Physical Activity and Health
Code: 102558Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Psychology | OP | 4 |
Contact lecturer
- Name :
- Lluís Capdevila Ortís
- Email :
- lluis.capdevila@uab.cat
Teaching staff
- Joel Guillen Cots
- Antonio Estrella Arraez
Group languages
You can consult this information at the end of the document.
Prerequisites
There are no prerequisites to undertake this subject.
Objectives
This subject offers a general and introductory perspective that can be related to the fields of the Psychology of Health and the Psychology of Sport and Physical Activity.
The educational objectives for students are to learn to:
- Identify the main characteristics of the theoretical approaches in the field of Psychology applied to Physical Activity to improve health.
- Analyze the consequences that result from the regular practice of physical activity on the health and welfare of the general population.
- Analyze the demands and psychological needs of the general population regarding the practice of physical activity related to health.
- Choose the most appropriate methods and instruments to evaluate and intervene in the field of physical activity related to health in the general population.
Learning outcomes
- Distinguish between the main characteristics of the theoretical focuses in the study of sports psychology and physical activity.
- Define the main theoretical models used in the study of physical activity and its relation to health.
- Analyse the consequences of regular physical activity on health and wellbeing of the general population.
- Analyse the demands and psychological needs of the general population to the practice of physical activity related to health.
- Identify and decide on the most appropriate methods and tools to assess the psychological needs of the general population to the practice of physical activity related to health.
- Identify the different methods of treatment and intervention in the field of psychology applied to physical activity related to health in the general population.
- Analyse scientific texts written in English.
- Apply knowledge, skills and acquired values critically, reflexively and creatively.
- Recognise personal limitations and limitations of the discipline in the different areas of professional practice.
- Identify the social, economic and/or environmental implications of academic and professional activities in the area of your knowledge.
- Critically analyse the principles, values and procedures that govern the exercise of the profession.
- Communicate in an inclusive manner avoiding the use of sexist or discriminatory language.
- Identify situations in which a change or improvement is needed.
- Analyse a situation and identify its points for improvement.
- Propose viable projects and actions to boost social, economic and/or environmental benefits.
Contents
Topic 1. Theoretical foundations and scientific evidence.
Topic 2. Healthy physical condition.
Topic 3. Planning a healthy physical conditioning program.
Topic 4. Theoretical and intervention models.
Topic 5. Active, Healthy and Sustainable Lifestyle.
Topic 6. Benefits of healthy physical activity.
Topic 7. Motivation towards exercise.
Topic 8. Physical Activity and Health Psychology.
Topic 9. Adherence strategies towards physical exercise.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Tutorials prior to the written test | 6 | 0.24 | |
| Supervision in the application of evaluation and intervention instruments | 6 | 0.24 | |
| Practice and mastery of the instruments of evaluation and intervention | 20 | 0.8 | |
| Evaluation and intervention instruments | 6 | 0.24 | |
| Application in practical cases | 12 | 0.48 | |
| Case studies in evaluation and intervention | 36 | 1.44 | |
| Study of contents of the written test | 40 | 1.6 | |
| Sessions on theoretical contents | 18 | 0.72 | |
| Advice on evaluation and intervention | 4 | 0.16 |
The methodology of the subject will be based on the coordinated development of a series of activities (directed, supervised and autonomous) that will guide the student towards the achievement of the learning outcomes. The debate on specialized readings will be very important, based on a discussion script previously prepared. Students will present critical synthesis of scientific articles related to the subject topic.
Directed Teaching Sessions
- There will be 9 sessions in the whole group, in which the main theoretical concepts of the subject will be worked on.
- There will be 3 sessions in the whole group, which will present and explain different instruments related to the intervention and the assessment of a healthy lifestyle in the general population and in target populations.
- There will be 6 sessions in subgroups throughout the semester to apply in different cases different instruments related to intervention and with the assessment of a healthy lifestyle.
Supervised activity
- Each type of activity (theory, assessment instruments and application in practical cases) comes with a series of hours of activity supervised by the teachers through the moodle platform and at office hours.
Autonomous activity
- The undertaking of the different supervised tasks means it is essential for the student to carry out throughout the semester autonomous activity which is necessary to reach the learning outcomes.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| EV2: Written reports and participation in the sessions | 10% | 0 | 0 | 4, 7, 12, 13, 14 |
| EV1: Written test | 40% | 2 | 0.08 | 1, 2, 3, 6, 9, 10, 11, 13 |
| EV4: Practices | 30% | 0 | 0 | 3, 4, 5, 7, 8, 12, 13, 15 |
| EV3: Oral presentations | 20% | 0 | 0 | 3, 5, 6, 8, 14 |
The competences of this subject will be assessed by means of: written tests; written reports and active participation in the different activities; and oral presentations of the work carried out in groups.
