 FIELD: Physical and its teaching 6 Module: Teaching discipline 6 Educational Model: Mandatory Instructors: - Ignacio Ballester Esteve M.R. - Mauro Alberola Albors M.R. - José Boquera Navarrete Ph.D. - Josep Esteve Furió Vaya Ph.D. - Joaquín García Sánchez M.R. - Juan Monar Álvarez M.R. - Carlos Pérez Campos Ph.D. - Pau García Grau Ph.D. ACADEMIC YEAR: Term: 2nd of the 3rd year Departament: Teaching and Learning of Physical Education, Plastics and Music ignacio.ballester@ucv.es josepesteve.furio@ucv.es carlos.perez@ucv.es jose.boquera@ucv.es joaquin.garcia@ucv.es juanbta.monar@ucv.es mauro.alberola@ucv.es pau.garcia@ucv.es MODULE ORGANISATION TEACHING AND LEARNING OF PHYSICAL EDUCATION 6 ECTS Duration and temporal location within the curriculum: 1st term of the 3rd year Fields and Courses Field ECTS Course ECTS Academic year/ semester PHYSICAL EDUCATION AND ITS TEACHING 6 Biological and physiological basis of movement and physical capacities 6 3 rd / 2 nd

3 3 TEACHING GUIDE FOR SUBJECT: Biological and physiological basis of movement and physical capacities Prerequisites: None GENERAL GOALS a. Designing, eperience and assess teaching-learning activities for the development of motor abilities and body language within the curriculum. b. Analyzing physical s contribution to the person s integral development GENERAL COMPETENCES Competence measuring scale CG1. Knowing the Primary Education curricular areas and the interdisciplinary relation between them, as well as the evaluation criteria and the teaching knowledge range around the respective teaching and learning proceeding. CG2. Design, planning and evaluation of learning and teaching processes, both individual and featuring other teachers and professionals within the center. CG5. Promote coeistence in the classroom and beyond, resolve discipline problems and contribute to peaceful conflict resolution. Encourage and value effort, constancy and personal discipline in students. CG10. Reflect on classroom practices to innovate and improve teaching. Acquire habits and skills for autonomous and cooperative learning and promote it among students. CG11. Know and apply in the classroom the technologies of information and communication. To selectively discriminate audiovisual information that contributes to learning, civic formation and cultural wealth. X X X SPECIFIC COMPETENCES Competence measuring scale EEF1. Understand and value the principles that contribute to cultural, personal and social training from Physical Education. EEF2. Control the school curriculum of Physical Education. EEF3. Acquire and know how to apply resources to encourage participation throughout life in sports activities in and out of school.

4 4 EEF4. Develop and evaluate contents of the curriculum through appropriate didactic resources and promote the corresponding competencies in students. EEF15. To know the physical capacities and the factors that determine its ontogenetic evolution and to know how to apply its specific technical foundations. EEF16. To know the biological and physiological fundamentals of the human body, as well as the processes of adaptation to physical eercise, and its relationship with health, hygiene and food. * The complete consecution of all the specific competences will only be reached with the study of the mention. LEARNING OUTCOMES R.1. Understand and be able to relate the basic content of the taught subject. R2.Adequately convey the gained knowledge through writing and speaking. R3. Perform assigned tasks effectively as a member of a workgroup. R4. Diagnose, organize and implement basic fitness programs in primary. R5. Find information of various literature sources and analyze it critically in order to find specific solutions to problems of intervention. R6. Develop and show values and attitudes of cooperation, respect and constructive criticism which is characteristic of interdisciplinary teamwork. R7. Learn the main concepts, fundamentals and application areas of fitness COMPETENCES CG2,CG10, EEF3,EEF4 CG1CG2,CG11,EEF1,EEF4 CG2,EEF3,EEF4 EEF1,EEF4 CG2,CG10,CG11,EEF1,EEF4 CG2,CG5,CG10,EEF1 CG10,EEF3

