Degree in Physical Activity and Sport Sciences (CAFYD) + Degree in Physiotherapy

Objectives

- To gain an understanding of the basics of football, handball and rugby: structure, rules, basic techniques and their application to the educational setting and grassroots sport.

- To acquire the skills to design sessions focused on both the educational setting and the early stages of sporting participation.

- To enhance motor skills by practising the basic techniques of the sport

Prerequisites

No prerequisites have been set

Learning outcomes

- C.E.54. Understand and master the technical and tactical fundamentals, both individual and collective, in different sports.

- C.E.55. To understand and apply the rules and regulations governing different sports.

- C.E.56. To understand and master, with an acceptable level of autonomy, specific technical elements and their application to the game and competition.

Learning outcomes

The criteria that may be used to assess the competences in terms of learning outcomes will include, amongst others, the following:

- Demonstrate sufficient knowledge of the various content areas covered by answering theoretical questions.

- Carry out practical work applying the concepts covered in class.

-Apply what is covered theoretically in class to real-life situations through practical scenarios.

-Reproducing the technical models developed in class, with an appropriate level of execution.

-Compile a repertoire of exercises and games, knowing how to adapt them to various physical and sporting contexts.

-Design learning situations based on the context and the characteristics of the target group.

Description of the content

FOOTBALL:

THEORETICAL MODULE

Topic 1: A Brief History of Football.

Topic 2: Technique.

Topic 3: Ball control.

Topic 4: Skill and Dexterity.

Topic 5: Dribbling.

Topic 6: Shooting.

Topic 7: Dribbling.

Topic 8: Shooting.

Topic 9: Passing.

Topic 10: Passing and Combined Moves.

Topic 11: Defensive techniques.

Topic 12: The goalkeeper.

Topic 13: Tactics.

Topic 14: Training Methodology.

Topic 15: Laws of the Game.

PRACTICAL SECTION

Practical Session 1. Initial assessment of students’ procedural knowledge.

Practical Session 2. General Methodology: Dribbling, Control, Passing.

Practical Session 3. Heading, Dribbling, Technical Marking.

Practical Session 4. Shooting.

Practical Session 5. Dribbling, feinting and tackling.

Session 6. Control, passing and interception.

Session 7. Identifying technical actions in a real match.

Session 8. Shooting. Defensive and offensive blocking.

Session 9. Comprehensive methodology: dribbling, ball control, passing, feinting and shooting.

Session 10. Passing. Combined Moves and Play Patterns.

Session 11. Defensive technical skills.

Practical Session 12. The Goalkeeper: technique and tactics.

24/4/23, 13:53 Course programme for the Bachelor’s Degree in Physical Activity and Sport Sciences

https://campus.uax.es/central/ 3/8

Practical Session 13. Different teaching methodologies in football. Practical Session 14. Tactical systems. F7 and F11.

Practical Session 15. Practical Assessment I.

HANDBALL – THEORETICAL MODULE

Topic 0: History and development of handball worldwide and in Spain.

Topic 1: Technical elements and their classification.

Topic 2: Individual attacking and defensive techniques.

Topic 3: Individual Offensive Techniques.

Topic 4: Individual Defensive Techniques.

Topic 5: Team Tactics and Playing Systems.

Topic 6: The Goalkeeper.

Topic 7: Rules of the Game. Basic Knowledge.

HANDBALL – PRACTICAL MODULE

Practice Session 1. Initial assessment and fundamental positions.

Practice Session 2. Individual Offensive Technique: basic stances and ways of catching the ball.

Practice 3. Individual Offensive Technique: Passes and Receives.

Practical Session 4. Individual Offensive Technique: dribbling and shooting.

Practical Session 5. Individual Offensive Technique: feints, changes of direction whilst dribbling and running off the ball.

Session 6. Individual Defensive Technique: marking, blocking and winning the ball back.

Session 7. Team Tactics and Playing Systems.

Session 8. The Goalkeeper.

Session 9. Attacking and defensive systems.

Session 10. Practical Assessment.

RUGBY

- Teaching methodology for tag rugby.

- Theory and practice of the basic technical fundamentals of rugby.

- Theory and practice of the basic rules of rugby.

- Theory and practice of the basic tactical aspects of rugby.

- History: the origins, development and current state of rugby.

Training activities

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

1) Lectures on concepts relating to the fundamentals of human motor skills: sport, games, dance, physical expression, etc. (30 hours).

2) Practical sessions in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making (60 hours).

3) Individual and group tutorials (10 hours).

4) Oral, written and practical assessment tests (7 hours).

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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CONTINUOUS ASSESSMENT:

Final knowledge assessments (50 per cent).

- Written examinations covering the full range of teaching activities.

Practical activities (30%).

- Practical assessments carried out within the specific context of each sport.

Portfolio (20%).

- Supplementary assignments involving the collection of information, such as a session log or similar.

ONE-OFF ASSESSMENT (100%)

- This will consist of two distinct parts: a theoretical component worth 60 per cent and a practical component worth 40 per cent. Students must achieve a mark of 5 out of 10 in the practical component to pass the module. This assessment model will only apply on official examination dates, whether during the regular or supplementary examination periods.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Supplementary:

1. SANTIAGO VIEITEZ MENDEZ

BASIC PRINCIPLES OF TECHNIQUE AND TACTICS FROM THE PERSPECTIVE OF A FOOTBALL ANALYST

MURILLO SAIF (MCSPORTS. 2018.

ISBN: 9788494857867

Objectives

The objectives of the degree programme are aligned with the competences/learning outcomes set out in the Resolution of 18 September 2018 of the General Secretariat for Universities, publishing the Agreement of the Council of Universities of 17 September 2018, which sets out recommendations for universities’ proposals for verification reports for the official Bachelor’s degree in Physical Activity and Sport Sciences. In this regard, the following objectives are set out:

• To understand, develop and be able to apply the procedures, strategies, activities, resources, techniques and methods involved in the teaching-learning process efficiently, carrying out all activities across all areas of professional practice in physical activity and sport (formal and informal physical and sporting education; physical and sports training; physical exercise for health; management of physical activity and sport).

• To communicate and interact appropriately and effectively in the fields of physical activity and sport, across diverse contexts of practice, demonstrating teaching skills in a conscious, natural and consistent manner.

• Design and apply the methodological process comprising observation, reflection, analysis, diagnosis, implementation, technical and scientific evaluation and/or dissemination in different contexts and across all sectors of professional practice in physical activity and sport.

• Adapt educational intervention to the individual characteristics and needs of the entire population, with an emphasis on specific groups such as: schoolchildren, older people (the elderly), people with reduced mobility, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), whilst taking gender and diversity into account.

• Be able to guide, design, implement and evaluate physical exercise and physical fitness at an advanced level, based on scientific evidence, across different settings, contexts and types of activities for the entire population, with an emphasis on specific groups such as: older people (senior citizens), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

• To design and implement, with fluency, ease, awareness and consistency, physical exercise and physical conditioning programmes that are appropriate, efficient, systematic, varied and based on scientific evidence, for the development of adaptation processes and the improvement or rehabilitation of specific abilities in each individual in relation to human movement and its optimisation; with the aim of being able to solve unstructured, increasingly complex and unpredictable problems, with an emphasis on special populations.

• To analyse, identify, diagnose, promote, guide and evaluate strategies, actions and activities that encourage adherence to an active lifestyle and the regular, healthy participation in and practice of physical activity, sport and exercise in an appropriate, efficient and safe manner by members of the public, with the aim of improving their overall health, well-being and quality of life, with a focus on specific population groups such as: older people (the elderly), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

• To be able to promote, advise on, design, implement and evaluate, from a technical and scientific perspective, appropriate and varied programmes of physical activity, physical exercise and sport, adapted to the needs, demands and individual and group characteristics of the entire population, with an emphasis on older people (senior citizens), women and diversity, schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor).

