Teaching Strategies and Techniques
Part of this Programme
Physical Education and Sport
Level of Qualification|Semesters|ECTS
Bachelor | Anual | 7
Year | Type of course unit | Language
2 |Mandatory |Português
Total of Working Hours | Duration of Contact (hours)
175 | 75
Recommended complementary curricular units
Prerequisites and co-requisites
Module 1: Contextualising the concept of Quality in Education
1. PE value orientations.
2. The identity of PE: a socio-critical perspective.
3. What should be understood by a quality teaching in PE: What pedagogy? What research tells us about effective teaching in physical education?
Module 2: The Spectrum of Teaching Styles in PE and Sport
1. The assumptions underlying the Model of Teaching Styles of Muska. Mosston.
2. The channels of development and the anatomy of the teaching style.
3. The concept of consent and cognitive dissonance.
4. Study and characterization of two major groups of teaching styles: the group of convergent teaching styles and the group of divergent teaching styles.
Module 3: Teaching skills in PE and Sport
1. Principles and procedures of classroom management which increase the success in PE and Sport.
2. Teaching skills of the instruction dimension, management dimension, climate dimension and discipline dimension.
1. know the different Physical Education orientations (value orientation) and explain how each one stands in relation to the aims of physical education at school.
2. Argue the pedagogical and ethical validity of the socio-critical perspective of Physical Education.
3. Know how and when to use different teaching styles and teaching skills, namely related with the following teaching dimensions: instruction, climate, management and discipline.
Knowledge, abilities and skills to be acquired
1. Students know the different Physical Education orientations (value orientation) and explain how each one stands in relation to the aims of physical education at school.
2. Students argue the pedagogical and ethical validity of the socio-critical perspective of Physical Education.
3. Students know how and when to use different teaching styles and teaching skills, namely related with the following teaching dimensions: instruction, climate, management and discipline.
Teaching methodologies and assessment
Lectures and practices lessons are delivered. Through platform moodle students can get all pedagogical resources. The following teaching-learning methodologies are used: teaching analysis; case studies, the
critical incident technique; group discussion, and document analysis. The assessment is carried out through continuous assessment and final examination. Continuous assessment includes three tasks: (a) preparation and presentation of an essay, (b) Preparation of a portfolio, (c) a written test (d) discussion of the portfolio.
Formula to obtain final classification:
F C= (Essay + Written Test * 40%) + (Portfolio * 20%) + (Individual discussion of the Portfolio * 40%)
Parameters to evaluate the written report: (a) organization and structure, (b) development (state of knowledge and critical thinking), (c) Conclusion; (d) References (e) Orthography. Parameter to evaluate the Portfolio:: (a) Content, (b) Organization, (c) updating of documents; (d) presentation.
Carreiro da Costa, F. (2008). Issues in Research on Teaching in Physical Education. In, J. Seghers. and Vangrunderbeek (2008) (Eds.). Physical Education Research. What¿s the evidence?. (pp. 11-25). Leuven: Acco Onofre, M. (1995). Prioridades de formação didáctica em educação física. In Boletim SPEF ,. 12 ,. 75-97.
Mosston, M. &, Ashworth, S. (2001). Teaching Physical Education (5th ed). New York: Mcmillan. Piéron, M. (1999). Para una Enseñanza Eficaz de las Actividades Físico-Deportivas. Barcelona: INDE.
Rink, J. (2003). Effective Instruction in Physical Education. In, S. Silverman & C. Ennis (eds.), Student Learning in Physical Education (pp. 171-198). Champaign: Human Kinetics.
Siedentop, D. (1999). Developing teaching skills in physical education. Mountain View: Mayfield Pub. Co