Subject Name: Didactics of Physical Education in Primary
Study: Grado en Maestro de Educación Primaria (Grupo bilingüe)
ECTS Credits: 6
Year and four month period: Third year, second four month period
Type of subject: Compulsory

Basic competences

  • BC2: Students know how to apply their knowledge to their work or vocation in a professional manner, and possess the skills that they usually demonstrate through the development and defence of arguments, as well as the resolution of problems within their area of study.
  • BC3: Students have the ability to gather and interpret relevant data (usually within their area of study) to make judgements that include a reflection on relevant social, scientific or ethical issues.
  • BC4: Students can transmit information, ideas, problems and solutions to a specialised and non-specialised public.

General competences

  • GC2. Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals in the school.
  • GC7. Stimulate and value the effort, perseverance and personal discipline in the students.
  • GC15. Reflect on classroom practices to innovate and improve teaching.
  • GC16. Acquire habits and skills for autonomous and cooperative learning and promote it among students.
  • CG18. Selectively distinguish audio-visual information that contributes to learning, civic education and cultural richness.

Specific competences

  • SC55. Know the school curriculum of artistic education, in its visual arts, audio-visual and musical aspects.
  • SC56. Acquire resources to encourage participation throughout life in musical and visual arts activities, inside and outside the school.
  • SC57. Develop and evaluate curriculum content through appropriate teaching resources and promote the corresponding competences in students.

Unit 1. Neuromotor development of the human being

  • The Primary Education stage (from 6 to 12 years old)
  • Neuromotricity and executive functions
  • Projects and organization of activities based on students’ neuromotor development
  • Bibliographical referencess

Unit 2. Motor learning and motor competence

  • Constructivist development applied to physical education: Key concepts
  • Ecological approach to motor competence
  • Bibliographical references

Unit 3. Fundamentals of motor-development games as a teaching resource

  • Motor skills and motor-development games
  • Motor-development games: Features and application
  • Teaching strategies for motor-development games
  • Types of games for the students in the Primary Education stage
  • Bibliographical references

Unit 4. Basic curricular elements of physical education in the Primary Education stage: Competences, objectives, contents and assessment

  • Competences and objectives
  • Assessment process
  • Practical proposals for the development of teaching contents
  • Bibliographical references

Unit 5. Contents (I) Health and education: Hygienic-postural habits in physical education

  • Components of physical fitness
  • Joint by joint
  • Strength as a fundamental component of physical fitness
  • References

Unit 6. Contents (II) Health and education: Components of physical fitness in physical education

  • How to study this unit?
  • Endurance
  • Speed
  • Range of motion
  • Bibliographical references

Unit 7. Contents (III) Fundamental motor skills in physical education

  • Displacements
  • Twists and turns
  • Jumps
  • Throwing skills
  • Receptions
  • References

Unit 8. Contents (IV) Sports in physical education

  • Individual sports
  • Racquet/combat sports
  • Collective sports
  • Models and conception of sport in the 21st century
  • Bibliographical references

Unit 9. New methodological proposals for physical education in the 21st century

  • Excellence, creativity and learning contexts
  • Nudge: Learning and movement environments
  • TIC - TAC in physical education
  • Gamification in education
  • Bibliographical references

The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.

The activities included in the subject are:

  • Work. These are activities of different types: reflection, case analysis, practice, etc.
  • Participation in events. Events are scheduled every week of the semester: virtual face-to-face sessions, discussion forums, tests.
  • Reading commentary. This is a very specific type of activity that consists in the analysis of texts of articles by expert authors in different units of the subject.

In the weekly program you can find the specific tasks you need to complete in this subject.

Download the program

These activities are combined with the following aspects:

  • Personal Study
  • Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject. Due to the very nature of the media used, there are no fixed schedules for the students.
  • Mandatory on-site final exam.