• Be able to fluently develop procedures and protocols to solve unstructured, unpredictable and increasingly complex problems, coordinating and demonstrating a command of the elements, methods, procedures, activities, resources, techniques and processes relating to physical fitness and physical exercise in an appropriate, efficient, systematic, diverse and methodologically integrated manner for the entire population, with an emphasis on specific groups such as: older people (the elderly), schoolchildren, people with disabilities and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking into account gender and diversity, and across any sector of professional practice within physical activity and sport.

• To identify, organise, direct, plan, coordinate, implement and carry out technical and scientific evaluation of the various types of physical and sporting activities adapted to the development, characteristics and needs of individuals and the nature of the activity, venue and organisation, across all types of physical activity and sport services, including sporting events, and in any type of organisation, population, context, setting and population, with an emphasis on special populations such as: older people (the elderly), schoolchildren, people with disabilities and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor) and in any sector of professional practice within physical activity and sport (formal and informal physical education and sport; physical and sports training; physical exercise for health; management of physical activity and sport), ensuring safety, efficiency and professionalism in the work carried out in compliance with current regulations.

• To articulate and present, with rigour and a scientific approach, the justifications upon which to consistently and professionally develop, support, substantiate and justify all actions, decisions, processes, procedures, interventions, activities, tasks, conclusions, reports and professional performance.

• Understand and be able to apply ethical and deontological principles, as well as those of social justice, in professional practice and engagement; demonstrate a commitment to scientific and professional rigour; and maintain a consistent attitude of service to the public in the exercise of their professional practice, with a view to achieving improvement, excellence, quality and efficiency.

• Understand, develop and be able to apply the ethical and professional conduct requirements, structural and organisational factors, professional performance standards and regulations governing the professional practice of graduates in Physical Activity and Sport Sciences, in any professional sector of physical activity and sport (formal and informal physical and sports education; physical and sports training; physical exercise for health; management of physical activity and sport); as well as being able to carry out multidisciplinary work.

• To understand, explain and communicate the roles, responsibilities and importance of a competent graduate in Physical Activity and Sport Sciences, as well as to analyse, understand, identify and reflect critically and independently on their professional identity, training and performance in order to achieve the aims and benefits inherent in physical activity and sport in an appropriate, safe, healthy and efficient manner across all physical and sporting services offered and provided, and within any professional sector of physical activity and sport.

Training activities:

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

1) Lectures on concepts relating to the fundamentals of human motor skills: sports, games, dance, physical expression, etc.

2) Practical sessions in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making

3) Seminars, workshops, etc.

4) Individual and group tutorials

5) Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature reviews, report writing and practical work, both individually and in groups, etc.

6) Oral, written and practical assessments.

Course content

- ATHLETICS

U.D.1. The sport of athletics.

• Historical development.

• Fundamental concepts and rules.

Unit 2. Running events: sprinting, hurdling, middle-distance and long-distance running.

• Description and technical analysis.

• Rules.

• Relays.

• Teaching and methodology.

U.D.3. Jumps. Long jump, triple jump, high jump and pole vault.

• Description and technical analysis.

• Rules.

• Teaching and methodology.

Unit 4. Throwing events. Shot put, discus throw, javelin throw and hammer throw.

• Description and technical analysis.

• Rules.

• Teaching and methodology.

Unit 5. Race walking and combined events.

• Description and technical analysis.

• Rules.

• Teaching and methodology.

GYMNASTICS – GYMNASTIC SKILLS.

Topic 0: Conceptual and historical introduction to gymnastics.

0.1 Description and classification.

0.2 History of gymnastics.

0.3 General rules and regulations.

Topic 1: Women’s Artistic Gymnastics (WAG).

1.1 Floor exercise.

Non-aerial acrobatic elements: Forward somersault, Backward somersault,

Handstand, Five-count, Side roll.

Technical analysis of the elements.

Methodological progressions and corrections.

1.2 Vault.

Technical analysis of the elements: Inward straddle, Outward straddle,

Straight-leg jump.

Methodological progressions and corrections.

1.3 Asymmetrical parallel bars.

Technical analysis of the elements: Twist, Take-off, Back flip,

Forward swing, Swings, Sideways pass.

Methodological progressions and corrections.

1.4 Balance beam.

Technical analysis of the elements: Movements, Jumps,

Non-flying acrobatics, Spins, Exits.

Methodological progressions and corrections.

Topic 2: Men’s Artistic Gymnastics (MAG)

2.1 Rings.

Technical analysis of the elements.

Methodological progressions and corrections.

2.2 Parallel bars.

Technical analysis of the elements.

Methodological progressions and corrections.

Topic 3: Aids in gymnastics.

3.1 The assistant and the student gymnast.

Topic 4: Physical preparation and conditioning in gymnastics.

4.1 Key principles. Basic physical training.

Topic 5: Gymnastic skills applied to the educational setting.

5.1 Technical equipment and safety. Gyms, apparatus,

and procedures for assistance and protection.

5.2 Characteristics and structure of training sessions.

Topic 6: Other gymnastics disciplines.

6.1 Acrosport. Routines and choreography.

SWIMMING.

Block 1. Fundamentals of swimming

Topic 1: History of swimming

Topic 2: Biomechanical principles of swimming

Block 2. Teaching swimming

Topic 3: Stages of learning aquatic skills

a. Familiarisation with the aquatic environment

b. Breathing

c. Floating

d. Basic propulsion

e. Basic skills and abilities for adapting to and mastering the aquatic environment

Topic 4: Different approaches to aquatic activities

Topic 5: Teaching styles in the aquatic environment

Block 3. Technical fundamentals of swimming

Topic 6: Starts and turns

Topic 7: Technique for the front crawl and backstroke

Topic 8: Breaststroke and butterfly techniques

Topic 9: Technical assessment of swimming strokes

Block 4: Other Olympic disciplines

Topic 10: Other Olympic disciplines

a. Water polo

b. Synchronised swimming

c. Diving

d. Open-water swimming

Training activities

The training activities to be carried out to ensure that students acquire the intended competences during this module and are able to achieve the expected outcomes of the work undertaken will be:

- Lectures on concepts relating to the fundamentals of human motor function: biological, mechanical, behavioural, social and scientific (30 hours).

- Individual and group tutorials (14 hours).

- Practical sessions in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making (90 hours).

- Oral, written and practical assessment tests (7 hours).

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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The final mark will be calculated as the average of the marks for each sport. In order to calculate this average, students must pass all sports with a minimum pass mark.

For each sport, the general assessment criteria will be as follows:

• CONTINUOUS ASSESSMENT:

To be eligible for this type of assessment, attendance at practical classes must be at least 70 per cent, on the understanding that attendance is compulsory and essential for the best possible learning of the course content.

o Final knowledge tests (50%)

o Practical activities (30%)

o Portfolio (20%)

If a student fails any of the modules in the ordinary assessment period, they will sit the supplementary assessment for the failed modules

• NON-CONTINUOUS ASSESSMENT:

All students who do not meet the attendance requirement or who opt for this type of assessment will sit a final examination in both the ordinary and supplementary examination periods, if necessary, with the following weightings:

o Theoretical component: 60%

o Practical component: 40%

It will be essential to achieve at least 5 out of 10 in the practical component in order to calculate the average with the theoretical component.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Core:

1. Cancela, J.M.; Pariente, S.; Camiña, F.; Lorenzo, R.

A Treatise on Swimming: From Beginners to Advanced.

Paidotribo. 2010.

ISBN: 9788480199544

2. Elisa Estape

GYMNASTIC AND ACROBATIC SKILLS IN EDUCATION: THE JOY OF LEARNING

INDE. 1999.

ISBN: 9788487330841

3. Javier Brazo-Sayavera

Teaching manual for university athletics instruction

University of the Republic. 2022.

ISBN: 978-99-740-19

4. Maglischo, E.

Swimming: Technique, Training and Competition

Paidotribo. 2009.

ISBN: 9788480190459

5. Navarro, F.; Díaz Ureña, G.; González Vegas, M.J.

How to Swim Well

editec@rec. 2012.

