Motor-Skill Games

Sustainable Development Goals (SDG)

• 4. Quality education
• 5. Gender equality
• 16. Peace, justice and strong institutions

Objectives

Motor Skill Games it work to experience, live and learn how we can apply these skills to quotidian life, sports and leisure.

The theoretical part will work on game concepts and their definitions. Transversally, we'll work on the english language (speaking, reading and writing).

The pratical part, the majority of the subject, students must use and develop their creative and cooperative skills.

Learning outcomes

• Use the base of the game and its application in the context of physical activity in a playful educational context. (LO1)
• Form and expound a solid discourse based on practical experience in relation to bibliographic material. (LO2)
• Create and plan suitably game activities. (LO3)
• Apply game in the educational and social environment. (LO5)
• Accept responsibilities in individual or collective work and assess the result obtained. (LO7)

Competencies

General skills

• Be able to discuss contents in different areas of knowledge.
• Be creative.
• Have good communication skills.

Specific skills

• Communicate and express oneself through the body as a resource to be exploited in professional practice.
• Plan, carry out and assess physical education and sport programmes throughout secondary and post-compulsory education.
• Select and implement appropriate strategies, methods, techniques and technology in order to enhance physical activity processes and programmes in the field of leisure.

Core skills

• Become the protagonist of one's own learning process in order to achieve personal and professional growth and acquire all-round training for living and learning in a context of respect for linguistic, social, cultural, gender and economic diversity.

Content

Theoretical syllabus

• Game template
• Definition
• Concepts
• Classification
• Application

Practical syllabus

• Knowledge games
• Outdoor games
• Cohesion games
• Cooperative games
• Functional diversity games

Evaluation

It is compulsory to attend the 70% of practical classes. If the students fail to achieve this percentage, they will be awarded a failing grade. The students who attend practical sessions, but they cannot practice, must justify it properly and they will carry out a task indicated by the teacher.

All the assessment activity must be passed separately, with the exception of the non-recoverable activities.

Assessment of learning outcomes (percentages with respect to the overall mark)

• Individual tasks: 20%; compulsory to pass; recoverable activity
• Group tasks: 15%; compulsory to pass; non-recoverable activity
• Practical tasks: 50%; compulsory to pass; non-recoverable activity
• Attendance and attitude: 15%; compulsory to pass; non-recoverable activity

Passing the module will only be awarded to students who achieve at least 50% in each of the components. The overall student mark for the module, with reference to the module assessment criteria, will come out after adding all the percentages' components. Students who fail any of the components in the module at the first attempt will be provided with an opportunity to do a reassessment (only in the activities that are possible and only if the student has failed less than 50% of the overall mark).

Students that fail more than the 50% of the subject will not be able to retake the tests during the resit week.

Methodology

The course will be developed by combining different teaching and learning activities with practical, work-based and theoretical learning. A wide range of methods will be used to guide the students during the learning process, these include lectures, tutorials, workshops, presentation, and finally, directed and independent study.

Class sessions in groups will include activities to apply concepts and key ideas.

Peer learning is a form of cooperative learning that improves the value of learner-learner interaction and results in various learning outcomes for all participants.

Bibliography

Bibliography

• Navarro, V (2002). El afán de jugar: Teoria y practica de los juegos motores. Inde.

Reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.