COURSE GUIDE MOTOR LEARNING AND DEVELOPMENT CATHOLIC UNIVERSITY OF VALENCIA San Vicente Mártir Year 207/8
Motor learning and development COURSE GUIDE TO MOTOR LEARNING AND DEVELOPMENT ECTS SUBJECT: Motor Learning and Development 6 FIELD: Science and Human Movement. 6 MODULE: Knowledge of Basic Discipline. 48 TYPE OF LEARNING: Obligatory Profesorado: Ballester Lengua, Rafael García Sottile, María Eugenia Monleón García, Cristina Sánchez Sanz, Víctor Year: st Semester: 2nd Department: Management and didactics in Physical Activity E-mail: rafael.ballester@ucv.es eugenia.garcia@ucv.es, cristina.monleon@ucv.es victor.sanchez@ucv.es FIELD ORGANIZATION Common Basic Formation Nº ECTS Duration and temporal location within the curriculum: It is taken place in the 2nd semester in the st course (6 credits: one semester). The aim of this subject is to know the characteristics of individual s development, specifically genetic and environmental aspects. Analyzing and understanding this duality let us study the factors that directly affect learning functions. Subjects and Fields Field ECTS SUBJECTS ECTS Course/ semester Human Science and Motricity 6 MOTOR LEARNING AND DEVELOPMENT 6 º/2º Expression of Human Movement 2 PERCEPTUAL AND MOTOR SKILLS 6 2º/3º SELF-EPRESSION THROUGH MOVEMENT 6 º/2º 2
Biological and Mechanics basis of Human Movement 8 KINESIOLOGY 6 2º/3º EERCISE PHYSIOLOGY 6 2º/4º BIOMECHANICS ON PHYSICAL ACTIVITY AND SPORT 6 3º/6º INDIVIDUAL SPORTS 6 2º/4º COLECTIVE SPORTS 6 2º/4º Sports Basis 36 GAMES AND NATIVE SPORTS 6 2º/4º ADAPTED SPORTS 6 3º/5º OUTDOOR SPORTS 6 3º/6º OPPOSING SPORTS 6 3º/6º COURSE GUIDE TO THE SUBJECT: Motor Learning and Development Previous Requirements: No requirements GENERAL GOALS a) Knowing basic and specific terminology of motor learning and development. b) Understanding the relationship between physical education and motor learning and development. c) Analyzing the factors of human development. d) Knowing the explanatory models and theories that define motor development. e) Knowing and understanding the physiological processes that generate human development. f) Knowing the explanatory models and theories that define motor learning. g) Identifying methods, strategies and performance criteria in order to improve motor learning efficiently. h) Learning to apply information technologies and references to increase the contents of the subject. Encouraging habits of individual and team research. i) Establishing a critical point of view about school s methods. j) Analyzing and considering the teacher s importance on children s motor learning and development. 3
Motor learning and development GENERAL COMPETENCES Competence measuring scale 2 3 4 CG.- Understanding scientific literature in English and other important languages widely used in the scientific field achieving a good management of information. CG2.- Applying Communications and Information Technology (CIT). CG4.- Conveying written and oral information about the subject in a correct way.. CG5.- Efficiently planning and organising any type of activity. CG6.- Developing interpersonal and team-work skills both in a national and international context and in interdisciplinary as well as non interdisciplinary teams CG7.- Being able to carry out critical reasoning using the acquired knowledge. CG0.- Developing competences to adapt to new situations and to promote self-study. CG3.- Being able to apply theoretical knowledge to real situations. CG4.- Using the Internet adequately as a means of communication and as a source of information. CG5.- Conveying the acquired knowledge both to specialists in the subject and to people who are not experts on it. CG8.- Being able to carry out self-assessment. CG9.- Developing habits aiming at obtaining excellence and quality at work. 4