ISBN: 9788493918064

6. Rius Sant, Joan

Methodology and Techniques in Athletics

Barcelona: Paidotribo, 2009. 2009.

ISBN: 9788480198295

Objectives

To build a foundation of knowledge and skills based on the optimal use of IT resources and tools designed for academic, educational and professional purposes.

• To foster information and knowledge management skills.

• To provide a useful foundation for management and learning based on independent research using IT tools.

• Ability to apply general knowledge of office automation and new information technologies in current practice and in future professional contexts.

Prerequisites

No prerequisites have been established.

Competencies

The main competences related to the subjects in this module that students will acquire upon completion are as follows:

C.E.29. To understand and apply techniques for editing, layout, sharing and distribution of digital content, as well as the use of this content in a range of professional settings.

C.E.30. To manage a professional digital information processing environment that covers the most commonly required processing tasks in day-to-day use.

C.E.31. Create presentations that enable the defence of ideas and projects.

C.E.32. Create digital content that integrates various types of media.

Learning outcomes

The elements that may be used to assess competences in terms of learning outcomes will include, amongst others, the following:

- Demonstrate sufficient knowledge of the various content modules covered by answering theoretical questions. Carry out practical assignments applying the concepts developed in class.

- Apply what is covered in class at a theoretical level to real-life situations through practical scenarios.

- Independently explore any topic through research and personal study.

- Making appropriate use of ICT.

- Produce reports with a professional layout that integrate content from different media.

- Reports analysing information and data that enable the defence of an idea or project.

Course content

Information systems, data analysis and retrieval, etc. Document management. Document layout using software and the creation of templates and styles. Introduction to, handling, organisation and filtering of data. Types of charts, options and features of data charts. Creation and configuration of a complete presentation. Integration and manipulation of digital images.

Training activities

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

• Individual and group tutorials (5 hours).

• Seminars, workshops, etc. (60 hours).

• Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature searches, report writing and practical work, both individually and in groups, etc. (78 hours).

• Oral, written and practical assessments (5 hours).

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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Continuous assessment

The following actions or activities will be carried out to assess students on a continuous basis:

• Final knowledge assessments (60%)

• Practical activities (20%)

• Portfolio (20%)

Bearing in mind that attendance of over 70% is required and that the course syllabus is divided into 3–4 blocks or modules with the following percentage breakdown: Artificial Intelligence (30 per cent), Data Analysis and Spreadsheets using Excel (40 per cent), Word Processing using Word (30 per cent).

Regular examination

The final exam for the ordinary examination session will consist of a theoretical and practical test with the following breakdown: 60 per cent theoretical and 40 per cent practical; it is essential to achieve at least 5 out of 10 in the practical section.

Supplementary Examination

In the supplementary examination session, students must be examined on the entire syllabus of the module.

The final exam for the supplementary sitting will consist of a theoretical and practical test with the following weighting: 60% theoretical and 40% practical; it is essential to achieve at least 5 out of 10 in the practical part.

Timetable

Click on this link to view the detailed timetable in Excel

Aims

The aim of this module is to study the fundamentals, characteristics and potential of

human movement, to develop an awareness of one’s own abilities, and to learn the

ways to improve and refine them through structured physical exercise or

gymnastic exercise.

The general objectives of the module are set out below.

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To understand the characteristics of structured physical exercise, the criteria for its classification,

specific terminology and graphical representation.

To analyse, understand and compare the various historical milestones that have driven the need

for the systematisation of physical exercise.

To study the mechanical aspects of body movement, analysing it from the perspectives of

the joints and muscles.

Understand how exercise is applied to develop psychophysical qualities.

To develop ingenuity and imagination so that students, using any type of equipment, are

able to devise exercises, whilst also understanding the effects they produce.

Description of the course content

The module consists of two distinct yet complementary parts:

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The first section covers the study of physical exercise and its characteristics, criteria for its

classification, specific terminology and its graphical representation.

The second section focuses on understanding the mechanical aspects of movement by analysing it from the

perspectives of the joints and muscles.

The third module explains the fundamentals of physical exercise in relation to physical fitness so that the

student can identify exercises to develop the four basic physical abilities, recognising

the effects of proper training during a session, including carrying out the correct

warm-up and cool-down.

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To summarise, we will outline the content covered throughout the course:

BLOCK I: SYSTEMATICS OF PHYSICAL EXERCISE - - - -

TOPIC 1: DRAWING EXERCISES. Definitions and approaches to drawing. Starting

. Planes and axes. Terms of orientation. Joint movements. Drawing the human figure.

TOPIC 2: DESCRIPTION AND REPRESENTATION OF MOVEMENT IN CONTENT BLOCKS.

Structure of the warm-up in the session. Analysis of the content. Exercise terminology.

Concise notes by objective. Practical workshop on stretching exercises focused on the transcription of the

exercise.

TOPIC 3: INTRODUCTION TO THE SYSTEMATICS OF EXERCISE. Clarification of concepts.

. Gymnastic exercise. Concept and characteristics. Structural aspects of physical exercise.

Intent, location and intensity. Classification of gymnastic exercise.

TOPIC 4: HISTORICAL EVOLUTION OF PHYSICAL ACTIVITY, PHYSICAL EXERCISE AND GYMNASTICS.

Physical exercise in Prehistory, pre-Hellenic civilisations, the Middle Ages and the Renaissance. The era

modern gymnastics.

BLOCK 2: MECHANICAL ANALYSIS OF EXERCISE - -

TOPIC 5: MECHANICAL ANALYSIS OF EXERCISE. Joint complexes of the shoulder, elbow, spine,

hip, knee and ankle.

TOPIC 6: ANALYSIS OF POSITIONS AND MOVEMENTS. Joint and muscular perspectives. Types of

contraction, phases of movement, motor muscles. Analysis of basic exercises for

muscle toning.

BLOCK 3: FUNCTIONAL ANALYSIS OF EXERCISE. - -

Topic 7: Functional and Structural Analysis of the Warm-up and Cool-down.

Topic 8: Physical Qualities. Effects on the body. Strength, Endurance, Speed, Flexibility.

Coordination, balance and agility.

SUMMARY FOR TRANSLATION: The ‘Exercise Systematics’ module of the Bachelor’s Degree in Physical Activity

and Sport at Alfonso X el Sabio University aims to study the foundations, characteristics

and possibilities of human movement, to develop an awareness of one’s own abilities and

to understand the means for improving and refining them through systematic physical exercise or

gymnastic exercise

Assessment system and criteria

The assessment process will be carried out taking into account the various learning outcomes. To this end,

the following assessment activities, which will enable us to determine the extent to which each of the

skills listed.

Given the nature of the subject, which is eminently practical, and the way it is taught

, continuous assessment is the most recommended method for evaluating the learning process

experienced by each student. Physical activities will be set on a daily basis, designed

educational in nature and requiring the student’s active participation.

ASSESSMENT CRITERIA FOR STUDENTS UNDERGOING CONTINUOUS ASSESSMENT:

▪ Assessments that follow the learning process and capture the skills

the student acquires.

▪ Assessment of reports on various practical case studies set for resolution by applying the

knowledge acquired in the various subjects.

▪ Submission of practical assignments and reports on their progress, as well as the student’s performance in

the laboratory whilst carrying out the practicals.

▪ Practical examinations covering the full range of practical training activities

carried out.

▪ Written examinations covering the full range of learning activities carried out in the classroom.

For students on the Continuous Assessment scheme, the weighting of tasks according to the above percentages

is as follows:

▪ 40% FINAL KNOWLEDGE ASSESSMENTS: theoretical knowledge tests (C.O). Multiple-choice exam

(30–40 questions) covering theoretical and practical content. There is no cut-off exam; it takes place on the

official ordinary examination session. Pass mark: 4 marks.

