The following are the competencies of the course developed from the subject and the specific competencies of the Motor Culture subject. The competencies to be acquired through this subject are shown in Table 1, relating to fourth grade competencies.



1. Competencies in the course developed from the subject



1. Reflect from activity to identify the shortcomings and strengths of the teaching function and the challenges and limitations of the education system.

2. Develop and evaluate the didactic proposals of the different areas of experience of Tapa, using different teaching methodologies.

3. Analyse and summarize information that is sensitive to the design of innovative projects aimed at improving teaching and teaching processes.

4. Develop the capacity for autonomy of thought and argument to express opinions on studies and work, to decide and to solve educational problems, both individually and in cooperation.

5. Exercise communication skills in the two official languages of the Autonomous Community until reaching level C1 in the European reference area.



2. Competencies of the subject matter



GO1: Use movement games as teaching resources, educators and teaching content, taking into account gender and inclusion perspectives. To be able to develop and evaluate the skills of children in the primary curriculum.

G02: To know and analyse the role of motor games and sport in contemporary society and their influence in social and cultural fields, taking into account the gender and inclusion perspectives necessary for this.

G03: Know how to apply the principles and techniques of sports initiation using pedagogical criteria and respecting the stages of teaching the learning of team sports. To ensure adherence to future sporting practices and healthy habits of children.

G04: Apply the fundamentals and techniques of physical activity in the natural environment to ensure the attachment of children to future natural activity and sport.

G05: Know the aspects that relate physical activity to leisure and play, to lay the foundations for the use of leisure time: theatre, dance, sports, etc.





3. Competencies and learning outcomes of the subject



Every subject proposes learning outcomes AS SEEN BELOW, the five specific competencies to be achieved in the subject are aligned with the learning outcomes to be achieved.



G01 -->

IE0101: Analyzes current games and games and identifies methodologies for their development, analyzing their internal and external logic.

IE0102: Identifies the motor and physical skills that games develop.

IE0103: Proposes variants that can be used in games and foresees the consequences of them (changes in relationships, motor conflicts, changes in game intensity).



G02 -->

IE0201: Critically values your game proposal, the social context, and the cognitive, motor and emotional development of students.

IE0202: Describes the most appropriate methodologies for the development of games in primary education.

IE0203: Design a proposal for intervention based on the needs/needs/gaps/requirements observed after the analysis of a real case (using the practice period).



G03 -->

IE0301: It uses the appropriate methodological resources (pedagogical models) to carry out the second cycle of the PE, using games.

IE0302: It pursues the search for new alternative sports and progressively uses the teaching stages to be taken into account in its elaboration with its teammates.

IE0303: In the process of learning sports developed in class, it makes adaptations/variants according to the characteristics of the group of students, promoting the enjoyment and motivation of their peers.



G04 -->

IE0401: Analyzes and values the possibilities offered by the school's natural environment and designs an activity with primary school children.

IE0402: Promotes the learning and enjoyment of the game in the prepared activity.

IE0403: Envisages resources, obstacles, etc., to be taken into account in carrying out the activity, and seeks a solution to them.



G05 -->

IE0501: Know the playgrounds of primary school children outside school hours (courtyard, school sport)

IE0502: Examines the opportunities and obstacles offered by these areas.

IE0503: It is aware of the potential to develop children in these areas, and is able to make public and design the proposals necessary for their acquisition (to promote healthy habits and relationships).

LESSON 1 Motor game in primary school.