SPECIFIC COMPETENCES CE4.- Knowing and understanding behavioural and social elements which determine Physical activity and sport. CE5.- Knowing and understanding the effects of physical activity on human body s structure and function. CE6.- Knowing and understanding the effects of physical activity on psychological and social features of human being. CE7.- Knowing and understanding the main principles, structures and roles of human motor function skills and patterns. CE8.-Knowing and understanding the structure and function of different forms of human motor function. CE8.- Selecting and correctly using the sport material and equipment suiting every kind of activity. CE9.- Knowing how to apply communications and information technology (CIT) to the field of Physical Activity and Sports. Competence measuring scale 2 3 4 LEARNING RESULTS R-. Acquiring basic theory knowledge to identify the causes of human motor development and environmental factors that affect it. R-2. Searching information to personalize and increase theoretical contents of the subject, establishing a direct relationship between motor development and explanatory models and theories. R-3. Learning aspects that determine human motor skills and knowing to correct those factors that complicate their proper development. R-4. Knowing proper resources to establish positive motor learning criteria according to the goals proposed previously. R-5. Knowing learning techniques in order to assess and control learning level of the motor skills established previously. R-6. Learning to express acquired knowledge (oral and writing expression) as well as summarize and organize the information. COMPETENCES CG, CG5, CG7, CG0, CG3, CG4, CE4, CE5, CE6, CE7, CE8. CG, CG2, CG7, CG0, CG4, CG9, CE7, CE8, CE9. CG, CG5, CG7, CG0, CG3, CG8, CE4, CE5, CE6, CE7, CE8, CE8. CG5, CG7, CG0, CG3, CG8, CG9, CE4, CE6, CE7, CE8, CE8. CG5, CG7, CG0, CG3, CE4, CE5, CE7, CE8, CE8. CG, CG2, CG4, CG6, CG7, CG4, CG5, CE7, CE8, CE9. 5
Motor learning and development 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, explanation and in-class display of skills, abilities and knowledge. R, R3, R4, R5. PRACTICAL CLASSES SMALL TEAM PROJECT PRESENTATIONS TUTORING ASSESSMENT 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. Applying knowledge interdisciplinary 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. Group of oral and/or written tests used during initial, formative or additive assessment. R, R2, R3, R4, R5, R6 0.3 R, R2, R6 0.6 R, R2, R3, R4, R5, R6 R, R2, R3, R4, R5, R6 0.2 0.2 Total 2.4 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 on-line campus (www.plataforma.ucv.es) R, R2, R3, R4, R5, R6 INDEPENDENT WORK Student study Data search. Oral presentation preparation Practical and/or smallgroup tutoring sessions. Work done on the university's on-line campus (www.plataforma.ucv.es ) R, R2, R3, R4, R5, R6 2.6 Total 3.6 7
Motor learning and development SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM Assessment Tool LEARNING OUTCOMES ASSESSED Allocated Percentage Theoretical and practical exam. R,R2,R3,R4,R5,R6 35-55% Participation. R,R2,R3,R4,R5,R6 0-30% Individual and team projects R,R2,R3,R4,R5,R6 25-45% CRITERIA FOR GRANTING A GRADE OF A WITH HONORS: In order to considering a candidate for honors, it is necessary to have a minimum mark of 9 Whenever two students get the same qualification, the lecturer will take into account the student s interest, predisposition and implication in the subject. According to UCV s rules, the number of Distinctions granted will not exceed 5% of students enrolled in a subject in the corresponding academic year unless enrolment is under 20, in which case only one Distinction may be granted. SHORT GUIDE OF THE SUBJECT IN FIRST AND SECOND ENROLMENT: In order to passing the subject, it is necessary to have a minimum mark of 4.5 of each part of the subject (assessment tools), obtaining an average mark of 5. Partial marks obtained will be kept for the second enrolment. Students with a failing grade in some of the assessment tools, but an average mark higher than 5, will be graded with a mark of 4.5. 8