▪ 30% PRACTICAL ACTIVITIES:

o 20% of the mark: practical test and assessment sheet. Exam taken prior to the ordinary examination period. If a

fail, that part can be resat in the ordinary or extraordinary examination session. It is even possible to sit

to improve your mark. (5 per cent is for the worksheet (SEQUENCE OF 5 ‘EIGHTS’). It must be handed in before the exam; failure to do so

means the practical must be completed on the day of the ordinary examination session).

o 10% group stretching routine (5% group stretching routine and 5% individual stretching worksheet

)

▪ 30% PORTFOLIO: Live performance marks. Submission of exercises set during practical sessions,

, transcription exercises, analyses, Kahoot quizzes completed in theory classes…

▪ Attendance at 70 per cent of theoretical and practical classes.

Students who have achieved a pass in continuous assessment but have not passed the theory exam may

sit only that exam in the supplementary sitting; the marks relating to the

practical component will continue to be recorded as part of their continuous assessment until the supplementary sitting

of the same academic year.

The lecturer reserves the right to deal with individual cases when calculating averages, with theoretical marks

above 4.5 for students who demonstrate very good continuous assessment results.

ASSESSMENT CRITERIA FOR STUDENTS WHO DO NOT OPT FOR CONTINUOUS ASSESSMENT:

Students who choose to opt out of continuous assessment (those who do not attend classes on a

, have more than three absences and lose their daily marks), in the ordinary January examination session and/or the

extraordinary examination session in July, the mark will be determined by the final theoretical and practical examination

for that examination period.

100 per cent of the final mark is based on a theoretical and practical examination, with the following breakdown:

It will be essential to achieve at least 5 out of 10 in the practical part in order to average this with the

theory section.

• Theoretical part: 60% theoretical test

• Practical part: 40%, comprising: - -

30% mark: Figure-of-eight sequence (4 figure-of-eights recorded on video, identical to the continuous assessment sequence

+ 1 individual figure-eight that does not repeat movements from the previous ones and contains different

arm and leg patterns throughout the exercise). The student must take the exam in

appropriate attire: comfortable sportswear that allows the movements to be clearly seen, not everyday

street clothes.

10% mark: Transcription of the five ‘eights’ onto a form.

The publication and review of marks will be announced on the day of the exam and published under ‘notices’ on the

course portal. To avoid any issues regarding potential appeals against practical marks, the

exams will be video-recorded; if any student does not wish to be recorded, they must indicate this before the exam

and, in the event of a marks appeal, they will have to accept the lecturer’s subjective assessment.

In the event of injury, a medical certificate must be submitted to justify non-participation in the

practical part of the session. An injured student is not exempt from attending classes, except in exceptional cases where

express medical advice.

Addendum

▪ Students will not be permitted to enter the class once the start time has passed.

▪ Proof of absence does not excuse the absence itself. It will be taken into account for assessment purposes.

▪ It is important to wear suitable clothing for practical classes: preferably close-fitting clothing and/or

and a short-sleeved T-shirt.

Objectives

Learning outcomes (RK1)

1. Identify and describe the elements that constitute human morphology.

2. Describe the general principles and theories of biology, physics and chemistry applicable to human biology

3. Identify and describe the general theoretical foundations of human morphology and their relevance to other undergraduate subjects

4. Distinguish between the various constituents of the human body, from the most basic (biochemical) level to the most complex (organic) level, and their role in disease.

5. Apply scientific research and evidence-based practice as part of professional culture

6. Be able to keep up to date with the fundamentals of the knowledge, skills and attitudes required for professional competences

7. To use the methods and protocols of human morphology critically and ensure that these keep pace with developments in scientific knowledge.

Skills or competences (RS7)

Identify anatomical structures as a knowledge base for establishing dynamic relationships with functional organisation

Description of the content

1. Basic anatomical terminology

2. Levels of organisation of the human body

3. Cellular level

4. Tissue level

5. Embryology

6. The nervous system

7. Sensory perception and the sense organs

8. Cranial nerves

9. Endocrine system

10. Cardiovascular system

11. Respiratory system

12. Digestive system

13. Urinary system

14. Reproductive system

Assessment system and criteria

SE1. Practical activities (20%): TRA (10%), continuous assessment of LAB (10%).

SE2. Final knowledge assessments (70%): SES (40%), final LAB exam (30%).

SE4. Portfolio (10%).

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Basic:

1. NETTER, FH.

Atlas of Human Anatomy

Elsevier Masson. 2023.

ISBN: 9788445820650

2. Patton K,

Anatomy and Physiology

11th ed. Elsevier. 2023.

ISBN: 9788413825427

Supplementary:

3.- Junqueira, L. C.

Basic Histology: [textbook and atlas]

12th ed. Panamericana. 2022.

ISBN: 9786079356675

4.- Prometheus

Textbook and Atlas of Anatomy

Panamericana. 2022.

ISBN: 978-84-9835-2

5. Rouviere

Human Anatomy

Masson. 2005.

ISBN: 8445813153

Others:

6. Langman

Medical Embryology

Panamericana. 2019.

ISBN: 978-950-06-00

7. Tortora Derrickson

Principles of Anatomy and Physiology

Editorial Medica Panamericana. 2021.

ISBN: 9788411060264

Objectives

The objectives of the degree programme are aligned with the competences/learning outcomes set out in the Resolution of 18 September 2018 of the General Secretariat for Universities, publishing the Agreement of the Council of Universities of 17 September 2018, which sets out recommendations for universities’ proposals for verification reports for the official Bachelor’s degree in Physical Activity and Sport Sciences. In this regard, the following objectives are set out:

• To adapt educational provision to the individual characteristics and needs of the entire population, with an emphasis on specific groups such as: schoolchildren, older people (the elderly), people with reduced mobility, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), whilst taking gender and diversity into account.

• To be able to guide, design, implement and evaluate physical exercise and physical fitness at an advanced level, based on scientific evidence, across different settings, contexts and types of activities for the entire population, with an emphasis on specific groups such as: older people (senior citizens), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

• To design and implement, with fluency, ease, awareness and consistency, appropriate, efficient, systematic and varied physical exercise and fitness programmes, based on scientific evidence, for the development of adaptation processes and the improvement or rehabilitation of specific abilities in each individual in relation to human movement and its optimisation; with the aim of being able to solve unstructured, increasingly complex and unpredictable problems, with an emphasis on special populations.

• To analyse, identify, diagnose, promote, guide and evaluate strategies, interventions and activities that encourage adherence to an active lifestyle and the regular, healthy participation in and practice of physical activity, sport and exercise in an appropriate, efficient and safe manner by members of the public, with the aim of improving their overall health, well-being and quality of life, with a focus on specific population groups such as: older people (the elderly), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

• To be able to promote, advise on, design, implement and evaluate, from a technical and scientific perspective, appropriate and varied programmes of physical activity, physical exercise and sport, adapted to the needs, requirements and individual and group characteristics of the entire population, with an emphasis on older people (senior citizens), women and diversity, schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor).

Description of the course content

The content to be covered focuses on understanding and learning the basic aspects of this sport and aims to address the various facets of judo. The topics to be covered are:

Topic 1: History of judo

1.1 Origins

1.2 Development

1.3 Evolution

1.4 The present day

Topic 2: Fundamentals and skills of judo.

2.1 Fundamentals of standing judo

2.2 Fundamentals of ground judo

Topic 3: Judo techniques

3.1 Standing judo techniques

3.2 Ground judo techniques

Topic 4: Rules and refereeing.

4.1 Scoring

4.2 Shidos and penalties

4.3 Scoreboard

Topic 5: Katas

5.1 History of Katas

5.2 Kodokan Katas

5.3 Nage no kata

Assessment system and criteria

Continuous Assessment

To be eligible for this assessment, you must have attended 70 per cent of all classes. This assessment will be divided into three sections.

