Guía Docente 2020-21
LEARNING AND PSYCHOMOTOR DEVELOPMENT (APRENDIZAJE Y DESARROLLO MOTOR)

BASIC DETAILS:

Subject: LEARNING AND PSYCHOMOTOR DEVELOPMENT (APRENDIZAJE Y DESARROLLO MOTOR)
Id.: 32563
Programme: GRADUADO EN EDUCACIÓN PRIMARIA. PLAN 2015 (BOE 17/08/2015)
Module: MENCIÓN EDUCACIÓN FÍSICA
Subject type: OPTATIVA
Year: 4 Teaching period: Primer Cuatrimestre
Credits: 6 Total hours: 150
Classroom activities: 72 Individual study: 78
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: JAEN CARRILLO, DIEGO (T) Email: djaen@usj.es

PRESENTATION:

This course, taken during the first semester of Year 4, is part of the itinerary of Mención en Educación Física (módulo 14).

Learning and Psychomotor Development is closely related to Psicomotricidad, Juego y Aprendizaje a subject taken in Year 3 (Infant Education degree’s students). Inherent to the evolutionary development of the child, movement acquires a significant importance as a facilitator of integrating and comprehensive learning.

Along this course, gaps between learning and psychomotor development are bridged by analysing specific teaching proposals as well as supportive tools and methods.

Upon successful completion of the course, students should be able to:

PROFESSIONAL COMPETENCES ACQUIRED IN THE SUBJECT:

General programme competences G01 Capacity to analyse and synthesise information from different sources.
G03 Capacity to organise, plan and self-assess the work undertaken.
G04 Capacity to apply information technologies critically and constructively as tools to promote learning.
G05 Capacity to work in a team and cooperate with other professionals from the same or a different sector.
G06 Capacity for oral or written interpersonal communication in Spanish to different audiences and using suitable means.
G07 Capacity to communicate in English at a minimum B2 level (per the Common European Framework of Reference for Languages) to adapt to the academic and professional requirements of the Degree.
G10 Capacity to generate new ideas through initiative, innovation and creativity for effective adaptation to educational needs and the job market.
G12 Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress.
Specific programme competences E13 Foster group work and individual work and effort.
E15 Know how to tackle multicultural school situations.
E74 Capacity to know the importance of physical development and the possibilities offered by motor activities, plus their contribution to the rounded development of the child.
E75 Capacity to create didactic material for P.E. adapted to the areas and the individual characteristics of each pupil.
Regulated profession competences P01 Know the curriculum areas of Primary Education, the interdisciplinary relationship between them, evaluation criteria and the body of didactic knowledge for the teaching and learning procedures, respectively.
P02 Define, plan and assess teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school.
P03 Effectively address language learning situations in multicultural and multilingual situations.
P07 Stimulate and value the effort, persistence and personal discipline of the pupils.
P09 Work as a tutor and guide for the pupils and their families, attending to the particular educational needs of the pupils.
P10 Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career.
P11 Cooperate with the various sectors of the educational community and social milieu.
P12 Take on the educational side of teaching and foment democratic education for an active citizenry.
P16 Acquire the habits and skills to learn alone or with others and foster this among the pupils.
Learning outcomes R01 Know the basics of psychomotor development as a learning source.
R02 Critically assess the psychomotor development programmes available for primary education.
R03 Design a classroom psychomotricity proposal considering the intended learning objectives.

PRE-REQUISITES:

Given that Learning and Psychomotor Development is closely related to Psicomotricidad, Juego y Aprendizaje, subject taken in Year 1, it is desirable that students taking part in this course have successfully completed that subject, but this is not a MUST.

It is highly recommended that this course be taken in conjunction with the other courses within Mención Educación Física since several tasks are applicable to all these courses of this Mención.

This course is taught exclusively in English, therefore, in order to be able to follow the course properly, students should have preferably acquired a level of language proficiency in English of B2 within de CEFR, but not less than B1. If students do not meet the language requirements, they should consider enrolling in an English language course (https:/ / www.usj.es/ es/ be-international/ ilm/ formacion/ ingles).

In the event of attendance of Erasmus students, a B1 level of language proficiency in Spanish is desirable in order to follow properly Spanish content -workshops, seminars, readings, and further activities.