1. Curriculum and Play in Primary Education

2. Characteristics of game motors

• Motor Games and Motor Action Domains (DAM)

• Pedagogical and didactic applications

• Motor game and motor conflict

• Cooperative game

3. Practice and Analysis of the Motor Game

• Game design, modified games, variants

• Game development: material, space, explanation, groupings

• Observation and regulation: game file



LESSON 2 Cooperative activities in primary education

1. Model of Cooperative Learning

• Strategies and elements for the development of the model

2. Acrosport – resource for cooperative work

3. Acrosport practice in primary education

• Development of teamwork

• Assignment of roles, adaptations to needs and characteristics

• Choreography and recording



LESSON 3 Sports Initiation (Physical Education and School Sport)

1. Characteristics of Sports Initiation

• Team sports, transmission of values

• Teaching phases

2. Sports Education Model

3. Acquisition of Sports Initiative Model (TGfU)

4. Design and practice of team sports

• Alternative sports

• Application of age progressions

• Application of pedagogical models

• Taking into account special needs



LESSON 4 Physical activities in the natural environment in primary education

1. Foundations and characteristics of activities in the natural environment (AFMN)

• Features and curriculum

• AFMN's pedagogical choice

2. The practice of natural activities

• Games adapted to the natural environment

• Mountain exits

The proposed methodology is primarily participatory and will promote collaborative learning, especially in practical sessions where all activities are carried out in groups. It also attaches importance to the autonomous part of the student, sending individual functions. In order to work, they have specified the terms, deadlines and dates on the e-room platform, and they have to manage their time in groups or individually.



As far as teaching styles are concerned, the most appropriate ones will be sought for the content we are providing at all times. As the axis, teaching shall be directed towards the solution of the problems demanded by the situation, or raised by the pupil. In some cases it will be a guided teaching, in which the student builds his own learning process with the aim of promoting his autonomy and responsibility.



All programmed subjects have both theoretical and practical treatment. In general, the course of the subject shall have a practical approach, in which the pupil or student shall exercise his or her training in the contents and actions of the subject. In order to achieve the progressive development of all subjects, in addition to the development of content, the interventions of the student body are taken into account. The contents of the sessions will be supplemented by individual and small group work. The evaluation is continuous, with individual and group work, and their pre-class presentations. In any case, the student will take a final test. The resources used are personal, material and technological. The combination of these will contribute to the whole of the matter.



Today at UPV/EHU we have the IKD educational model (Cooperative and Dynamic Learning), a cooperative and dynamic teaching learning that focuses all our attention on the student, which is an element of sustainable innovation. The IKD model focuses on the learning process of students and is characterized as a dynamic, active and pluralistic model, based on the collaborative work of all the actors that make up the educational community. In view of this, the use of Active Methodologies is considered essential. The methodologies specifically used in the subject of Motor Culture are Problem-based/Project-based Learning (PBL), Cooperative Learning and Microprojects, Flipped Classroom, Guided Problem Solving and Partner Education.

With regard to evaluation methods, in accordance with Article 8 of the Student Evaluation Regulation, two types of evaluation are offered for this subject: continuous evaluation and final evaluation.



1. Continuous evaluation: for students attending classes, showing appropriate use and behaviour in accordance with the Modular Agreements Guide. The evaluable work carried out in the theoretical and practical sessions, as well as the theoretical and practical examination carried out in the official invitation, shall be taken into account.

The evaluation will be carried out through various processes during the four-month period. The teacher will be responsible for the evaluation process, but the student will also conduct a co-evaluation of teamwork and a self-evaluation of the learning process.

On the first day, students will receive a script for each evaluable work (also uploaded to the e-room platform). In order to ensure continuous and formative evaluation and thus provide adequate feed-back, in some cases a group feed-back is carried out (bringing to class the general "problems" or "errors" contained in all work, so that each student may reflect on it), after which the student with personal doubts will apply for a tutorial.

In the evaluable work to be carried out during the course, guidelines are provided for improving learning, and in order to report and present the project at the end of the course, each group is summoned to carry out group tutoring to analyse its doubts, problems and development of the project to be carried out.

2. Final evaluation: students who, for justified reasons, cannot attend school. It shall have the right to evaluate learning outcomes by means of a theoretical and practical examination to be carried out in the official invitation and by means of theoretical and practical work to be delivered. In addition, a test on the interdisciplinary project will have to be passed.