• Final knowledge tests (50 per cent):

- Theoretical examination

• Practical activities (30 per cent):

-Practical assessment

• Portfolio (20 per cent):

-Technical glossary

In order to calculate the average mark and obtain a final grade, it is essential to achieve a mark of 5 out of 10 in the final assessments. The module will be deemed passed when the total of all marks, taking into account the above considerations, is 5 or higher.

If a student fails one of the examinations but has passed all other components, they must sit the Ordinary Examination Session for the examination they have failed.

If a student fails two of the components, they will automatically sit the Ordinary Examination Session for the entire course.

Should the average mark be a fail, the student must sit the Ordinary Examination for the entire module, without having to retake the Technical Glossary.

Non-continuous (final) assessment

This assessment will be marked on the basis of a theoretical and practical examination, with the following percentage breakdown by section.

• Theoretical section (60%)

• Practical part (40%)

It is essential to achieve a mark of 5 out of 10 in the practical section in order for this to be averaged with the theoretical section. The module will be deemed passed when the sum of all marks, taking into account the above considerations, is 5 or higher.

Addendum

The public health crisis caused by the COVID-19 pandemic has led to the adoption of exceptional safety measures which, whilst aimed at preventing the spread of the virus, have inevitably affected the way in which teachers and students interact in the context of face-to-face teaching. This has had an impact on the standard teaching timetable which, whilst these measures remain in force, may be subject to change, particularly affecting teaching and assessment methods.

In accordance with the provisions approved by the competent authority and in line with the agreements adopted by the governing bodies of the University and its faculties, the following sets out the extent to which teaching activities and the assessment systems and criteria for the module may be affected whilst the exceptional safety measures referred to in the previous paragraph remain in force.

Teaching activities

All teaching hours for face-to-face teaching activities will be delivered in full; however, the number of hours delivered physically in the classroom will be reduced by 40 per cent. These hours will be delivered synchronously via the virtual classroom. Classes delivered virtually will be recorded. These recordings will remain available on the course’s virtual campus to enrolled students throughout the academic year, so that they can be viewed an unlimited number of times.

Should the exceptional circumstances give rise to measures restricting individual movement, the proportion of teaching hours delivered virtually will be increased. If this becomes necessary, provision has been made for 100 per cent of the weekly teaching hours to be delivered virtually.

Assessment systems and criteria

With regard to individual or group assignments for which a public oral presentation has been scheduled, such presentations will take place via the University’s virtual learning platform.

Exams will be held in person in the physical classrooms designated for this purpose during the period set out in the University’s academic calendar. Only in the event that the authorities adopt mandatory measures restricting individual movement will exams be conducted remotely.

The changes and provisions set out in this section are provisional and may be subject to change as determined by the academic authorities or where circumstances so require.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Essential:

1. Carratalá and Carratalá

Physical Education and Extracurricular Sports in Schools: JUDO.

Ministry of Education. 2001.

ISBN: 2910008051875

2. Casterlanas and Molina

Judo in School Physical Education

Editorial Hispano Europea. 2002.

ISBN: 978-84-255-14

3. Taira

The Essence of Judo

Satori Publications. 2014.

ISBN: 9788494239052

4. Villamón, M

An Introduction to Judo

Editorial Hispano Europea. 2013.

ISBN: 9788425512964

Objectives

• To learn about the history of physical expression and dance

• To master the key aspects of the various dimensions, and to learn the teaching methodology and styles specific to body expression and dance.

• To be able to create a story, incorporating elements of dance.

Course content

• Unit 1. Body Expression as a subject within CAFYD.

• Unit 2. Dance: history, concept, key figures and classification.

• Unit 3. The expressive dimension.

• Unit 4. The communicative dimension.

• Unit 5. The creative dimension.

• Unit 6. Methodology and teaching styles in Body Expression and dance.

Training activities

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

- Lectures on concepts relating to the fundamentals of human motor skills: biological, mechanical, behavioural, social and scientific (15 hours).

- Individual and group tutorials (5 hours).

- Practical classes in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making (30 hours).

- Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature reviews, report writing and practical work carried out both individually and in groups, etc. (53 hours).

- Oral, written and practical assessments (5 hours).

Assessment system and criteria

Continuous assessment

The necessary requirements are set out below:

• A minimum attendance rate of 70 per cent of all practical and theoretical sessions is compulsory.

• A justified absence does not count as attendance.

• Students must achieve a mark of at least 5 in each part of the module.

• Students may not enter the classroom more than 15 minutes after the start of the session. Doing so will be treated as a marked absence.

Below is a summary table showing the assessment activities corresponding to each specific learning outcome, the assessment methods to be used, and the percentage of the overall mark allocated to each activity:

• Final knowledge assessments (50 per cent).

• Practical activities (30%).

• Portfolio (20%).

Non-continuous assessment

The alternative to continuous assessment is the final assessment. Students must achieve a mark of at least 5 in each part of the module.

The following table summarises the assessment components:

• Final knowledge assessments (60%).

• Practical activities (40%).

Objectives

The aim of this module is to equip students of Physical Activity and Sport Sciences with the knowledge and skills required to programme, analyse, design, plan, deliver and evaluate outdoor activities from a professional perspective.

Graduates in Physical Activity and Sport Sciences must be able to tackle professional challenges in a comprehensive manner within the sporting and recreational sectors, contributing to their working environment the tools, resources and knowledge necessary to develop physical education and sports programmes, as well as specific programmes for physical and technical training in various sporting disciplines; and, in the case of mountain and outdoor activities, to act as a guide for individuals and groups on mountain trails and in mountain environments.

The general objectives set for this course are as follows:

- To analyse the opportunities offered by the natural environment for physical and sporting activities and for professional development.

- To foster cooperation amongst students and to value the educational and social aspects involved in these activities.

- To understand and design outdoor activities that have a low environmental impact, thereby contributing to the conservation and improvement of the environment.

- To respect the environment and value it as a resource-rich setting for sporting and recreational activities.

As for the specific objectives of the module, we highlight the following:

1. To plan and evaluate sports education activities in natural and mountain environments.

2. To train and oversee the physical preparation of athletes at basic, intermediate and advanced levels in mountain sports disciplines in which the student has specific technical training and specialisation.

3. To manage and coordinate leisure and sports tourism programmes, provided they take place in contact with nature or in the natural environment.

4. To act as a guide for individuals and groups along trails and through natural areas, where the level of risk is low and controlled.

Prerequisites

We are all aware of the changes taking place in our society, with new fields of activity being explored. This is primarily due to our new outlook on life, one that continues to take root as time goes on.

Alfonso X el Sabio University has successfully embraced this evolution and incorporated it into its Physical Activity and Sport Sciences curriculum. We are, of course, referring to the concepts of sport, recreation and health.

Physical and Sporting Activity in the Natural Environment (AFDMN) provides the perfect framework for ensuring a more comprehensive education for our students; it is a fundamental resource in teaching processes and, increasingly, a growing career option.

The day-to-day running of this module is no different from the standard procedures for other modules within the curriculum of the Faculty of Physical Activity and Sport Sciences, therefore the requirements for undertaking and completing the course content are the same as those required for the rest of the degree programme.

Activities in the Natural Environment also require a degree of adaptability to changing circumstances (weather, transport, etc.) and situations that may be unfamiliar to some students, such as spending the night outdoors, travelling through woodland and scrubland, along footpaths and in mountainous areas&#59; as well as the use of technical equipment that is often new to them and which will be essential for the smooth running of the course and for making the most of the teaching content.

As with any physical activity, it is advisable to maintain a level of physical fitness appropriate to the characteristics described, enabling students to undertake the practical component in the great outdoors without any difficulty.

Given the specific nature of the basic technical equipment used in the Activities and Sports related to the Natural Environment and in this course, Alfonso X University provides a large part of the necessary shared equipment, as well as all the support staff required for these practical sessions. Similarly, each student will provide the individual technical and specific equipment necessary to ensure complete safety during their training (clothing, footwear, rucksack, torch, overnight kit, etc.).

Competencies

1) C.E.48. To understand and analyse the different forms of motor activity, as well as their application to the physical and sporting context.