SUBJECT PROGRAMME:

Subject contents:

1 - INTRODUCTION TO LEARNING AND PSYCHOMOTOR DEVELOPMENT
    1.1 - MOTOR BEHAVIOUR
    1.2 - EVOLUTION OF THE STUDY OF LEARNING AND PSYCHOMOTOR DEVELOPMENT
       1.2.1 - FIRST STAGE: FROM THE BEGINNING TO COGNITIVISM
       1.2.2 - DEVELOPMENT STAGE: FROM COGNITIVISM TO THE 80s
       1.2.3 - LEARNING AND PSYCHOMOTOR DEVELOPMENT NOWADAYS
2 - KEY CONCEPTS IN LEARNING AND PSYCHOMOTOR DEVELOPMENT
    2.1 - INTRODUCTION TO THE DEVELOPMENT CONCEPT
    2.2 - STAGE OF DEVELOPMENT
    2.3 - BEHAVIOURAL DOMAINS
    2.4 - THE TERMINOLOGICAL PROBLEM
       2.4.1 - GROWTH
       2.4.2 - MATURATION
       2.4.3 - ENVIRONMENT
       2.4.4 - DEVELOPMENT
    2.5 - THE RELATIONSHIP BETWEEN MATURATION AND LEARNING
    2.6 - ENVIRONMENTAL FACTORS THAT INFLUENCE MOTOR DEVELOPMENT
3 - MOTOR DEVELOPMENT IN THE NEONATAL PERIOD
    3.1 - GENERAL CHARACTERISTICS
    3.2 - BEHAVIOUR ANALYSIS - MOTOR SKILLS AREA
       3.2.1 - REFLEX MOTOR SKILLS
       3.2.2 - NON-REFLEX MOTOR SKILLS - Gross and Fine Motor Skills
4 - MOTOR DEVELOPMENT IN THE CHILD STAGE
    4.1 - CHARACTERISTICS OF THE STAGE
    4.2 - BEHAVIOUR ANALYSIS IN RELATION TO
       4.2.1 - COGNITIVE AREA
       4.2.2 - SOCIAL AREA
       4.2.3 - EMOTIONAL AERA
       4.2.4 - MOTOR SKILLS AREA - Gross and Fine Motor Skills
    4.3 - THE SCHOOL IN THE CHILD PERIOD
5 - MOTOR DEVELOPMENT IN THE SCHOOL STAGE
    5.1 - CHARACTERISTICS OF THE STAGE
    5.2 - BEHAVIOUR ANALYSIS IN RELATION TO
       5.2.1 - COGNITIVE AREA
       5.2.2 - SOCIAL AREA
       5.2.3 - EMOTIONAL AERA
       5.2.4 - MOTOR SKILLS AREA
    5.3 - AIMS AND SCOPE OF ACTION IN THE SCHOOL STAGE
6 - THE MOTOR SKILL
    6.1 - CONCEPTUALISATION
    6.2 - TYPOLOGY
7 - MOTOR SKILLS LEARNING
    7.1 - CONCEPTUALISATION
    7.2 - CHARACTERISTICS OF THE LEARNING PROCESS
    7.3 - LEARNING STAGES
       7.3.1 - COGNITIVE OR EARLY STAGE
       7.3.2 - ASSOCIATIVE OR INTERMEDIATE STAGE
       7.3.3 - INDEPENDENT OR FINAL STAGE
8 - ESSENTIAL PSYCHOLOGICAL PROCESSES INVOLVED IN THE MOTOR LEARNING PROCESS
    8.1 - MOTIVATION AND ACQUISITION OF MOTOR SKILLS
       8.1.1 - GUIDANCE OF GOAL AND LEARNING
       8.1.2 - MOTIVATION STRATEGIES IN THE SCOPE OF THE MOTOR LEARNING
       8.1.3 - GUIDANCE OF GOAL IN PHYSICAL EDUCATION AND SPORT
    8.2 - LEARNING TRANSFERENCE
       8.2.1 - PROCESSES OF TRANSFERENCE AND MOTOR LEARNING
       8.2.2 - STRATEGIES TO IMPROVE THE LEARNING TRANSFERENCE

Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.


TEACHING AND LEARNING METHODOLOGIES AND ACTIVITIES:

Teaching and learning methodologies and activities applied:

During this course a variety of teaching methods will be used including lectures, class discussions, role plays, simulations, small group work, and independent study. Furthermore, activities based on experiential learning methodology will be used.

An important requirement is to participate actively in class discussions and in your small groups, as well as on the practical activities. Your contribution is important and through your active participation we can all learn further from each another and about the topics analysed. It is through practice and experience we learn how to communicate in class and how to effectively manage a classroom.

One of the main requirements of this course is to complete the assigned readings for the week in order to comment and analyse them further in class. This will greatly enhance class discussion.

This course is based on constructivism, therefore, active engagement in class and participation is key.