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The criteria used to carry out continuous evaluation throughout the subject dA are as follows:



• Portfolio by couples (game analysis), which will collect the activities grouped together and analyse and reflect on them. It will be 10% of the final note (see annex 1).

• Individual portfolio: individual reflections on the work done with the articles and classroom activities. It'll be 10% of the final note. (See Annex 2).

• Group project: development of a sports initiation project that identifies the team as useful for working on aspects to be worked on throughout the practicum (gender, inclusion, competitiveness, conflicts, special needs, etc.). Knowing the pedagogical models set out in the classroom, choose which is best suited to your project. Take one of the proposed sessions with your roommates. Assign roles (monitor, material, explanations, etc.) to each student presenting the session. It'll be 20% of the final note.

• Cooperative activity – Acrosport: Process of preparing a choreography that includes gymnastics elements, music, costumes. In this choreography, each student will take on a role (music manager, image designs, relaxation of tensions and fears in the group, negotiation of the elements to be included) and make a poster to gradually see all the work done. It'll be 15% of the final note.

• Co-evaluation and self-evaluation: on the involvement and performance of each member of the group (joint evaluation), as well as on the individual learning process (self-evaluation): it will be 5% of the final note.

• In addition, students will conduct an exam consisting of a theoretical and practical reflection involving 20 per cent of the final grade.

• Evaluation of the interdisciplinary module project (for all students), which will account for 20 per cent of the final grade (up to a maximum of two points).

1.- Theoretical and practical presentations
2.- Articles
3.- Leisure activity
4.- Module K6

Basic bibliography

Bantulá, J., & Mora, J. Mª. (2002) Juegos multiculturales. 225 juegos tradicionales para un mundo global. Bartzelona: Paidotribo.

Blázquez, D. et al. (1995a): La Iniciación deportiva y el deporte escolar. Barcelona: Inde.

Blázquez, D. (1995b): "Métodos de enseñanza en la práctica deportiva", en Blázquez, D. et al. (1995a): La Iniciación deportiva y el deporte escolar. Barcelona: Inde, 251-286.

Devis, J. Y Sánchez, R. (1996) "La enseñanza alternativa de los juegos deportivos: antecedentes, modelos actuales de iniciación y reflexiones finales". En J. A. Moreno y P. L. Rodríguez (comps) Aprendizaje deportivo. Murcia: Universidad de Murcia, 159-181.

Etxebeste, J. (2002). “Aisiaren bi euskal kontzeptu: jokoa eta jolasa”, in EUSKO IKASKUNTZA. Eusko Ikaskuntzako XV. Bilkura: euskal zientzia eta kultura, eta sare telematikoak. Donostia: Eusko Ikaskuntza, 277.-282.

Fernández-Balboa, J.M. (2003). La Educación Física desde una perspectiva crítica: de la pedagogía venenosa y el currículum oculto hacia la Dignidad. En V. López, R. Monjas, & A. Fraile (coords.) Los últimos diez años de la Educación Física Escolar. Valladolid: Universidad de Valladolid.

Lasierra, G. & Lavega, P. (1993): 1015 juegos y formas jugadas de iniciación a los deportes de equipo. Barcelona: Paidotribo.

López De Sosoaga, A. (2004) El juego: análisis y revisión bibliográfica. Leioa: Euskal Herriko Unibertsitatea.

Parlebas, P. (2001) Juegos, deporte y sociedad. Léxico de Praxeología Motriz. Bartzelona: Paidotribo

Sánchez Bañuelos, F (1992). Bases para una didáctica de la educación física y el deporte. Madrid,: Gymnos.