5 5 ON-CAMPUS EDUCATIONAL ACTIVITIES ACTIVITY Teaching-Learning Methodology Relationship With Learning Outcomes for the subject ECTS ON-CAMPUS CLASS Teacher presentation of contents, analysis of competences, eplanation and in-class display of skills, abilities and knowledge. R1,R2, R3, 1,2 PRACTICAL CLASSES Group work sessions supervised by the professor. Case studies, diagnostic tests, problems, field work, computer room, visits, data search, libraries, on-line, Internet, etc. Meaningful construction of knowledge through interaction and student activity. R1,R2,R3,R4,R5,R6, R7 0,6 SMALL TEAM PROJECT PRESENTATIONS Applying interdisciplinary knowledge R1,R2,R3,R4,R5,R6, R7 0,2 TUTORING Personalized and small group attention. Period of instruction and/or orientation carried out by a tutor for the purpose of reviewing and discussing the materials and topics presented in lectures, seminars, readings, writing papers, etc. R1, R3 0,2 ASSESSMENT Group of oral and/or written tests used during initial, formative or additive assessment. R1,R2,R3,R4,R5,R6, R7 0,2 Total 2,4

6 6 INDEPENDENT WORK ACTIVITIES ACTIVITY Teaching-Learning Methodology Relationship With Learning Outcomes for the subject ECTS TEAM WORK Team work preparation. Students must present their work and answer some questions about it. Work done on the university's online campus ( R1,R2,R3,R4,R5,R6, R7 1 INDEPENDENT WORK Student study Data search. Oral presentation preparation Practical and/or small-group tutoring sessions. Work done on the university's online campus ( ) R1, R2,R3,R4,R5,R6,R7 2,6 Total 3,6 SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM Assessment Tool LEARNING OUTCOMES ASSESSED Allocated Percentage Theory/Practical Eam (objective tests, open questions, oral test ) Practical-case solving (concept maps, eercises, problems ) Preparation and presentation or group Works: self-evaluation systems (oral, writen, individual, in groups) Preparation and presentation of teamwork R1,R2,R3,R4,R6,R7 40% R1,R2,R3,R4,R5,R6,R7,R8 10% R1,R2,R3,R4,R5,R6,R7,R8 20% R1,R2,R3,R4,R5,R6,R7 10%

7 7 Active participation in theoretical-practical sessions (opinions, social and directive skills, and interaction behaviors) R1,R2,R3,R4,R5,R6,R7 20% The evaluation includes several well-differentiated instruments. The final grade will be the weighted average of the results obtained in each of them, as long as all have passed with a grade of at least 5. All works will have eecution and due dates. All oral and written production of students will be evaluated at the formal level according to the document "Level C1 (Common European Framework of Reference for Languages) in the Teaching Degrees in Early Childhood and Primary Education". The defenses of the practical assumptions can be recorded in video format. Criteria for granting a grade of A with honors: The grade can be granted to those students who have attained a grade of 9,5 (1 per 20 students). In case of two identical marks, it will be taken into consideration the results in the other assessment tools in order of percentage.

8 8 DESCRIPTION OF CONTENTS COMPETENCES 1 st UNIT: BIOLOGICAL AND PHYSIOLOGICAL BASIS OF MOVEMENT 1 st ITEM. Anatomy and Physiology: Concepts 1.1 Anatomy and physiology concepts 1.2 Living matter organization 1.3 Cellular organization 1.4 Pluricellular organization 1.5 Metabolism 2 nd ITEM. Anatomy y Physiology of the cardiovascular and respiratory system and its implication in physical activity 2.1 Skeletal system 2.2 Articular system 2.3 Muscular system 3 rd ITEM. Anatomy y Physiology of the cardiovascular and respiratory system and its relation with physical activity 3.1 Cardiovascular system. Anatomy y physiology. 3.2 Respiratory system. Anatomy y physiology. CG11, EEF1, EEF3, CG1, EEF1, EEF3 CG1, EEF1, EEF3 2 nd UNIT: PHYSICAL CAPACITIES 4 rh ITEM. Strenght 4.1. Concept and definition 4.2. Types of strenght 4.3. Types os contraction and muscular function 4.4. Evolution of strenght in early childhood and primary 4.5. Condiderations of strenght training in primary Safety and correct performance of eercises Adaptaciones 5 th ITEM. Endurance 5.1. Concept and definition 5.2. Types of endurance 5.3. Energy sources 5.4. Factors determining performance capacities O2 debt O2 consumption and absortive capacity Support and removal of lactic acid 5.5. Evolution of endurance in early childhood and primary 5.6 Assessment and Intervention methods in primary CG1, CG2, CG5, CG10, EEF1, EEF2, EEF3. EEF4, CG1, CG2, CG10, EEF1, EEF2, EEF3. EEF4

