Educational guide 2023_24 Faculty of Education Sciences and Psychology

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Educational guide
Faculty of Education Sciences and Psychology

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english

Bachelor's Degree in Primary Education (Campus Terres de l'Ebre) (2009)

RESOURCE MANAGEMENT AND ORGANIZATION IN PHYSICAL EDUCATION

Learning outcomes

Type A	Code	Learning outcomes
	A1	Coneix els fonaments teòrics de la l'educació física i la seva vessant pedagògica en l'educació primària. Aplica els elements que integren el disseny curricular de l'educació física en l'educació primària.
	A2	Coneix els fonaments teòrics de la l'educació física i la seva vessant pedagògica en l'educació primària. Determina el vertader sentit que ha de tenir l'educació física en l'educació primària. Determina cada un dels aspectes que integren l'educació física en l'etapa de l'educació primària, dominant les estratègies i recursos metodològics i didàctics necessaris. Aplica els elements que integren el disseny curricular de l'educació física en l'educació primària. Elabora les propostes de programació adequades en l'educació física de forma autònoma amb responsabilitat i iniciativa.
	A10	Determina el vertader sentit que ha de tenir l'educació física en l'educació primària. Determina cada un dels aspectes que integren l'educació física en l'etapa de l'educació primària, dominant les estratègies i recursos metodològics i didàctics necessaris. Aplica els elements que integren el disseny curricular de l'educació física en l'educació primària. Elabora les propostes de programació adequades en l'educació física de forma autònoma amb responsabilitat i iniciativa.
	A12	Determina el vertader sentit que ha de tenir l'educació física en l'educació primària. Determina cada un dels aspectes que integren l'educació física en l'etapa de l'educació primària, dominant les estratègies i recursos metodològics i didàctics necessaris.
Type B	Code	Learning outcomes
	B1	Put into practice the approaches, methods and experiments put forward by the teaching staff in a disciplined fashion. Share and accept the learning objectives put forward by the teaching staff. Learn by asking questions and take an interest in clearing up doubts. Be familiar with the features of their discipline. Understand the importance of mental schemas other than their own. Ask intelligent questions that challenge what they have learned and show initiative in their search for information. Have an overview of the various theories and methodologies of a subject. Contrast their own mental schemas with those of others and exploit the differences as an opportunity to learn. Construct shared knowledge, learn and facilitate the joint construction of learning.
	B2	Collect the information they need so that they can solve problems using data and not subjective opinion, and subjecting the information at their disposal to logical analysis. Provide alternative solutions to a problem and evaluate risks and advantages. Draw up strategies to solve problems. Understand problems and be able to break them down into manageable parts. Present possible solutions that are mostly effective at solving problems. Adopt realistic strategies for solving problems.
	B5	Identify the group’s objectives as their own. Help to define, organize and distribute the group’s tasks. Participate actively and share information, knowledge and experience. Bear in mind the opinions of others and give constructive feedback. Accept and comply with the rules of the group. Act constructively to deal with any conflicts in the team. Ensure that the way they communicate and relate to others contributes to the cohesion of the group. Take an interest in the importance of the group’s activity. Take active part in planning the work of the team, and in distributing the tasks and the deadlines. Direct meetings effectively. Encourage all members to take part in the management and smooth running of the team.
	B6	Intervene effectively and convey relevant information. Control their nerves sufficiently to be able to express themselves in public. Structure their presentations and comply with any requirements should there be any. Use other media to support the message of their presentations. Reply to the questions that they are asked. Volunteer to make the necessary presentations in public. Understand that non-verbal language is appropriate to verbal discourse. Make interesting and persuasive presentations. Analyze, appraise and respond to the questions they are asked during an oral presentation. Draft documents with the appropriate format, content, structure, language accuracy and register, and illustrate concepts using the appropriate conventions: formats, titles, footnotes, captions, etc. Prepare their presentations and use a variety of presentation strategies (audiovisual support, eye contact, voice, gesture, time, etc.). Adapt their arguments to different groups and/or situations. Encourage their audiences to participate and ask constructive questions to stimulate dialogue. Adapt the form of their message to different situations.
	B7	Conèixer el concepte de desenvolupament sostenible Ensure that their studies and projects have social, economic and environmental dimensions. Ensure that their decisions reflect a clear awareness of the social and environmental responsibility of their profession. Understand sustainability from an interdisciplinary perspective, bearing in mind the global situation and the challenges it poses.
	B8	Describe situations and justify the need for projects. Set clear objectives for projects. Take active part in planning the teamwork, in distributing the members and in ensuring a good performance. Schedule the time required to complete the tasks to be done. Ensure that the objectives of projects are consistent with the needs detected in the context. Appraise and prioritize the needs and resources in a real intervention context, paying particular attention to the needs that are the objective of the project. Ensure that long-term objectives are made visible in operational objectives. Ensure that the objectives of the project involve the whole team. Distribute responsibility and tasks as a function of the potential of each member of the team, and adapt any action taken to the incidents and changes that come about as the project is taking place.
Type C	Code	Learning outcomes
	C1	Express opinions on abstract or cultural topics in a limited fashion. Explain and justify briefly their opinions and projects. Understand instructions about classes or tasks assigned by the teaching staff. Understand the basic ideas of radio and television programmes. Understand routine information and articles. Understand the general meaning of texts that have non-routine information in a familiar subject area. Take notes during a class.
	C2	Use software for on-line communication: interactive tools (web, moodle, blogs, etc.), e-mail, forums, chat rooms, video conferences, collaborative work tools, etc.