Physiological, Psychological, Pedagogical and Social Principles of Physical Exercise and Sport
Code: 43884 ECTS Credits: 9| Degree | Type | Year |
|---|---|---|
| Psychology of Sport and Physical Activity | OB | 1 |
Contact
- Name:
- Gabriel Daza Sobrino
- Email:
- Desconegut
Teachers
- (External) Anna Vilanova Soler
- (External) Carles González Arévalo
- (External) Carles Ventura Vall-llovera
- (External) Joan Aureli Cadefau Surroca
- (External) Joan Solé Fortó
- (External) Unai Sáez de Ocáriz Granja
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
It is recommended to be familiar with the virtual learning platform in order to follow and interact with the contents of the module. The command of the English language is advised.
Objectives and Contextualisation
The objective of this module is that the student deepens in the study of the different physiological, psychological, pedagogical and sociological aspects and training theory linked to physical activity and sport:
- Physiological bases of physical activity and sports.
- Psychological bases of physical activity and sports.
- Pedagogical basis of physical activity and sport.
- Social bases of physical activity and sports.
Competences
- Analyze critically the most current theories, models and methods in psychological research.
- Analyze the psychological factors that impact sports initiation, performance and abandonment.
- Continue the learning process, to a large extent autonomously.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Know the main models of intervention in sports initiation and in the psychology of sport.
- Optimize performance and prioritize the welfare of sportspersons with an ethical commitment.
- Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
- Use scientific terminology to argue the results of research in the context of scientific production, to understand and interact effectively with other professionals.
- Work in teams in a coordinated and collaborative way, and show skills in working in interdisciplinary teams.
Learning Outcomes
- Analyse the effects of sport activity on the lifelong health and well-being of sports practitioners.
- Analyse the effects of sports initiation on the health and well-being of children, adolescents and young adults.
- Continue the learning process, to a large extent autonomously.
- Identify the main characteristics of theoretical approaches in the study of sport and exercise psychology.
- Identify the main theoretical models used to study exercise and its links to health.
- Identify the main theoretical models used to study psychological aspects of sports performance.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Integrate the different models of intervention in sport psychology with regard to physiological, pedagogical and sociological factors.
- Optimize performance and prioritize the welfare of sportspersons with an ethical commitment.
- Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
- Use scientific terminology to argue the results of research in the context of scientific production, to understand and interact effectively with other professionals.
- Work in teams in a coordinated and collaborative way, and show skills in working in interdisciplinary teams.
Content
1. Bases of sports training
1.1. Introduction to sports training
Sports training theory: definition and purposes
Training concept and goals
Actions to develop a training
Sports training methodologies
1.2. Phases of the sports training process
Analysis of the sports discipline
Fitness diagnosis
Formulation of objectives
Periodization
Programming
Design
Realization
Control
1.3. Relationships between adaptation and training load
The process of adapting to sport
Overcompensation type
Aspects that determine the training load
1.4. Examples of Planning
Individual sports
Situation sports
2. Pedagogical bases of physical activity and sport
2.1. Pedagogy of motor behaviors
The theory of motor action
Internal logic, sectors and domains of motor action
Motor behavior
3. Psychological bases of physical activity and sport
3.1. Basic psychological aspects
Functional psychological model and its application to the sports field.
Psychobiological, psychophysical and psychosocial adaptation.
Anticipation and sport.
Basic psychological factors from the functional model for learning and sports performance.
Functional integration and its application to the sports dimension.