9 9 6 th ITEM. Velocity 6.1 Concept and definition 6.2 Factors of velocity 6.3 Types of velocity 6.4 Evolution of velocity in early childhood and primary 6.5 Assessment and Intervention methods in primary CG1, CG2, CG10, EEF1, EEF2, EEF3. EEF4 7 th ITEM. Fleibility 7.1 Concept and definition 7.2 Types of fleibility 7.3 The muscular and articular component 7.4 Assessment and Intervention methods in primary CG1, CG2, CG10, EEF1, EEF2, EEF3. EEF4 REFERENCES - Brown, Lee E. (2007). Entrenamiento de velocidad, agilidad y rapidez. Barcelona: Ed. Paidotribo. - Calais-Germain, B. (2002). Anatomía para el movimiento. Girona: Curvet & Marqués. - Castañer, M. y Camerino, O. (1991). La Educación Física en la Enseñanza Primaria. Barcelona: INDE. - Devís, J. y Peiró, C. (1992). Actividad física, deporte y salud. Barcelona: INDE - Devís, J. (2000). Nuevas perspectivas curriculares en educación física: la salud y los juegos modificados. Barcelona: INDE - García J.M., Navarro, M. & Ruiz, J.A. (1996). Bases teóricas del entrenamiento deportivo. Madrid: Gymnos. - García Manso, J.M. (2002). La Fuerza. Madrid: Ed. Gymnos. - García, J.M., Navarro, M. & Ruiz, J.A. (1996). Pruebas para la valoración de la capacidad motriz en el deporte. Madrid: Gymnos. - García-Verdugo, M. (2007). Entrenamiento de la resistencia. Barcelona: Ed. Paidotribo - Kahle,W; Leonhart, H & Platzer, W. (1993).Atlas de Anatomía Tomo I: Aparato locomotor. Barcelona: Omega. - Kamine. P, (2003). Anatomía general.(2ª ed.). Madrid: Médica Panamericana. - Neiger, H. (2007). Estiramientos analíticos manuales. Madrid: Ed. Panamericana. - Latarjet, M & Ruiz-Liard, A. (2005). Anatomía humana. (4ª ed.). Madrid: Médica Panamericana. - Lloret, M. (2003). Anatomía aplicada a la actividad física deportiva. Madrid: Médica Panamericana. - Palastanga, N; Field, D.&Soanes, R. (2000). Anatomía y movimiento humano. (3ed.) - Barcelona: Paidotribo. - Rouvière, H&Delmas, A. (2001).Anatomía humana.tomo I, II y III.(10ª ed.). Barcelona: Masson. - Sobotta, J. (2002).Atlas de Anatomía humana.tomo I: cabeza,cuello y miembro superior. (24ªed.) Madrid: Médica Panamericana. - Sobotta, J. (2002).Atlas de Anatomía humana. Tomo II: tronco, vísceras y miembro inferior. - (24ª ed.). Madrid: Médica Panamericana. - Tercedor P. (2001) Actividad física, condición física y salud. Sevilla: Wanceulen.

10 1 - Weineck J. (2006) Entrenamiento óptimo. Barcelona: Editorial Hispano Europea SA. - Weineck, J. (2004) Salud, ejercicio y deporte. Barcelona. Paidotribo TEMPORAL ORGANIZATION OF LEARNING: BLOCK CONTENT / TEACHING UNIT Number of Sessions 1 BIOLOGICAL AND PHYSIOLOGICAL BASIS OF MOVEMENT 10 2 PHYSICAL CAPACITIES 16