CONTENTS DESCRIPTION Theme. Motor Development s concept and characteristics. Theme 2. Motor Development s theoretical explanatory models. Theme 3. Nervous system and functional development. Theme 4. Motor Development in infancy. Theme 5. Motor Development in early childhood. Theme 6. Motor Development in children s school stage. Theme 7. Motor Development in school stage. Theme 8. Motor Development in puberty. Theme 9. Motor Learning s concept and characteristics. Theme 0. Motor Learning s theoretical explanatory models. Theme. Motor Learning process. Theme 2. Motor Learning factors. COMPETENCES CG, CG2, CG4, CG5, CG6, CG7, CG0, CG3, CG4, CG5, CG8, CG9, CE4, CE5, CE6, CE7, CE8, CE8, CE9 TEMPORAL ORGANIZATION OF LEARNING (st and 2nd enrolment): 0 BLOCK CONTENT / TEACHING UNIT Theme 0. Introduction: Human Motor Skills; Motor s Development, Learning and Control; Behaviour code: information processing. NUMBER OF SESSIONS Theme. Motor Development s concept and characteristics. 2 2 Theme 2. Motor Development s theoretical explanatory models. 2 3 Theme 3. Nervous system and functional development. 2 4 Theme 4. Motor Development in infancy. 2 5 Theme 5. Motor Development in early childhood. 2 6 Theme 6. Motor Development in children s school stage. 2 7 Theme 7. Motor Development in school stage. 2 8 Theme 8. Motor Development in puberty. 2 9 Theme 9. Motor Learning s concept and characteristics. 2 0 Theme 0. Motor Learning s theoretical explanatory models. 2 Theme. Motor Learning process. 3 2 Theme 2. Motor Learning factors. 4 2 Total 29 9
Motor learning and development SHORT GUIDE OF THE SUBJECT IN 3TH AN 4TH ENROLMENT: A separate group for students who enrol for the second time will be established and they will be given a tutor. The tutor will give six follow-up sessions (two hours each). These sessions will be organised according to students needs in order to strengthen their competences and give them the tools to handle with the subject. Content assessment will follow the official schedule. These sessions are shown in the specific temporal organization of this subject Content blocks following: and tasks to be developed in each session will be the 2 TEMPORAL ORGANIZATION OF LEARNING (Students of Third and fourth enrolment) BLOCK CONTENT / TEACHING UNIT Theme 0. Introduction: Human Motor Skills... Theme. Motor Development s concept and characteristics. Theme 2. Motor Development s theoretical explanatory models. Theme 3. Nervous system and functional development. Theme 4. Motor Development in infancy. Theme 5. Motor Development in early childhood. NUMBER OF SESSIONS 3 Theme 6. Motor Development in children s school stage. Theme 7. Motor Development in school stage. Theme 8. Motor Development in puberty. 4 Theme 9. Motor Learning s concept and characteristics. Theme 0. Motor Learning s theoretical explanatory models. 5 Theme. Motor Learning process. 6 Theme 2. Motor Learning factors. 0
SHORT GUIDE OF THE SUBJECT IN 5TH OR SUCCESSIVE ENROLMENT: For fifth and successive enrolments, the student will take an exam proposed by the group of lecturers who teach this subject. No previous marks will be kept. (Content assessment will follow the official schedule). Subject follow-up will be reach an agreement with the allocated lecturer or the teacher in charge of the subject. REFERENCES Basic references Gessel, A. (98). El niño de a 4 años. Barcelona: Paidós. Granda, J. y Alemany, I. (2002). Manual de aprendizaje y desarrollo motor. Barcelona: Paidós. Le Boulch, J. (995). El desarrollo psicomotor desde el nacimiento hasta los 6 años. Barcelona: Paidós. Ruiz Pérez, L. M. (994). Desarrollo motor y actividades físicas. Madrid: Gymnos. Ruiz Pérez, L. M. (997). Deporte y aprendizaje. Madrid: Visor. Specific references Castañer Balcells, M. y Camerino Foguet, O. (200). La educación física en la enseñanza primaria. Barcelona: Inde. Contreras Jordán, R. O. (998). Didáctica de la educación Física, un enfoque constructivista. Barcelona: Inde. Delgado Fernández, M., Gutiérrez Sáinz, A. y Castillo Garzón, M.J. (2007). Entrenamiento físico-deportivo y alimentación. De la infancia a la edad adulta. Barcelona: Paidotribo. Díaz García, A.M., Yuste Florido, J., Plazas Ballesteros, C. y Luis Pascual, J.C. (2007). Las 0 claves del aprendizaje motor. Madrid: Adal. Oña Sicilia, A. (2005). Actividad física y desarrollo. Sevilla: Wanceulen. Oña Sicilia, A. y Martínez Marín, M. (999). Control y aprendizaje motor. Madrid: Síntesis. Ruiz Pérez, L. M. (994). Deporte y aprendizaje. Procesos de adquisición y desarrollo de habilidades. Madrid: Visor. Ruiz Pérez, L. M. (995). La competencia motriz. Madrid: Gymnos. Ruiz Pérez, L.M. y Aruza, J (2004). El proceso de toma de decisiones en el deporte: clave de la eficiencia y el rendimiento óptimo. Barcelona: Paidós.