3.2. Skills and Aptitudes in sport
Fitness in sport
Relational model of skills
Learning skills in sport
4. Social bases of physical activity and sport
4.1. Sociology applied to physical activity and sport
Influence of physical activity and sport on the psychosocial development of the individual
Psychosocial aspects related to physical activity and sport
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Master class | 33 | 1.32 | 5, 6, 4, 10, 11 |
| Presentación oral de treballs | 11 | 0.44 | 7, 3, 12 |
| Type: Supervised | |||
| Tutorials | 44 | 1.76 | 2, 1, 9 |
| Type: Autonomous | |||
| Challenge-Based Learning (CBL) | 54 | 2.16 | 2, 1, 8, 7, 11 |
| Reading articles / reports of interest | 49 | 1.96 | 2, 1, 8, 10 |
The methodology used is based on addressing the learning process from an open, participatory and constructive environment. Different teaching strategies will be used, directed to the whole class, in small groups and in a personalized way. We want to encourage reflection and the construction of critical knowledge. The way to develop the sessions is mitjaçant:
- Master classes
- Oral presentation of works
- Tutorials
- Reading articles / reports of interest
- Preparation of works and reports
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Design a report | 15 | 8 | 0.32 | 6, 3, 10 |
| Elaboration of work | 20 | 8 | 0.32 | 1, 5, 4, 12 |
| Learning folder | 10 | 4 | 0.16 | 1, 9, 7 |
| Oral defense | 10 | 2 | 0.08 | 8, 7, 11 |
| Oral presentation | 5 | 2 | 0.08 | 2, 7, 12 |
| Reflection report | 15 | 4 | 0.16 | 4, 8, 9, 3, 11 |
| Synthesis work | 10 | 4 | 0.16 | 6, 8, 7 |
| Test type test | 15 | 2 | 0.08 | 2, 5, 4, 11 |
Continuous assessment involves regular attendance, participation, and the completion of the learning activities proposed in each session. The achievement and mastery of skills and knowledge will be assessed through the following activities:
- Written tests on conceptual relationships
- Written papers/reports
- Oral presentation of assignments
This module does not include a single final assessment system.
For this subject, the use of Artificial Intelligence (AI) technologies is allowed exclusively for support tasks, such as bibliographic or information searches. Students must clearly identify which parts have been generated using this technology, specify the tools used, and include a critical reflection on how these have influenced the process and final outcome of the activity. Lack of transparency regarding the use of AI in this graded activity will be considered academic dishonesty and may result in a partial or total penalty in the activity grade, or more serious sanctions in severe cases.
Bibliography
Cox, R. H. (2009). Psicología del deporte (6.ª ed.). Editorial Médica Panamericana.
De la Vega, R., Del Valle, S., Maldonado, A., & Moreno, A. (2008). Pensamiento y acción en el deporte. Wanceulen.
Dosil, J. (Ed.). (2006). The sport psychologist's handbook: A guide for sport-specific performance enhancement. John Wiley & Sons. https://doi.org/10.1002/9780470713174
Garcés, E. J., Olmedilla, A., & Jara, P. (2006). Psicología y deporte. Diego Marín.
González, J. J., & Cruz, J. (2021). Psicología aplicada al deporte y la actividad física (3.ª ed.). Síntesis.
Hackfort, D., Schinke, R. J., & Strauss, B. (Eds.). (2019). Dictionary of sport psychology: Sport, exercise, and performing arts. Academic Press. https://www.sciencedirect.com/book/9780128131503
Henriksen, K., Storm, L. K., & Larsen, C. H. (2023). Developing high-performance sport environments: Pathways to excellence. Routledge. https://doi.org/10.4324/9781003175391
Olmedilla, A., Abenza, L., Boladeras, A., & Ortín, F. (2011). Manual de psicología de la actividad física y del deporte. Diego Marín.
Riera, J. (2005). Habilidades en el deporte. INDE.
Ryba, T. V., Schinke, R. J., & Stambulova, N. B. (Eds.). (2022). The cultural turn in sport psychology. Springer. https://doi.org/10.1007/978-3-030-75163-2
Solé, J. (2006). Planificación del entrenamiento deportivo. Sicropat Sport.
Solé, J. (2008). Teoría del entrenamiento deportivo. Sicropat Sport.
Tenenbaum, G., & Eklund, R. C. (Eds.). (2020). Handbook of sport psychology (4th ed.). John Wiley & Sons. https://doi.org/10.1002/9781118270011
Weinberg, R. S., & Gould, D. (2010). Fundamentos de psicología del deporte y del ejercicio físico. Editorial Médica Panamericana.
Software
No specific software required
Groups and Languages
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan/Spanish | first semester | afternoon |