2) C.E.49. To gain as wide a range of motor experiences as possible, relating to motor skills and patterns.

3) C.E.50. Understand the fundamentals of physical fitness, physical abilities and their development, with a focus on both the health sector and the school setting.

4) C.E.51. To understand and apply the theoretical and practical foundations of aerobics as a music-based fitness activity, with a view to its potential use as a tool and teaching method in the fields of education or health.

5) C.E.52. To understand the theoretical foundations of play, its application in educational and recreational settings, as well as its potential use as a resource for the development of physical fitness in general.

6) C.E.53. To experience, understand and develop bodily expression, using the body as a means of expression and communication with others.

Learning outcomes

The elements that can be used to assess competences in

in terms of learning outcomes will include, amongst others, the following:

- Demonstrating sufficient knowledge of the various content blocks

content covered by answering theoretical questions.

- Carrying out assignments that apply the concepts covered in class.

Applying, through practical scenarios, to real-life situations what is

is covered in class at a theoretical level.

- Reproduce the technical models developed in class, with a

execution.

- Design learning situations based on the context and the

characteristics of the target group.

In this module, particular emphasis will be placed on the process of continuous assessment, in which we expect the student to take the lead, and for their work, attitude and participation to be the investment that yields the expected and satisfactory results.

The extensive practical content and the high number of hours devoted to hands-on experience and the experiential development of the subject matter will require a commitment from both students and teaching staff, which must result in the achievement of the set objectives in an active and meaningful way, in a manner that is enduring and useful for the subsequent professional development of our students.

The assessment of these processes is described in percentage and numerical terms in the previous sections; however, the educational value of the teaching-learning process will be reflected in each of the steps or procedures we undertake within each content block or teaching unit.

Description of the content

The content is organised into nine topics that follow a plan and a temporal and spatial sequence which we shall endeavour to adhere to at all times. It may be necessary to make some adjustments to accommodate the dates of practical placements scheduled outside the University. Such dates or changes will always be notified well in advance.

Topic 1. – New spaces and sporting activities. Hiking

Topic 2. – Mountain orienteering and the sport of orienteering

Topic 3. – Risk management in mountain activities

Topic 4. – Climbing and abseiling. Essential equipment

Topic 5. – Designing Activities in the Natural Environment

Topic 6. – Landscape interpretation

Topic 7. – Games and Challenge and Adventure Activities

Topic 8. – Clothing, footwear and equipment

Topic 9. – First Aid in the Mountains

The content will be adapted to suit the group’s needs and the progression of the teaching and learning process.

Training activities

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

1) Lectures on concepts relating to the fundamentals of human motor skills: sports, games, dance, physical expression, etc. (15 hours).

2) Practical sessions in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making (30 hours).

3) Individual and group tutorials (5 hours).

4) Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature reviews, report writing and practical work carried out both individually and in groups, etc. (53 hours).

5) Oral, written and practical assessments (5 hours).

Details of the training activities:

The teaching activities and pedagogical methods will be varied, aiming to adapt as closely as possible to the characteristics of the students and the group; they will foster the ability to learn independently and to work as a team, whilst promoting creativity and dynamism.

We will encourage an active methodology that involves all students, reinforcing meaningful learning. Working groups will be established to improve organisation and to differentiate the role of each student. Personalised attention and group cohesion should foster a positive atmosphere in the classroom and throughout the programme.

To make it easier to follow classroom presentations, where possible, theoretical content will be covered using an outline from a bibliographic source accessible to all and provided in the supporting documentation; however, it is recommended that students prepare and study their own notes.

Should any student be unable to undertake a practical component of the module due to any issue, they are expected to contact the lecturer as soon as possible and provide a valid reason.

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities requiring the student’s physical presence will result in the loss of the right to continuous assessment in the standard examination session. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

Assessment is regarded as a tool for monitoring the educational process, affecting students, lecturers and the teaching-learning process alike.

Students may opt for the Continuous Assessment system, which is structured in three blocks, in line with the general organisation of the degree programme, allowing the module to be studied progressively. This approach combines theoretical study with the monitoring of practical work and independent study. The final mark will be allocated according to the following percentages:

1. Final knowledge assessments (50%)

A written examination will be held at the end of the teaching period to assess the theoretical foundations required for the analysis and development of physical activities in the natural environment. A minimum mark of 5 out of 10 must be obtained in order for this to be included in the overall average with the other sections.

• Final theory exam on the core content of the module.

2. Practical activities (30%)

This section covers the practical evidence of students’ learning.

Active participation in face-to-face practical sessions in a natural environment (Sierra de Guadarrama), with continuous assessment through individual and group practical exercises related to the content covered. On the final day of activities, a practical test will be held in which students must demonstrate mastery of techniques such as navigation (map, compass, GPS), climbing, rope progression, first aid, group guiding, knots and appropriate clothing.

Attendance at the face-to-face practical sessions is compulsory. Only absences justified on duly documented medical grounds will be accepted. In such cases, the lecturer may require students to complete a substitute assignment.

3. Portfolio (20%)

The portfolio will showcase the student’s independent work and their use of ICT in relation to the module. Creativity, originality and the ability to apply the course content in a digital format will be assessed.

• Group production of an audiovisual project (video or other digital format) related to physical activities in the natural environment.

• The project must include a technical specification listing the authors, content, tools used, music, design and bibliography.

• The deadline for submission is before the final exam.

Attendance requirement: Failure to attend more than 30 per cent of the teaching activities requiring physical presence will result in the loss of the right to continuous assessment. In this case, the student must opt for non-continuous assessment.

Non-continuous (final) assessment

Students who do not undertake continuous assessment must sit a final theoretical and practical examination, which will account for 100 per cent of the mark. This examination will take place during the official examination period set by the University.

• Theoretical section (60 per cent): Written assessment of the course’s theoretical content.

• Practical component (40 per cent): Demonstration of the practical skills acquired.

It is essential to achieve at least 5 out of 10 in the practical component in order for it to be averaged with the theoretical component.

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

The objectives of the Physiology module are as follows:

To understand the general elements that constitute human physiological functions, at both the cellular and systemic levels.

To analyse the factors that influence human physiological responses and adaptations throughout the lifespan.

To understand the general principles and theories of biology, physics and chemistry as they apply to the functioning of the human body.

To establish the general theoretical foundations of physiological processes and their relevance to other subjects within the degree programme.

These objectives are fundamental to laying the foundations for future learning in subjects related to exercise physiology, sports training, sports nutrition and the assessment of physical and sporting performance.

Teaching activities

The module will be delivered through the following learning activities, which are designed to enable students to acquire the necessary skills and achieve the expected learning outcomes:

- Lectures (45 hours):

Lectures (face-to-face or online) will be delivered to address concepts related to the fundamentals of human motor function: biological, mechanical and scientific.

These lectures will cover the physiological responses and adaptations the body undergoes in response to acute physical exercise and chronic training.

Cardiovascular, respiratory, haematological, endocrine and neuromuscular responses and adaptations will be studied.

The body’s specific responses and adaptations to exercise will also be analysed in relation to gender, degree of biological maturity, environmental conditions and the presence or absence of medical conditions.

The various parameters related to physical performance and the quantification of physical abilities will be addressed.

-Seminars (7 hours):

Face-to-face seminars will be held to explore the theoretical and practical content in greater depth.

-Laboratory sessions (15 hours):

Practical laboratory sessions will be held in small groups, enabling students to develop autonomy in problem-solving and decision-making.

Students will undertake assignments applying the concepts developed in class and will apply theory to real-life situations through practical scenarios.

-Independent study (70 hours):

This includes independent study, interactive e-learning on the virtual campus, literature reviews, report writing, and individual and group practical work.

Students will be encouraged to explore any topic independently through research and personal work, as well as the appropriate use of ICT.

- Various types of assessment (5 hours).

