Learning outcomes and their compatibility with the teaching method (knowledge, skills and competencies to be developed by students)
A. Understand the variables that determine the motor performance proficiency; B. Understand the most important variables for learning motor behaviors; C. Understand how information can be used to solve certain practical problems; D. Develop the ability to use environment information to coordinate the several body segments. E. Be able to combine, complete and achieve an advanced level of behavioral analysis, combining with other fields of study, namely biomechanics and neurophysiology.
Syllabus
1. Perception-Action Cycle: analysis of perceptual mechanisms; 2. Body scales: evaluation of the Pi value; 3. Theory of Dynamic Systems: analysis of phase transition and modeling the potential of attraction; 4. Law of Practice: determination of the task difficulty; 5. Variability of practice conditions: error measurement (AE, TE, VE); 6. Motor Coordination: evaluation of coordination patterns (In-phase, Anti-phase)
Demonstration of the syllabus coherence with the curricular unit¿s learning objectives
After syllabus contents 1, 2 and 3, the student will have reached goals A and B; After syllbaus contents 4, 5 and 6, the student will have reached goal C and D; the goal E will be reached after all content has been tested during classes.
Teaching and learning methodologies specific to the curricular unit articulated with the pedagogical model
1. Expository Classes: The theoretical classes will focus on presenting knowledge and theories of motor behavior to provide students with a solid theoretical foundation. This methodology proves particularly useful for introducing key concepts and understanding how fundamental theories are applied in the specific field of Physical Activity and Health. 2. Problem-Based Learning: At each syllabus content, applying the topic to the intervention area is based on identifying problems and questions that allow students to analyze relevance and possible solutions based on the covered content. 3. Practical and Laboratory Activities: Each topic is approached with specific methodologies for data collection, processing, and interpretation, aiming to provide students with skills in "know-how." This approach seeks to enable students to develop practical skills and gain hands-on experience in the field. 4. Analysis, Reflection, and Discussion: Stimulating group debates and discussions promotes the exchange of ideas, perspectives, and experiences among students, deepening their understanding of the discussed topics. 5. Educational, Professional, and Research Technologies: The use of educational technologies, such as online platforms, simulators, e-learning methodologies, and multimedia resources, can enhance the learning experience and cater to students' diverse learning preferences. Moreover, in a generation where technology is constantly available, it is relevant to demonstrate how technology can be used in professional contexts and scientific research, highlighting how available technology can help to apply the topics in both contexts. 6. Interdisciplinary Collaboration: Encouraging collaboration between Curriculum Units aims to offer a holistic view of Physical Activity and Health, preparing students for interdisciplinary approaches in professional practice and in seeking solutions to encountered problems. 7. Mentoring: In the case of students facing greater challenges in achieving objectives, mentoring programs will be established, allowing them to receive individualized guidance from teachers and/or peers.
Assessment
This curricular unit have the following evaluations:
Continuous assessment: 1) Data collection and processing using Motor Behavior methodologies (30%) + Individual/group work (50%) + Work Defense (20%).
Final assessment: this will be made up of the delivery of an experimental study project, defended in presentation mode during the oral assessment, with a weighting of 50% for the experimental study project and 50% for the oral assessment.
Students in a special situation must comply with the same assessment elements, taking into account their framework in terms of attendance in accordance with the specific legal framework.
Demonstration of the coherence of teaching and evaluation methodologies between the learning objectives of the curricular unit
To better achievement of the objectives, all teaching methodologies will be applied in all syllabus contents.
Bibliography (Mandatory resources)
Famose, J.-P. (1990). Apprentissage Moteur et Difficulté de la Tâche. Paris: INSEP Pub.
Gibson, J.J (1986). The ecological approach to visual perception. Hillsdale, NJ: Lawrence Erlbaum Associates.
Kelso, J. A. S. (1995). Dynamic Patterns ¿ The Self-Organization of Brain and Behavior. Cambridge, Massachusetts: The MIT Press.
Laczko, J., & Latash, M. L. (2016). Progress in Motor Control: Theories and Translations. Springer International Publishing.
Latash, M. L. (1998). Neurophysiological Basis of Movement. Champaign, Illinois: Human Kinetics.
Renshaw, I., Davids, K., Newcombe, D., & Roberts, W. (2019). The constraints led approach principles for sports coaching and practice design. Routledge.
Schmidt, R. A., Lee, T. D., Winstein, C. J., Wulf, G., & Zelaznik, H. N. (2019). Motor control and learning: a behavioral emphasis (Sixth edition. ed.). Champaign, IL: Human Kinetics.
Observations
Theoretical classes will be replaced by distance learning, using the zoom, Ms Teams, moodle, Onedrive and WhatsApp platforms. For the theoretical classes, students will receive via moodle the invitation of Zoom or Ms Teams, where the exhibition of contents will be carried out by videoconference at normal UC schedule. In the situation planned, the theoretical-practical classes will take place in person at the school in a classroom to be determined. If a mixed regime is implemented, half the class will be in person in the classroom and the rest of the class will attend the class by videoconference, for which, students will receive via moodle, the invitation of Zoom or Ms Teams in order to follow in real time the proposed tasks, clarify doubts and prepare the tasks to be performed during the week. Tasks will be placed in the shared Onedrive folder. Monitoring of students is carried out at a time to be arranged, individually or in groups, via WhatsApp or another platform, if justified. The work that integrates the continuous evaluation will be delivered in its own space via moodle. For the Final Assessment, the written exams will be delivered via moodle and the oral assessment or paper presentations will be made by videoconference on the Zoom or Ms Teams platform.
