template-browser-not-supported

Undergraduate Degree on Sport and Physical Activity Sciences

Back Back

Habilidades motrices básicas y juego motor

Código asignatura
GCAYDE01-1-008
Curso
Primero
Temporalidad
Segundo Semestre
Materia
MANIFESTACIONES DE LA MOTRICIDAD HUMANA
Carácter
Obligatoria
Créditos
6
Pertenece al itinerario Bilingüe
No
Actividades
  • Clases Expositivas (32 Hours)
  • Prácticas de Laboratorio (28 Hours)
Guía docente

The curriculum of the Bachelor's Degree in Physical Activity and Sports Sciences at the University of Oviedo consists of 240 ECTS credits, with 120 credits allocated to compulsory subjects. The course 'Basic Motor Skills and Motor Play' is one of the three subjects within Subject 3, 'Manifestations of Human Motor Skills,' all of which are compulsory, and it carries 6 ECTS credits. This course is taught during the second semester of the first year.

There are no requirements.

Competences

AC3_RA1-RA3

Learning outcomes

1.  Understand the processes involved in acquiring and modifying motor skills, and apply them effectively in Physical Activity and Sports.

2.  Familiarize oneself with various recreational resources for enhancing motor skills development.

3.  Be capable of devising a methodology centred around motor play as a key component for achieving learning objectives.

4.  Demonstrate proficiency in utilizing a playful methodology to cover the curriculum's content.

5.  Appropriately incorporate games into physical activity, sports, and leisure.

The core content of the subject comprises the following:

  1. Acquisition and analysis of motor skills.
  2. Incorporation of motor play in physical education.
  3. Exploration of popular, native, and traditional games.
  4. Understanding the cooperative game concept.
  5. Exploration of alternative games and sports.
  6. Application of motor play in recreational settings.
  7. Engagement in motor games using recycled and self-made materials.

These topics will be covered through the following thematic units:

  1. The concept of the game: introduction, conceptualization, characteristics, and explanatory theories.
  2. The role of play in child development: functional play, symbolic play, rule play, and construction games.
  3. Understanding motor play: concept and classification.
  4. Incorporation of motor play in Physical Education.
  5. Exploration of popular, native, and traditional Spanish games.
  6. Examination of traditional games from around the world.
  7. The cooperative game approach.
  8. Exploration of alternative games and sports.
  9. Application of motor play with recycled and self-made materials.
  10. Adaptation of board games for Physical Education.
  11. The process of inventing games.
  12. Application of motor play in recreational settings.

In this subject the following methodologies will be used:

☒ Expository Method / Master Lesson: knowledge is transmitted and the student's cognitive processes are activated. The selection of content to be presented and the way of doing it constitutes the teacher's decision.

☒ Resolution of Exercises and Problems: putting into practice previous knowledge through exercises and/or essays. The student must reason with what problem he or she is facing, what information is relevant, what aspects change in relation to the known situation, and what model or theory should be applied.

☒ Case Study: acquisition of learning through the analysis of real or simulated cases. Relevant and irrelevant variables are offered, but always sufficient, for the complete abstraction of the problem. It seeks to bring students closer to the presentation characteristics of real problems and their resolution by seeking different possible approaches.

☒ Problem-Based Learning: development of active learning through solving complex problems.

☒ Project Oriented Learning: understanding of problems and application of knowledge for their resolution. Generally, they are resolved in work groups.

☒ Cooperative Learning: develops active and meaningful learning through the interaction of people. Students learn from each other, from the teacher and from the environment, cooperatively. It is developed with small groups and the incentives are per group.

Workplan

Training activities

Horas

In-person (60 hours) (100% presence)

Expository Classes

28

Classroom Practices / Seminar / Workshop

-

Laboratory Practices

28

External Practices

-

Assessment

4

Non-face-to-face (90 hours) (0% presence)

Group Work

30

Autonomous work

60

TOTAL

150

Sistema de evaluación

 

Pruebas Escritas (pruebas objetivas, pruebas de respuesta corta y/o pruebas de desarrollo)

40 %

Pruebas Orales (individual, en grupo, presentación de temas-trabajos, etc.)