Assessment system and criteria

General attendance rule: Class attendance is compulsory. Unexcused absences exceeding 30 per cent per term will result in exclusion from continuous assessment. In this case, the examination held during the officially scheduled period will be the sole criterion for assessment.

CONTINUOUS ASSESSMENT: To be eligible for continuous assessment, students must meet the attendance requirement. It will be assessed as follows:

Final assessments (60% of the final mark):

Tests will be held throughout the course (multiple-choice, short-answer, essay questions and/or oral examinations) to assess theoretical concepts. The type of examination will be specified prior to the examination session.

Incorrect answers in multiple-choice tests will be marked down by a factor of 1/3.

To pass these assessments, students must answer 50 per cent of the exam questions correctly, achieving a mark of 5.0.

Two eliminatory assessments will be held during the term. To pass the module, students must achieve a mark of 6 or above.

Practical activities (30% of the final mark).

Portfolio: (10%) of the final mark.

Attendance at practical classes is compulsory. More than 30 per cent of unexcused absences per term will result in a fail for this part of the module.

The lecturer will assess the practical component on a continuous basis, taking into account attendance, student participation, assessments and the submission of assigned work. This will account for 50 per cent of the final practical mark.

At the end of each term, there will be an assessment of the practical content (multiple-choice questions, short answers, essay questions and/or oral examinations), which will account for the remaining 50 per cent of the overall practical mark. Students must achieve a pass mark of 50% to be considered to have passed the practical component (grade 5).

If, at the end of the term, the practical course mark is below 5, the student must sit an examination covering the entire practical course content for that term in the February examinations.

If the practical component is not passed, regardless of whether the theory has been passed or not, the published mark will be ‘NP’.

FINAL GRADE (GENERAL CRITERIA):

The final mark will consist of 60 per cent of the theory mark and 40 per cent of the practicals mark.

Students must meet all assessment criteria and achieve an overall mark of more than 5 in each part of the module to be considered to have passed. If any part of the module is not passed, these percentages will not apply, and the mark recorded will be the lowest mark obtained.

Continuous assessment may contribute a maximum of 1 additional mark.

Addendum

Upon completion of the Human Physiology module, students will have acquired the following competences:

To know and understand the physiological responses and adaptations that the body undergoes when subjected to acute physical exercise sessions and periods of chronic training.

To study the cardiovascular, respiratory, haematological, endocrine and neuromuscular responses and adaptations.

To study the body’s specific responses and adaptations to exercise in relation to gender, stage of biological maturity, environmental conditions and the presence or absence of disease.

To know and understand the various parameters related to physical performance and the quantification of physical abilities.

To recognise and understand the physiological and biomechanical factors that influence the practice of physical activity and sport.

To recognise and understand the effects of physical exercise on the structure and function of the human body.

To acquire basic scientific knowledge applied to physical activity and sport in their various forms.

Bibliography

Core:

1. Guyton

Compendium of Medical Physiology

Elsevier. 2021.

ISBN: 9788491139546

2. Patton

Anatomy and Physiology

11th ed. Elsevier. 2023.

ISBN: 9788413825427

3. Prometheus

Anatomy Textbook and Atlas

Panamericana. 2022.

ISBN: 978-84-9835-2

4. Tortora Derrickson

Principles of Anatomy and Physiology

Panamericana. 2021.

ISBN: 9788411060264

Objectives

Upon completion of the module ‘Clinical and Healthcare Communication Skills’, students will be able to:

General objectives.

- Develop oral, written and non-verbal communication skills appropriate to the clinical and healthcare context.

-Apply strategies for effective, empathetic and professional communication with patients, colleagues and other healthcare professionals.

- Integrate the use of digital tools and artificial intelligence into academic and professional communication processes in an ethical and critical manner.

Specific objectives:

First term

-To understand the fundamentals of communication theory and non-verbal communication, and to apply them in professional interaction situations.

-Conduct effective searches for scientific information in health sciences databases and cite sources correctly, whilst upholding academic ethics and avoiding plagiarism.

-Design, structure and deliver effective and persuasive oral presentations, tailored to different audiences, optimising both the verbal message and non-verbal cues.

-Develop and deliver a clear, concise and professional ‘elevator pitch’, managing stage fright and applying techniques for the opening, body and closing of the pitch.

Second term

-To produce professional and academic texts (abstracts, outlines, CVs, cover letters, emails and medical records) that are accurate, clear and appropriate to the healthcare context.

-Use artificial intelligence tools applied to communication in the healthcare sector in a critical and ethical manner.

-Apply strategies for active listening, empathy, verbal courtesy, communicating bad news and negotiation when interacting with patients.

- Analyse and improve clinical interviews: identify patient types, detect communication errors and propose well-founded corrections.

-Conduct oneself professionally in both oral and written workplace and academic communication within university and clinical settings.

Course description

The module ‘Clinical and Healthcare Communication Skills’ (GFT/GDF 0130612) aims to develop the oral, written and non-verbal communication skills necessary for professional practice in the clinical and healthcare sector. It is structured over two semesters and combines theoretical foundations, applied practice and the use of digital tools.

-First term.

The content focuses on the fundamentals of communication and the development of oral expression and public speaking skills:

Communication theory and non-verbal communication.

Academic work: documentation, bibliographic citation and the ethical use of information (plagiarism prevention).

Searching for scientific articles in health sciences databases (PubMed, SciELO, ProQuest, etc.).

Effective presentations: structure, visual aids (PowerPoint), openings and closings, engagement and oral delivery.

Types of speech, with a particular focus on the elevator pitch: design, planning, analysis of examples and practical delivery.

Includes following the Coursera course (UAX Skill School) focused on oral communication skills and managing stage fright.

-Second term.

The course delves deeper into applied professional and clinical communication:

Written communication: techniques for outlining and summarising scientific articles; professional text templates (email, CV and cover letter).

Specialised text formats: drafting medical records.

Fundamentals of artificial intelligence applied to communication and the appropriate use of AI in the healthcare context.

Communication in the workplace.

Communication strategies: active listening and empathy; verbal courtesy; communicating bad news and negotiating with patients.

Clinical interviews: types of patients, identifying errors in interview transcripts, and practising analysis and correction.

Professional communication: academic correspondence (email and Campus messaging).

Throughout both semesters, theoretical sessions (MG) and practical sessions (TRAB) are combined, with an emphasis on the practical application of skills, working with authentic materials (transcripts, articles, videos) and preparation for continuous assessment tests and official examinations.

Assessment system and criteria

The assessment process will consist of verifying and evaluating the student’s acquisition of the skills. To this end, the following assessment activities will be used to determine the extent to which each of the skills described in the syllabus has been mastered:

First term:

o Continuous assessment tests:

Coursera (5 per cent). A theoretical and practical course focused on developing oral communication skills and managing stage fright. The workshop equips students to design, structure and deliver effective, persuasive speeches tailored to different audiences, optimising both the verbal message and non-verbal communication skills.

Content Test 1 (10%). The content covered in the module. 15 questions (multiple-choice and short-answer). Date: 26 October 2026.

o Regular assessment:

Elevator pitch (20 per cent). Submission of an elevator pitch via the assignment portal on Campus. These will be screened in the classroom between 7 January 2027 and 15 January 2027.

Submission deadline: 6 January 2027 at 23:59.

Minimum mark: 5.

o The January ordinary assessment will be used to assess students who have not completed the elevator pitch activity or who have obtained a mark below 5.

Date: 25/01/2027.

Second term:

o Continuous assessment tests:

Content test 2 (10%). Test covering the course content. Week of 29 March 2027.

o Regular examination session:

Written examination (55 per cent). Examination comprising a practical case study (transcript of a clinical interview) and questions (patient identification, interview strategies and stages, identifying errors).

Minimum mark: 5.

Date of the ordinary examination: 25 May 2027 at 11.00.

- To have the continuous assessment (Coursera + test) counted, students must have a minimum attendance rate of 70% by the end of the academic year.

- Students are only entitled to sit the exam on four official sitting dates. Students who do not sit the exam do not lose a sitting.

