Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Be aware of the complexity and interdependence of social processes and phenomena of sport in society; on interest and understanding of the social structure, social relations, and social problems of sport; critical analysis of sport in society and preparing for active citizenship. Manifest competence in discriminate, evaluate and understand the trends inherent in the sport phenomenon, and the social framework in which they occur. Analyze the foundations of the theories and methods of social sciences, and better understand the sport. Analyze cultural diversity and deviant behaviors associated with sports phenomenon. Know the main sociological trends align whit ODS. Respect the relations between the existing facts socio-sports characteristic of the Portuguese society, in the European and world context. Using research methodologies of social sciences, to enable the survey and diagnosis of facts socio-sports.
Syllabus
1.Introduction to sport, culture and society. Understanding Sociology in the context of sport. Sport as a social phenomenon. Sport as a social product. Lifestyles and Sport. Sociological trends in public health. Analysis of most relevant programs and guidelines at a national, european and world level. Social logics of different sports practices and their configuration in the system; Regularities and social and regional heterogeneity. 3.Leisure, ecology and sport. Environmental sustainability and active mobility. 4-Socialization in Sport. Theories and factors involved in socialization in sport. 5. Cultural diversity and Social inclusion (ethnic minorities, disadvantaged population, people deprived of freedom, migrants, children, youth, senior, person with disabilities) and sport. 6.Deviant behaviors. Explanatory theories. 7.Globalization, Media and Sport.
Demonstration of the syllabus coherence with the curricular unit's learning objectives
The curricular unit contents are presented in a logical sequence and favor an approach of concepts and perspectives (T) inherent in professional ethics. All program contents are in perfect harmony with the objectives defined, allowing interpretation, knowledge and reflection on society, developing different formats of reflection, in order to find appropriate responses to the complexity of professional situations inserted in a specific social context, analysis and interpretation of selected topics from literature recommended and whose work of teaching and learning takes place in classes, finalize the objectives described, and embody the acquisition of skills described.
Teaching methodologies (including evaluation)
To privilege the teacher-student relationship, conducting dynamic and positive classes, assuming the student an active role in his learning process, also providing autonomy. The reflections on the subjects are the scripts. The slides are made available for the students' preparation and reflection. Theoretical presentations, group discussion, practical exercises and preparation and implementation of a project of initiation to research. In Formative Assessment (FA) and Normal Exame. it is compulsory to fulfil the two thirds of attendance. FA consists of an Assessment Test (AT), and a written Research Group Work (RW), with compulsory demonstration by the students of the progression of its development and final discussion. Final Cassification Continued = 30% + 15% (RP) + 55% ET. Classifications of TP¿10 and / or TA¿8 - Disapproval. Exam: ET (60%) + Oral (40%). Classification TA¿8 ¿ Disapproval. Special Statute: Equal, with individual research work
Demonstration of the coherence between the teaching methodologies and the learning outcomes
Privileging the Teacher-Student relationship, making lessons dynamic and positive, in which students play an active role in their learning process. The students' reflections on the issues are the guidelines for conduct of classes. Putting students in touch with social reality. The slides of all classes, as well as program and abstracts, are available on the website of course, before each class. This strategy aims to prepare students for classes so that their role is active. Lectures, group discussion, practical exercises and projects elaboration and realization of the investigation initiation. The evaluation model consists of: A research paper subject to analysis and discussion in regard to scientific rigor and formal quality of the same . Is a report (review) with scientific rigor. An assessment test on the subject developed in lectures and theoretical-practical.
Bibliography (Mandatory resources)
Coakley, J. (2021). Sport in Society : issues and controversies ¿ 13th ed Boston : Irwin McGraw-Hill; Coakley, J. (2021). Sociology of Sport: Growth, Diversification, and Marginalization, 1981¿2021, Kinesiology Review, 10(3), 292-300. Dart, J. (2014). Sports review: A content analysis of the InternationalReview for the Sociology of Sport, the Journal of Sport and SocialIssues and the Sociology of Sport Journal across 25 years. International Review for the Sociology of Sport, 49(6), 645¿668. https://doi.org/10.1177/101269021246573 Eurobarometer on sport and physical activity Pike, E.C.J. (Ed.) (2021). Research handbook on sports and society. Edward Elgar Publishing Plataforma do Conhecimento | APPDI - Associação Portuguesa para a Diversidade e Inclusão https://unescoportugal.mne.gov.pt/pt/temas/objetivos-de-desenvolvimento-sustentavel/os-17-ods
