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Physical Activity, Diversity and Health

Code: 102054
Credits: 6
2026/2027
Degree programme Type Course
Primary Education OP 4

Contact lecturer

Name :
Xènia Rios Siso
Email :
xenia.rios@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

The practical sessions of the subject include the practice of physical activities of variable intensity, but all the practices are going to be contextualized in the educational stage under study (primary education).

In the practical sessions it is mandatory to wear comfortable and appropriate clothing for the practice of physical activity.

It is necessary to notify the teaching staff in case of presenting any physical and/or health condition to take into account.

 

Objectives

This subject is taught in the fourth year and gives the right to obtain a Mention in Physical Education if the next optional subjects are also passed: (1) Game and sports initiation, (2) Body expression and communication, (3) Physical Education and its didactics II, and (4) Learning and motor development.

The training objectives of the subject are the following:

- Know the fundamentals of physical activity in the development, improvement and maintenance of health at school age.

- Acquire resources for the promotion of physical activity and healthy habits appropriate to the characteristics and needs of primary school students.

- Recognize the principles of the inclusive school within the framework of Physical Education and its educational purposes.

- Acquire resources and strategies for attention to diversity in the area of Physical Education.

- Experience, in a context of practicing physical activity, the contents of the subject.

- Progress in mastering the professional skills of the Degree in Primary Education from the field of Physical Education.

Learning outcomes

  1. Obtaining the PE resources that encourage inclusive education in contexts of diversity.
  2. Understand personal differences that arise in PE activities as an aspect to be dealt with using educational criteria.
  3. Establish work teams to develop activities independently.
  4. Self-assess and co-evaluate the results obtained in the development of the subject.
  5. Master communication skills in different teaching and learning activities.
  6. Using ICTs and CLTs to search for information and to develop and draw up practical work and didactic proposals in the field of Physical Education.
  7. Learn techniques, rules and playing strategies of different sports: conventional, alternative and in the natural environment.
  8. Using motor skills and body language as elements pertaining to communication skills.
  9. Recognising the historical evolution and possibilities of physical education to generate healthy habits and well-being throughout life.
  10. Programming, organising and applying learning and contents in education for health in physical education health education, designing and developing educational projects or programming units that make it possible to adapt the physical education curriculum to the school and promote the quality of the contexts.
  11. Adapt teaching and learning programs and activities to pupil diversity, also considering pupils with special educational needs.
  12. Incorporating the motor skills, body expression, physical conditioning, play and sporting activities as content of school physical education and sequencing them throughout primary education.
  13. Sequencing perception-motor capabilities throughout primary school teaching according to the internal logic of this content.
  14. Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
  15. Analyse the indicators of sustainability of academic and professional activities in the areas of knowledge, integrating social, economic and environmental dimensions.
  16. Propose viable projects and actions to boost social, economic and environmental benefits.
  17. Propose ways to evaluate projects and actions for improving sustainability.

Contents

  • Physical Activity and Health
  • Effects of physical activity on health, human development, and the promotion of healthy habits during the school years.
  • The Primary Education curriculum and health education: general aspects and specific aspects of the Physical Education area.
  • Physical activity and mental health: Emotional Physical Education.
  • Students with chronic illnesses in Physical Education. First aid in sports.

2. Physical Conditioning Capacities or Basic Physical Fitness Components

  • Conceptualization: definition and types of physical conditioning capacities.
  • The development of physical fitness from both a performance perspective and a health perspective during the school years.
  • Physical fitness in Primary Education.

3. Physical Activity and Diversity

  • Physical activity and different types of diversity: socio-educational implications.
  • Attention to diversity in Physical Education and the principles of inclusive education.
  • Educational methodologies and teaching resources for inclusion in Physical Education.



Learning activities and methodology

Title Hours ECTS Learning outcomes
Autonomous work 75 3
Plenary 45 1.8
Supervised 30 1.2

The subject will be developed through a theoretical-practical perspective to undergo, above all, two types of sessions:

- Theoretical sessions, in which presentations will be made by the teaching staff of the contents of the subject. However, the active participation of students will be promoted through debates, summary activities, tasks and presentations in small work groups, etc.

- Theoretical-practical sessions, a part of which will be directed by the teachers with the practice of physical activity by the students. Another part of these sessions includes competence practices prepared and directed by the students in small groups.

These sessions will be complemented with autonomous activities for students, individually and in small groups, which will have constant tutoring and supervision from teachers. In this sense, the Virtual Campus will be a tool of habitual use throughout the course and will serve both for its follow-up and to favor the remote and autonomous work of the students.

When appropriate, approximately 15 minutes of a class will be allocated to allow students to respond to the surveys to evaluate the teaching performance and the evaluation of the subject.

The perspective of gender and inclusion in diversity will also be assessed transversally throughout the course.

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

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Active participation in face-to-face and virtual didactics proposals 20% 0 0 10, 11, 12, 13
Team research work on a relevant topic related to the program (and applied to the educational field). 30% 0 0 5, 6, 16, 17
Individual written exam 30% 0 0 1, 2, 6, 9, 14, 15, 16, 17
Group didactic interventions on the contents of the subject (Internal Competence Practices) 20% 0 0 3, 4, 5, 7, 8, 12, 13

Assessment activities will be as follows:

A. Individual written examination covering the course contents (30% of the final grade). Scheduled date: 21 December 2026.