- Marks will not be carried over, with the sole exception of the Elevator Pitch test, provided it was passed in the ordinary sitting with a mark higher than 5.

o Extraordinary sitting (100 per cent). Students who are required to sit the extraordinary sitting must take both parts of the examination: the oral clinical interview and the written test.

Elevator pitch (35 per cent). Minimum mark: 5.

Written examination: the clinical interview (65%). Minimum mark: 5.

Date: 30 June 2027 at 11:0

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

The objectives of the degree programme are aligned with the competences/learning outcomes set out in the Resolution of 18 September 2018 of the General Secretariat for Universities, publishing the Agreement of the Council of Universities of 17 September 2018, which sets out recommendations for universities’ proposals for verification reports for the official Bachelor’s degree in Physical Activity and Sport Sciences. In this regard, the following objectives are set out:

• To understand, develop and be able to apply the procedures, strategies, activities, resources, techniques and methods involved in the teaching-learning process efficiently, carrying out all activities across all areas of professional practice in physical activity and sport (formal and informal physical and sporting education; physical and sports training; physical exercise for health; management of physical activity and sport).

• To communicate and interact appropriately and effectively in the fields of physical activity and sport across diverse contexts, demonstrating teaching skills in a conscious, natural and consistent manner.

• Design and apply the methodological process comprising observation, reflection, analysis, diagnosis, implementation, technical and scientific evaluation and/or dissemination in different contexts and across all sectors of professional practice in physical activity and sport.

• Adapt educational intervention to the individual characteristics and needs of the entire population, with an emphasis on specific groups such as: schoolchildren, older people (the elderly), people with reduced mobility, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), whilst taking gender and diversity into account.

• Be able to guide, design, implement and evaluate physical exercise and physical fitness at an advanced level, based on scientific evidence, across different fields, contexts and types of activities for the entire population, with an emphasis on specific groups such as: older people (senior citizens), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

• To design and implement, with fluency, ease, awareness and consistency, physical exercise and physical conditioning programmes that are appropriate, efficient, systematic, varied and based on scientific evidence, for the development of adaptation processes and the improvement or rehabilitation of specific abilities in each individual in relation to human movement and its optimisation; with the aim of being able to solve unstructured, increasingly complex and unpredictable problems, with an emphasis on special populations.

• To analyse, identify, diagnose, promote, guide and evaluate strategies, actions and activities that encourage adherence to an active lifestyle and the regular, healthy participation in and practice of physical activity, sport and exercise in an appropriate, efficient and safe manner by members of the public, with the aim of improving their overall health, well-being and quality of life, with a focus on specific population groups such as: older people (the elderly), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

• To be able to promote, advise on, design, implement and evaluate, from a technical and scientific perspective, appropriate and varied programmes of physical activity, physical exercise and sport, adapted to the needs, requirements and individual and group characteristics of the entire population, with an emphasis on older people (the elderly), women and diversity, schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor).

• Be able to fluently develop procedures and protocols to solve unstructured, unpredictable and increasingly complex problems, coordinating and demonstrating mastery of the elements, methods, processes, activities, resources and techniques that make up basic motor skills, physical activities, sporting skills, play, expressive movement and dance activities, and outdoor activities in an appropriate, efficient, systematic, varied and methodologically integrated manner for the entire population, with an emphasis on specific groups such as: older people (senior citizens), schoolchildren, people with disabilities and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking into account gender and diversity, and in any sector of

of physical activity and sport (formal and informal physical education and sport; physical and sports training; physical exercise for health; management of physical activity and sport).

• To fluently develop procedures and protocols to solve unstructured, unpredictable and increasingly complex problems, articulating and demonstrating a command of the elements, methods, procedures, activities, resources, techniques and processes relating to physical fitness and physical exercise in an appropriate, efficient, systematic, diverse and methodologically integrated manner for the entire population, with an emphasis on specific groups such as: older people (the elderly), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking into account gender and diversity, and across any sector of professional practice within physical activity and sport.

• To identify, organise, direct, plan, coordinate, implement and carry out technical and scientific evaluation of the various types of physical and sporting activities adapted to the development, characteristics and needs of individuals and the nature of the activity, venue and organisation, across all types of physical activity and sport services, including sporting events, and in any type of organisation, population, context, setting and population, with an emphasis on special populations such as: older people (the elderly), schoolchildren, people with disabilities and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor) and in any sector of professional practice within physical activity and sport (formal and informal physical education and sport; physical and sports training; physical exercise for health; management of physical activity and sport), ensuring safety, efficiency and professionalism in the work carried out in compliance with current regulations.

• To articulate and present, with rigour and a scientific approach, the justifications upon which to consistently and professionally develop, support, substantiate and justify all actions, decisions, processes, procedures, interventions, activities, tasks, conclusions, reports and professional performance.

Prerequisites

No prerequisites have been established

Competencies

- C.E.54. To understand and master the technical and tactical fundamentals, both individual and collective, in the various sports disciplines.

- C.E.55. To understand and apply the regulatory aspects of the various sports disciplines.

- C.E.56. To understand and master, with an acceptable level of autonomy, specific technical elements and their application to the game and competition.

Learning outcomes

The criteria that may be used to assess the competences in terms of learning outcomes will include, amongst others, the following:

- Demonstrate sufficient knowledge of the various content areas covered by answering theoretical questions.

- Carry out practical work applying the concepts covered in class.

- Applying what is covered theoretically in class to real-life situations through practical scenarios.

- Reproducing the technical models developed in class, with an appropriate level of execution.

- Compile a repertoire of exercises and games, knowing how to adapt them to various physical and sporting contexts.

- Design learning situations based on the context and the characteristics of the target group.

Description of the content

VOLLEYBALL

1. History: the origins, development and current state of volleyball.

2. Organisation of volleyball resources (equipment, sports facilities, spaces, maintenance of facilities).

3. Teaching methodology for volleyball.

4. Theory and practice of the basic technical skills in volleyball.

5. Theory and practice of the basic rules of volleyball.

6. Theory and practice of the basic tactical aspects of volleyball.

BASKETBALL

1. History: the origins, development and current state of basketball.

2. Organisation of basketball resources (equipment, sports facilities, spaces, maintenance of facilities).

3. Teaching methodology for basketball.

4. Theory and practice of the basic technical fundamentals of basketball.

5. Theory and practice of the basic rules of basketball.

6. Theory and practice of the basic tactical aspects of basketball.

Training activities

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

1) Lectures on concepts relating to the fundamentals of human motor skills: sport, games, dance, physical expression, etc. (20 hours).

2) Practical sessions in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making (60 hours).

3) Individual and group tutorials (10 hours).

4) Oral, written and practical assessment tests (7 hours).

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the regular examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

The module comprises two different sports, Volleyball and Basketball; it is COMPULSORY to pass both sports in order to pass the module. Once both have been passed, the average of the two marks will be calculated to determine the final mark for the module.

VOLLEYBALL AND BASKETBALL

Continuous Assessment

Students who meet the 70 per cent compulsory attendance requirement will be eligible for continuous assessment, which is detailed below:

Final knowledge assessments (50 per cent)

These will consist of a theory exam covering the course content, accounting for 50 per cent of the final mark.

Practical activities (30%)

This section will be divided into two parts:

1) A practical examination covering the course content (20 per cent).

2) Participation and attendance at the scheduled masterclasses (10%).

Portfolio (20 per cent)

This will consist of completing an assignment related to the course content, accounting for 20 per cent of the final mark.

Non-continuous (final) assessment

Students who do not meet the 70 per cent compulsory attendance requirement will not be eligible for the continuous assessment system. Instead, they must sit a final assessment consisting of a theoretical and practical examination, which will account for 100 per cent of the final mark. This examination will comprise two parts:

Theoretical part (60%)

Practical part (40%)

It will be essential to achieve at least 5 out of 10 in the practical part in order for it to be averaged with the theoretical part.

Timetable

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