The recommended evaluation system includes the following aspects, each of which will have a specific weight assigned to the final grade:
- EV1: Individual written test: 40%. Second evaluation period. Week 21.
- EV2: Written reports and active participation in the different activities: 10%. Face-to-face, individual in the classroom. Weeks 2, 3, 4, 6, 9 and 10
- EV3: Oral presentations of the group work carried out: 20%. Face-to-face, group in the classroom. Weeks 14 and 15.
- EV4: Practices: 30%. Face-to-face, individual in the classroom. Week 17.
EVIDENCE FEEDBACK:
- EV1: Week 21. Modality: document on virtual campus.
- EV2: Weeks 2, 3, 4, 6, 9 and 10. Modality: Classroom.
- EV3: Weeks 14 and 15. Modality: Classroom
- EV4: Week 20. Modality: document on virtual campus.
The subject is deemed to be passed when the student reaches a total of at least 5 points in the final assessment, with a minimum of 4.5 points (on a scale 0-10) in the EV1, EV3 and EV4 assessments. In the event of not meeting these requirements the maximum grade that can be obtained is 4.5 points.
An assessable student is considered one who has accumulated at least 40% of the weight of the learning assessments.
A student is considered non-assessable when they have not accumulated at least 40% of the weight of the learning assessments.
The re-assessment will consist of a global written test that will be the final grade recorded. All those students who during the continuous assessment have obtained grades with a weight equal to or greater than 2/3 of the total qualification and have obtained a final grade less than 5 points and greater than or equal to 3.5 points, can sit re-assessment.
No unique final synthesis test for students who enrolled fot the second timer or more is anticipated.
SINGLE EVALUATION: This subject/module does not provide for a single evaluation system.
USE OF AI: Permitted use. In this subject, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of the development of the work, provided that the final result reflects a significant contribution by the student in the analysis and personal reflection. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency in the use of AI will be considered a lack of academic honesty and may lead to a penalty in the grade of the activity, or greater sanctions in serious cases.
Link to the assessment guidelines of the Faculty: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html
Bibliography
FUNDAMENTAL BIBLIOGRAPHY:
(REFERENCE MANUAL) Capdevila, Lluis (2005) Actividad física y estilo de vida saludable. Girona: Documenta Universitaria.
Pintanel, Monica, Capdevila, Ll.uis, y Niñerola, Jordi (2006) Psicología de la actividad física y salud: guía práctica. Girona: Documenta Universitaria.
COMPLEMENTARY BIBLIOGRAPHY:
Capdevila,Lluis (2008), Activitat física, conducta alimentària i salud. En F.Suay (Ed), Psicobiologia de l’esport i de l’ activitat física, pp. 59-80.Valencia: Publicacions Universitat de València.
Capdevila L, Losilla JM, Alfonso C, Estrella T, Lalanza JF. (2025). Physical activity and planetary health: A scoping review. J Sci Med Sport. Jan;28(1):56-68. doi: 10.1016/j.jsams.2024.07.012. Epub 2024 Jul 25. PMID: 39164187.
Capdevila,L, Niñerola,J i Pintanel,M. (2004), Motivación hacia la actividad física: El autoinforme de motivos en la practica de ejercicio físico. Revista de Psicología del Deporte, 13 (1), 55-74.
Grau-Pellicer, M.; CAPDEVILA, L.; Lalanza J.F. and Jovell-Fernandez, E. (2019). Impact of mHealth technology on adherence to healthy Physical Activity after stroke: a randomized study. Topics in Stroke Rehabilitation. DOI: 10.1080/10749357.2019.1691816
Niñerola,J; Capdevila,L, i Pintanel,M. (2006), Barreras percibidas en el ejericico físico: el autoinforme de barreras para la práctica de ejercicio físico. Revista de Psicología del Deporte, 15 (1), 53-69.
Parrado, Eva, Cervantes, Julio, Ocaña, Marta, Pintanel, Monica,Valero, Montse y Capdevila, Lluis (2009). Evaluación de la conducta activa: el Registro Semanal de Actividad Física (RSAF). Revista de Psicología del Deporte, 8(2), 197-216.
Whitmee, S. et al. (2015). Safeguarding human health in the Anthropocene epoch: report of The Rockefeller Foundation–Lancet Commission on planetary health. The Lancet, Vol. 386, No. 10007. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(15)60901-1/fulltext
Zapata-Lamana R, Lalanza JF, Losilla J, Parrado E, Capdevila L. (2020). mHealth technology for ecological momentary assessment in physical activity research: a systematic review. PeerJ 8:e8848. https://doi.org/10.7717/peerj.8848
Software
No aplicable.
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 | 1 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 111 | Catalan | second semester | morning-mixed |
| (PLAB) Practical laboratories | 112 | Catalan | second semester | morning-mixed |