Plagiarism is an illegal and unethical activity. A zero tolerance policy will be in operation. Plagiarism is the intentional or unintentional representation of someone else’s work as your own. Everything you write should be yours or properly quoted by using APA quotation system.

Scheduled activities:

Master class. Explanation of theoretical content and concepts of the subject.

Co-operative group work

Group dynamics and methods based on experiential learning. Simulation of natural environments and real professional practice situations.

Discussions and opinions exchange based upon class content.

Analysis and problem-solving of practical cases raised by the lecturer.

Analysis of real cases (problem-based learning - PBL).

Independent study activities:

Research on subject-specific topics.

Both Spanish and English close-readings in relation to the subject.

Wide consultation and study of digital and audio-visual material.

Individual and group work preparation.

Development of own material.

Self-study and preparation of the subject.

Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 12
Other theory activities 7
Practical work, exercises, problem-solving etc. 18
Debates 4
Coursework presentations 8
Workshops 16
Assessment activities 4
Tutorials 3
Individual study
Individual study 30
Individual coursework preparation 12
Group cousework preparation 10
Project work 4
Research work 6
Compulsory reading 6
Recommended reading 4
Portfolio 6
Total hours: 150

ASSESSMENT SCHEME:

Calculation of final mark:

Final exam: 30 %
Oral Presentation: 30 %
Portfolio : 40 %
TOTAL 100 %

*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.

BIBLIOGRAPHY AND DOCUMENTATION:

Basic bibliography:

CANO DE LA CUERDA, Roberto y MARTÍNEZ, Rosa M. y MIANGOLARRA, Juan C. Control y aprendizaje motor: fundamentos, desarrollo y reeducación del movimiento humano. Madrid: Médica Panamericana, 2017.
DONNELLY, Frances C., MUELLER, Suzanne S., GALLAHUE, David L. Developmental Physical Education for All Children. Champaign, IL: Human Kinetics, 2017.
GRANDA, Juan y ALEMANY, Inmaculada. Manual de aprendizaje y desarrollo motor: una perspectiva educativa. Barcelona: Paidós Ibérica, 2002.
PELLICER, Irene. NeuroEF. La Revolucion De La Educación Fisica Desde La Neurociencia. Barcelona: Inde, 2015.
SCHMIDT, Richard y LEE, Timothy D. Motor control and learning: a behavioral emphasis. Champaign, IL: Human Kinetics, 2011.
TORRES LUQUE, Gema. Enseñanza y aprendizaje de la Educación Física en Educación Infantil. Madrid: Paraninfo Universidad, 2015.

Recommended bibliography:

ARNAIZ, Pilar. Fundamentación de la práctica psicomotriz en B. Aucouturier. Madrid: Seco Olea, 1988.
ARNAIZ, Pilar, RABADÁN, MARTA y VIVES, Iolanda. La psicomotricidad en la escuela: una práctica preventiva y educativa. Málaga: Aljibe, 2001.
BOLAÑOS, Diego F. Desarrollo motor, movimiento e interacción. Bogotá: Kineses, 2010.
COBOS, Pilar. El desarrollo psicomotor y sus alteraciones. Madrid: Pirámide, 2007.
CRATTY, Bryant J. Desarrollo perceptual y motor en los niños. Barcelona: Paidós, 1990.
DA FONSECA, Vitor. Psicomotricidad. Paradigmas del estudio del cuerpo y de la motricidad humana. Sevilla: Trillas, 2006.
DESROSIERS, Pauline y TOUSIGNANT, Marielle. Psicomotricidad en el aula. Barcelona: INDE, 2005.
JIMÉNEZ, José, ALONSO, Julia y JIMÉNEZ, Isabel. Psicomotricidad. Práctica I. Madrid: Tierra Hoy, 2003.
LE BOULCH, Jean. La educación por el movimiento en la edad escolar. Barcelona: Paidós, 1996.
LLORCA, Miguel y SÁNCHEZ, Josefina. Psicomotricidad y necesidades educativas especiales. Málaga: Aljibe, 2003.
RIGAL, Robert. Educación motriz y educación psicomotriz en preescolar y primaria. Barcelona: INDE, 2006.
SCHINCA, Marta. Manual de Psicomotricidad, ritmo y expresión corporal. Barcelona: Praxis, 2003.

Recommended websites:

Revista Acción Motriz htt://www.accionmotriz.com
Revista de Educación http://www.mecd.gob.es/revista-de-educacion/
Revista de Investigación Educativa http://www.revistas.um.es/rie
Estudios sobre Educación http://www.unav.edu/publicaciones/revistas/index.php/estuidos-sobre-educacion/index