In-depth bibliography

Aguado, A.M. (2003). Actividades físicas en el Medio Natural en la Educación Física Escolar. Cuadernos técnicos. Patronato Municipal de Deportes. Ayuntamiento de Palencia.
Etxebeste, J. (1994). Los Universales Ludomotrices de Pierre Parlebas, in Kirola Ikertuz, 7 zk., 27-34. Vitoria-Gasteiz: IVEF.
Fernández-Río, J. (2015). El Modelo de Responsabilidad Personal y Social y el Aprendizaje Cooperativo. Conectando Modelos Pedagógicos en la teoría y en la práctica de la Educación Física. En Actas del IV Congreso Internacional de Educación Física, Querétaro, México.
Freire, H. (2011). Educar en verde. Ideas para acercar a niños y niñas a la naturaleza. Barcelona: Graó.
Méndez Giménez, A. (2014): “Modelos de enseñanza y síntesis de las investigaciones recientes”, en Modelos de enseñanza en educación física. Madrid. Grupo 5, 43-75.
Lagardera, F. & Lavega, P (2002) Introducción a la praxiología motriz. Lleida: Paidotribo.
Lagardera, F. & Lavega, P (ed.) (2004) La ciencia de la acción motriz. Lleida: Universitat de Lleida.
Navarro, V. (2002) El afán de jugar. Teoría y práctica de los juegos motores. Bartzelona: INDE.
Ruiz-Omeñaca, J. V, & Omeñaca-Cilla, R. (2007). Juegos Cooperativos y Educación Física. Barcelona: Paidotribo.
Velázquez Callado, C. (2013). Análisis de la implementación del aprendizaje cooperativo durante la escolarización obligatoria en el área de Educación Física. Tesis doctoral inédita. Universidad de Valladolid.
Velázquez, C. & Fernández-Río, J. (2010). Aprendizaje cooperativo en educación física: fundamentos y aplicaciones prácticas. Zaragoza: INDE Publicaciones.

Journals

Calderón, A., Hastie, P. & Matinez de Ojeda, D. (2010). Aprendiendo a enseñar mediante el Modelo de Educacion Deportiva_Sport Education Model_Experiencia inicial en EP. Cultura, Ciencia y Deporte, 5(15), 169-180.
Fernández-Rio, J., Alcalá, D. H., & Perez-Pueyo, Á. (2018). Revisando los modelos pedagógicos en educación física. Ideas clave para incorporarlos al aula. Revista Española de Educación Física y Deportes, (423), 57-80.
Feu Molina, S. (2002). Factores a tener en cuenta para una iniciación deportiva educativa: el contexto. Revista Digital. Buenos Aires. 8(51).
García Monge, A. (2011). Construyendo una lógica educativa en los juegos en educación física escolar: “el juego bueno. Agora, 13(1), 35- 54
López-Pastor, V.M., Velázquez, C., & Fraile, A. (2014). Aprendizaje cooperativo en Educación Física. Movimiento, 20 (1), 239-259.
Ortuzar, I. (2006). Deporte escolar y proyecto educativo de centro (School sport and educational curriculum). Ikastaria. 15, 81-88.
Pastor, V.M.L., Brunicardi, D.P., Arribas, J.C.M., & Aguado, R.M. (2016). Los retos de la Educación Física en el Siglo XXI. Retos: nuevas tendencias en educación física, deporte y recreación, (29), 182-187.
Peiró, C., & Julián, J. A. (2015). Los modelos pedagógicos en Educación Física: un enfoque más allá de los contenidos curriculares. Tándem: Didáctica de la educación física, (50), 9-15.
Ruiz Omeñaca, J.V., Ponce de León, A., Sanz, E. & Valdemoros, Mª.A. (2015). La educación en valores desde el deporte: investigación sobre la aplicación de un programa integral en deportes de equipo. Retos, 28, 270-275.
Sáez de Ocáriz, U.S., & Lavega, P. (2013). Transformar conflictos en educación física en primaria a través del juego. Aplicación del índice de conflictividad. Cultura y Educación, 25(4), 549-560.
Zulaika, L.M. (2006). Kirol Hezitzailea: balizko onurak eta errealitateko arriskuak (Sport-education: theoretical benefits and risks associated with their practice). Ikastaria 15, 113-121