Advanced Studies in Teaching of Physical Education and Sport
Part of this Programme
Physical Education and Sport
Level of Qualification|Semesters|ECTS
Doctorate | Semestral | 15
Year | Type of course unit | Language
1 |Mandatory |Português
Total of Working Hours | Duration of Contact (hours)
375 | 45
Recommended complementary curricular units
Prerequisites and co-requisites
1. Models of research in the social sciences. Ontological and epistemological premises from which one seeks to understand social reality; The positivist model; The interpretive / naturalistic model; The critical model. 2. Research paradigms in Physical Education and Sports teaching. The omen-process-product paradigm; The paradigm of the mediator processes associated with the student / athlete; The paradigm of thought and action of teachers / coaches; The ecological paradigm in the teaching of Physical Education and Sport. 3. Critical analysis of the scientific production in sports training, dominant tendencies and respective characteristics and limitations. 4. Research lines in collective sports games projects in development. 5. Protocols for the evaluation of functional abilities and sports motor skills in the child-juvenile segment. 6. Cross-sectional and longitudinal analysis of the different factors influencing children's sports performance.
Students: 1. Identify the different research models, as well as describe the ontological and epistemological premises associated with the positivist, interpretative and critical models in pedagogical research. 2. Know the theoretical bases associated to the different paradigms of research on the teaching of Physical Education and Sport the problems, methodologies and procedures of data collection and treatment of each of the research paradigms, as well as the possibilities, trends and limitations of research into sports training, from training to high performance. 3. Distinguish and explain the different methods of investigation in analysis of tactical performance in collective sports games. 4. Apply and interpret non-invasive biological maturation methodologies. 5. They are familiar with the main protocols for the evaluation of functional abilities and motor skills in the infantile-juvenile segment.
Knowledge, abilities and skills to be acquired
Students identify the different research models as well as describe the ontological and epistemological premises associated with the positivist, interpretative and critical models in pedagogical research. The students know the theoretical bases associated to the different research paradigms on the teaching of Physical Education and Sports, namely: the omen-process-product paradigm; the paradigm of mediating processes from a positivist perspective and a cognitive perspective; the teacher / coaching thinking and action paradigm; and the ecological paradigm. The students are familiar with the problems and methodologies of collecting and processing data of each of the research paradigms of Physical Education and Sports teaching.
Teaching methodologies and assessment
The teaching will consist of periods of information with periods dedicated to problem solving. In support of teaching and study, the e-learning system will be used, through moodle platform. Other pedagogical means (bibliography and electronic databases) will also be used. There will be two alternative forms of evaluation: a) A final examination of the subject matter. b) Individual written work (design of a research project). In this work, special attention will be given to the literature review stage, so that the student reveals knowledge of the state of knowledge in the selected problem. The written work must have the structure of a scientific project. The written work will be evaluated through the following criteria: - Level of rigor in the accomplishment of each of the stages of the scientific procedure. - Degree of coherence between the problem formulated and the literature review. - Level of clarity of the text.
Carreiro da Costa, F. (2008). Issues in Research on Teaching in Physical Education. In Jan Seghers and Hans Vangrunderbeek (Eds.), Physical Education Research. What is the Evidence? (pp. 11-25). Leuven : Acco Leuven/ Voorburg.
Kirk, D, Macdonald, D., & O¿Sullivan, M. (Eds.) (2006). Hanbook of Physical Education. London: Sage Publishing.
McGarry, T. (2009). Applied and theoretical perspectives of performance analysis in sport: Scientific issues and challenges. International Journal of Performance Analysis of Sport, 9, 128-140.
Nevill, A., Atkinson, G. & Hughes, M. (2008). Ttwenty-five years of sport performance research in the Journal of Sports Sciences, 26(4), 413-26.
Roche, A., & Sun, S. (2003). Human Growth ¿ Assessment and interpretation. Cambridge: Cambridge University Press.
Thomas, J., Nelson, J., & Silverman, S. (2015). Research Methods in Physical Activity. Champaign,Il: Human Kinetics.