Class Planning and Assessment Techniques in Physical Education

In PAEFD, we study the development of projects, pedagogical plans and programs, treated in an
integrated manner with the evaluation process, resource management and the collaboration of the
various agents.
The theoretical-practical approach of this UC relates the various scopes, deadlines and categories of
decision (values and objectives, activities and contents, facilities and materials, processes and practices)
and mobilizes students for research, debate and critical reflection .
The specificity of Physical Education and School Sport is analyzed, and its relationship with other areas
(clubs, gyms, etc.).
Being a curricular UC of the 3rd year, it is intended that the finalist understands the individual and social
responsibilities regarding the development of the specialty and the deepening of studies.

P1. Fundamental concepts, assumptions and implications: planning and evaluation; physical education
and sport; pedagogy, didactics, instruction; projects, plans, programs; movement, physical activity, sport;
exercise, training and learning; growth, adaptation, development.
P2. The Model of Integrated Pedagogical Planning (MODIP, 2018). Structures and responsibilities.
Cycles and years. Purposes, evaluation, resources and activities. The selection of objectives, subjetcs,
and processes and their specification by levels.
P3. Concepts and types of evaluation. Values and criteria. The moments of evaluation. Functions:
diagnostic, formative, sumative. References: criterial, normative and ipsative. Formal qualities. Processes
and evidences. Evaluation fairness.
P4. National Programs. Cycle, year, stage and unit panning. Progress and carousel effect. The traditional
plan by blocks and the stage plan model. The formal qualities of the plans: adequacy, differentiation,
continuity and progression.

Master class: the teacher analyzes problems and examples, explains and discusses topics and solves
exercises. Classes: writing short essays, debate, and problem solving (questions of students; analysis of
cases and examples; essay assessment); tests and seminars.
Stage 1, Set, Oct. Main themes and problems, concepts and references. Related UCs. Review of
students' concepts and experiences. Initial orientation test.
Stage 2, Nov, Dec. Content development. Preparation, completion and correction of the 1st Global Test
(1GT).
Stage 3, Febr. Students assess 1st semester tasks and take new GT form. The teacher reviews group
dossiers and classifies 1GT (20% of the final grade). Planning the 2nd semester. Groups plan their study
visits and presentation seminars.
Stage 4, March, Apr. Deepening selected topics and problems. Conducting study visits (groups).
Stage 5, May. Conclusions. Seminars and evaluation of study visits (30%). Evaluation of 2nd semester
tests (40%) and individual dossier (10%)

Carvalho, L. (1994). Avaliação das aprendizagens em Educação Física. Boletim da SPEF , (10-11),
135-151.
Ferro,N. (2014). O Desporto Escolar em Portugal. Revista Diversidades , (45),10-20.
Jacinto, J.; Mira, J,. Carvalho, L.; Comédias, J. (2001). P rogramas Nacionais de Educação Física,
atualizaçã o. Revisão dos PNEF elaborados por Bom, L. et all/ Ministério da Educação (1989/1991).
Acedido em www.dge.min-edu.pt.
Melo de Carvalho, A. (2010). Para um desporto verdadeiramente educativo. Gymnasium , 1 (1), 7-28.
Bom, L., et allii (1992). A Educação Física no 1º ciclo do ensino básico . Lisboa: DGEBS, Ministério da
Educação.