The hours dedicated to each activity are detailed as follows:

Attendance to virtual classes 20 hours
Master classes 12 hours
Basic material study 50 hours
Reading the additional resources 14 hours
Tasks and self-evaluation tests 29 hours
Tutoring 16 hours
Collaborative work, forums, debates, etc. 7 hours
Final exam 2 hours
Total 150 hours

Basic bibliography

The section Basic Bibliography is essential for the course. If any document (reading, article,…) is not available in the virtual classroom, you will have to find it by other means: UNIR bookshop, virtual library…


Complementary bibliography

  • Ausubel, D. P., Novak, J. D., & Hanesian, H. (1983). Psicología educativa. Un punto de vista cognoscitivo. México: Trillas.
  • Baker, J. (2003) Early Specialization in Yourh Sport: a requirement for adult expertise? High Ability Studies, 14 (1), 85-94.
  • Bronfenbrenner, U. (1989). Ecological systems theory. In Vasta, R. (Ed.). Six Theories of Child Development: Revised Formulations and Current Issues (pp. 189-246). Greenwich CT: JAI Press.
  • Castejón, F. J., & López-Ros, V. (2000). Solución mental y solución motriz en la iniciación a los deportes colectivos en educación primaria. Apunts, 61, 37-47.
  • Deakin, J.M. y Cobley, S. (2003). An examination of the practice environments in figure skating and volleyball: a search for deliberate practice. In J. Starkes & K.A. Ericsson (Eds.) Expert performance in sports: advances in research on sport expertise. Champaign: Human Kinetics.
  • Ericsson, K.; Krampe, R., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Phychological review, 100(3), 363- 406.
  • Fahmy, A. F. M., & Lagowski, J. J. (2011). The systemic approach to teaching and learning [SATL]: a 10-year review. AJCE, 1(1), 29-47.
  • Kirk, D. (2006). Sport Education, Critical Pedagogy, and Learning Theory: Toward an Intrinsic Justification for Physical Education and Youth Sport. Quest, 58(2), 255-264.
  • Light, R. (2013). Game Sense: Pedagogy for Performance Participation and Enjoyment. Routledge Studies in Physical Education and Youth Sport. Oxen Abingdon: Routledge.
  • Martínez, H.F. (2001). Fútbol: caracterización de los modelos de enseñanza. Una oportunidad para el aprendizaje significativo. Revista digital: Lecturas: Educación Física y Deporte, 36.

The evaluation system is based on the following numerical chart:

0 - 4, 9 Suspense (SS)
5,0 - 6,9 Approved (AP)
7,0 - 8,9 Notable (NT)
9,0 - 10 Sobresaliente (SB)

The grade is made up of two components:

On-site final exam (60%). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject.

Continuous assessment (40%): this type of assessment will be measured through the different assignments you need to complete during the course:

Remember that you can check the points (value) of each assignment in the weekly program.

Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment). In the weekly program, you can find the grade of each assignment.

Assessment method Min - Max Score
Participation in forums, classes, etc. 0% - 40%
Task, practice cases and activities 0% - 40%
Self-evaluation test 0% - 40%
On-site final exam 60% - 60%

Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:

  1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
  2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week. You will see which part of the content of the course you have to work on every week.
  3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
  4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit.
  5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
  6. We strongly recommend you to participate in the Events of the course (online classes, forums...). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.

In the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting) you will always find available information on the structure of the units and information on their sections

Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.

Please, take into account the following tips…

  • Whatever you study plan is, go often to the virtual classroom so that you are always up to date about the course and you are in contact with your teacher and your tutor.
  • Remember you are not alone: send an email to your tutor if you have any doubt. If you attend the online classes, you can also ask your teacher about the contents of the unit. Also, you can always write your doubts and questions about the contents in the Forum of each subject (Ask the teacher).
  • Be active and participate! Whenever it is possible, attend the online classes and take part in the forums. The exchange of information, opinions, ideas and resources enrich us and the course.
  • And, remember, you are studying online: your effort and perseverance are the key element to obtain good results. Don’t leave everything to the last minute!!!