20%

Trabajos y Proyectos

40%

Bantulá, J. (2001). Juegos motrices cooperativos. Barcelona: Paidotribo.

Chamorro-Durán, C. y Miña-Encinas, T. (Coord., 2023). Deportes alternativos. Propuestas prácticas de sus creadores para tu clase. Ed. INDE.

Fernández Bustos, J. G., Méndez-Giménez, A. y Sánchez Gómez, R. (2018). Contreras Jordán, O. (Coord.). Didáctica de la Educación Física para Bachillerato basada en Modelos. Madrid: Ed. Síntesis. ISBN: 978-84-9171-223-7. Posición 1/140 Editoriales españolas más prestigiosas en Educación.

Méndez-Giménez, A. (2003). Nuevas propuestas lúdicas para el desarrollo curricular de Educación Física. Juegos con material alternativo, juegos predeportivos y juegos multiculturales Barcelona. Pai­dotribo.

Méndez Giménez, A. (2009) (coord.). Modelos actuales de iniciación deportiva escolar. Unidades didácticas sobre deportes de invasión. Sevilla: Ed. Wanceulen.

Méndez Giménez, A. (2011) (coord.). Modelos actuales de iniciación deportiva escolar. Unidades didácticas sobre juegos y deportes de cancha dividida. Sevilla: Ed. Wanceulen. ISBN: 978-84-9823-827-3. Posición 35/140 Editoriales españolas más prestigiosas en Educación

Méndez-Giménez, A. (coord.) (2014). Modelos de enseñanza en educación
física: unidades didácticas de juegos deportivos de diana móvil, golpeo y
fildeo y pared
. Madrid: Editorial Grupo 5.  ISBN: 978-84942579-2-6

Méndez-Giménez, A. (2021). Autoconstrucción de materiales. En Pérez-Pueyo, A., Hortigüela-Alcalá, D. y Fernández-Río, J. (Coord.). Modelos pedagógicos en Educación Física: qué, cómo por qué y para qué. (pp. 273- 299). Universidad de León. Servicio de Publicaciones. ISBN 978-84-18490-26-2.7 https://buleria.unileon.es/handle/10612/132518-

Méndez-Giménez, A. (2024). Autoconstrucción de material en educación física: conectando teoría, investigación y práctica. Ed. INDE.

Méndez-Giménez, A y Fernández-Río, J. (2010). Los juegos tradicionales infantiles: un marco privilegiado para el trabajo interdisciplinar y competencial. Tándem. Didáctica de la Educación Física, 33, 67-76.

Méndez-Giménez, A. y Fernández-Río, J. (2011). Análisis y modificación de los juegos y deportes tradicionales para su adecuada aplicación en el ámbito educativo. Retos, Nuevas tendencias en Educación Física, Deporte y Recreación, 19, 54-58.

Méndez-Giménez, A. y Méndez-Giménez, C. (1996). Los juegos en el currículo de la educación física. Más de 1000 juegos para el desarrollo motor. Paidotribo: Barcelona.

Moreno Palos, C.  (1993). Aspectos recreativos de los juegos y deportes tradicionales de España. Madrid: Gymnos.

Navarro Adelantado, V. (2002). El afán de jugar. Teoría y práctica de los juegos motores. Barcelona: Inde.

Omecaña, R. y Ruiz, J. V. (1999). Juegos cooperativos y educación física. Barcelona: Paidotribo.

Trigo Aza, E. (1989) Juegos motores y creatividad. Barcelona: Paidotribo

@AntonioMéndezGiménez: Canal de YouTube:

https://www.youtube.com/channel/UC8CSAgyxqkTQNCzIEVCSPGQ?view_as=subscriber