B. Small-group practical assignments based on the course syllabus (20% of the final grade). These activities will be carried out throughout the course and assessed upon completion of each content block.

C. Active individual participation in lectures, theory-practice sessions, and the Virtual Campus. This includes classroom activities, independent study tasks, and formal aspects such as attendance, punctuality, attentiveness, engagement, class participation, cooperation, respect, etc. (20% of the final grade). These activities and participation will be carried out and assessed continuously throughout the course.

D. Team research project on a topic related to the course syllabus (30% of the final grade). These projects will be assessed during the last three or four Monday sessions of the course (late November and early December).

  • The submission dates for the assignments included in sections B, C, and D will be agreed upon with the students during the course. However, the period for feedback, grading, or the return of assessed work will not exceed 20 working days, in accordance with the academic calendar.
  • To pass the course, students must successfully complete all assessment activities. Only the written examination may be retaken. The resit examination is scheduled for 25 January 2027. The system recovery will be the same continuos assessment.
  • If a student has not provided sufficient evidence for assessment (at a minimum: the individual written examination, the group research project, and the group teaching intervention), the final grade will be recorded as "Not Assessed" (NA).
  • To pass this course, students must demonstrate a high level of general communicative competence, both oral and written, as well as a good command of the language of instruction specified in the course syllabus. Consequently, all assessment activities (individual and group) will take into account linguistic accuracy, quality of writing, and formal presentation. Students are expected to express themselves fluently and accurately and to demonstrate a high level of comprehension of academic texts. An assignment may be returned without assessment or failed if the lecturer considers that these requirements have not been met.
  • Total or partial plagiarism in any assessment activity and/or cheating in any examination will result in an automatic fail for the course.
  • The use of Artificial Intelligence (AI) tools is prohibited in this course. Any assignment or assessment found to have involved the use of AI will receive a grade of zero (0).
  • To pass the course through continuous assessment, students must attend and actively participate in at least 80% of the sessions.
  • This course also offers the option of single assessment. Students who choose this option must, on the examination date, complete the written examination and submit all the remaining assessment tasks: individual teaching proposals, a research project, and a teaching intervention proposal based on the course contents. All components of the single assessment must be completed and submitted on 21 december 2026
  • From the second enrolment onwards, assessment will consist of a comprehensive assessment designed to evaluate the learning outcomes specified in this course guide. In this case, the final grade will be based entirely on this assessment, which consists of:
  • a written examination; and the design of a teaching intervention based on the course content

Both components must be passed in order to successfully complete the course.





Bibliography

Bailey, R. (2006). Physical Education and Sport in Schools: A review of benefits and outcomes. Journal of School Health, 76(8), 397-401. https://doi.org/10.1111/j.1746-1561.2006.00132.x

DECRET 150/2017, de 17 d’octubre, de l’atenció educativa a l’alumnat en el marc d’un sistema educatiu inclusiu. Diari Oficial de la Generalitat de Catalunya (DOGC). 19/10/2017. Núm. 7477, 18 pàgines. 

DECRET 175/2022, de 27 de setembre, d’ordenació dels ensenyaments de l’educació bàsica. Diari Oficial de la Generalitat de Catalunya (DOGC). 29/09/2022. Núm. 8762, 491 pàgines.

Delgado, M., i Tercedor, P. (2021). Estrategias de intervención en educación para la salud desde la Educación Física. INDE.

Díaz-Tejerina, D., & Fernández-Río, J. (2024). El modelo pedagógico de educación física relacionado con la salud. Una revisión sistemática siguiendo las directrices PRISMA (Health-based physical education model). Retos, (51), 129-135. https://doi.org/10.47197/retos.v51.101068

Muñoz, J.A., Belando, N., i Valero, A. (2022). Descansos activos: aprendizaje en movimiento. Tándem: Didáctica de la Educación Física, (75), 19-25. 

Pellicer, I. (2018). Educación Física emocional. De la teoría a la práctica (2ª edició). INDE. 

Pellicer, I., i Navarro, D. (2023). Del cerebro al cuerpo. Neurociencia y Educación Física. INDE.

Pereira, A.M.A., Celestino, T.F. de S., & Ribeiro, E. do R.J. (2023). Determinantes para una Educación Física Inclusiva: percepción de un grupo de docentes especialistas en inclusión. Retos, (47), 282-291. https://doi.org/10.47197/retos.v47.94755

Ríos,M. (Coord.) (2014). La inclusión en la actividad física y deportiva. La práctica de la educación física y deportiva en entornos inclusivos. Editorial Paidotribo.

Ríos, M., Blanco, A., Bonany, T. i Carol, N. (2017). El juego y los alumnos con discapacidad. Editorial Paidotribo.

Suárez-Manzano, S., Ruiz-Ariza, A., López-Serrano, S., i Martínez-López, E.J. (2018). Descansos activos para mejorar la atención en clase: Intervenciones educativas. Profesorado. Revista de Currículum y Formación del Profesorado, 22(4), 287-304. doi:  https://doi.org/10.30827/profesorado.v22i4.8417

Ortega, P. (2021). Educación Física para la salud: bases teóricas y aplicación de un planteamiento integral y cualitativo del movimiento. INDE.

This bibliography will be completed in the subject program and throughout the course.

Software

Throughout this subject, the Virtual Campus will be used as usual and the Microsoft Teams application, but no other specific service or software.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 90 Catalan first semester morning-mixed