Sport, Education and Communities: between the socio-educational dimension, inclusion and social change through sport

Code:

E618

Acronym:

DEC

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2023/2024 - 2S

Active?	Yes
Web Page:	http://https://sigarra.up.pt/fpceup/pt/ucurr_adm.ficha_uc_edit?pv_ocorrencia_id=537045#tab1
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	17	Official Curricular Structure	3	-	3	28	81

Teaching language

Portuguese

Objectives

- Analyse sport as a social phenomenon and sporting contexts as socio-educational micro-systems, communities of socialisation and spaces for social inclusion.

• Promote critical reflection at an educational and social level on sport and physical activity in society (e.g. gender [dis]equality, violence in sport and the processes of inclusion of socially vulnerable populations in communities).

- Framing sport as a space for non-formal education and as an element that fosters school success.

• Promote critical reflection on programmes that use sport to develop personal skills (concentration, autonomy, responsibility, time management) and social skills (interpersonal relationships, commitment, teamwork, problem-solving) and their transfer to other life contexts, particularly the school context.

- Understanding the organisation of sports contexts from an ecological perspective and their potential for developing participatory community intervention projects.

• Promote critical reflection on sports contexts as spaces for citizenship and social change (e.g. volunteering, social responsibility).

Learning outcomes and competences

At the end of this course, students are expected to be able to demonstrate:

• An understanding of sport as a social phenomenon and sporting contexts as socio-educational micro-systems, communities of socialisation and spaces for social inclusion.


• The ability to critically reflect on sport as a space for non-formal education and as an element that fosters success and school integration.


• View the organisation of sporting contexts in terms of their potential for the development of participatory community intervention projects.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

N.A.

Program

1. Sporting contexts as socio-educational spaces

1. Organisational dynamics and ecologies of sports contexts


2. Sport as a factor in personal and social development


3. Sport and school

• Motivation for achievement and setting goals


• Interpersonal relationships, commitment, accountability and behaviour management


• Time management and organising routines

2. Sports contexts as spaces for physical and mental health education

1. Sport as a factor in physical well-being


2. Sport as a factor in psychological well-being


3. Sport as a factor in social wellbeing


4. Health education in sport

3. Sporting contexts as spaces for citizenship, participation and social change

1. Citizenship and participation in non-formal education spaces


2. Factors that promote social inclusion:

• sense of belonging and community

4. Development of participatory citizenship projects in sports communities

1. Social responsibility of sporting contexts


2. Community intervention programmes in/through sport

• Socio-educational intervention projects


• Volunteering activities


• Sports activism

Mandatory literature

Allen, J. B. (2003); Social motivation in youth sport, Journal of sport and exercise psychology, 25(4), 551-567, 2003. ISBN: https://doi.org/10.1123/jsep.25.4.551
Almeida, L., Dias, T., Corte-Real, N. Menezes, I. & Fonseca, A. (2023); Positive youth development through sport and physical education: a systematic review of empirical research conducted with grade 5 to 12 children and youth, Physical Education and Sport Pedagogy, 2023. ISBN: https://doi.org/10.1080/17408989.2023.2230208
Bailey, Richard (2007); Youth sport and social inclusion Positive youth development through sport (pp. 99-110), Routledge., 2007
Comissão das Comunidades Europeias (2007); Livro Branco sobre o Desporto, Comissão das Nações Unidas, 2007

Complementary Bibliography

Benson, Peter L., Leffert, Nancy, Scales, Peter C., & Blyth, Dale A. (1998); Beyond the 'Village' Rhetoric: Creating Healthy Communities for Children and Adolescents. , Applied Developmental Science, 2(3), 138-159, 1998. ISBN: https://doi.org/10.1207/s1532480xads0203_3
Chun, S., Lee, Y., Lundberg, N., McCormick, B., & Heo, J. (2008). ; Contribution of community integration to quality of life for participants of community-based adaptive sport programs., 2008. ISBN: Therapeutic Recreation Journal, 42(4), 217-226
Dias, Teresa Silva (2016); Como pensam “elas” a organização das sociedades e o exercício da cidadania? - Do desenvolvimento do pensamento político à vivência da cidadania participada em contexto escolar no pré-escolar e ensino básico, Edita-me, 2016
Jones, Gareth J., Edwards, Michael B., Bocarro, Jason N., Bunds, Kyle S., & Smith, Jordan W. (2017).; An integrative review of sport-based youth development literature., Sport in Society, 20(1), 161-179., 2017. ISBN: https://doi.org/10.1080/17430437.2015.1124569
Wong, N., Zimmerman, M. A., & Parker, E. A. (2010); Wong, NA typology of youth participation and empowerment for child and adolescent health promotion., Zimmerman, M. A., & Parker, E. A. (2010), American Journal of Community Psychology, 46, 100 ˗ 114, 2010. ISBN: https://doi.org/10. 1007/s10464-010-9330-0

Teaching methods and learning activities

Lectures, debates, group work and tutorials.

keywords

Social sciences
Social sciences > Educational sciences > Education > Physical education > Sport

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	10,00
Trabalho escrito	30,00
Trabalho prático ou de projeto	60,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de projeto	30,00
Estudo autónomo	25,00
Frequência das aulas	25,00
Trabalho escrito	20,00
Total:	100,00

Eligibility for exams

The assessment model adopted presupposes compliance with attendance in accordance with the law for the rest of the faculty's courses and without prejudice to the provisions of point 4 of article 9 of the assessment regulations.
In accordance with the course's assessment method (distributed assessment without final exam), the student is awarded attendance for the course unit if, having been regularly enrolled, he/she does not exceed the number of absences corresponding to 25% of the scheduled classes and presents the collective and individual work by the date stipulated in the annual calendar.
Failure to carry out/present any of the activities provided for in the assessment methods will result in an oral exam that takes into account the objectives set for the collective and individual work. In this case, the oral exam will have a value of 100 per cent, and no marks will be weighted in the distributed assessment.

Calculation formula of final grade

The final mark, on a scale of 0 to 20, corresponds to the average of the marks for collective work (60%), individual work (30%) and class participation (10%). Students who get a negative mark or fail to hand in the required work will take an oral exam on all the content developed in the course.

Examinations or Special Assignments

N.A.

Internship work/project

N.A.

Special assessment (TE, DA, ...)

Students who, by law, are exempt from the contact hours of the course will be asked to take a special face-to-face test to assess their mastery of the skills and syllabus of the course.

Classification improvement

Through an oral exam that takes into account the objectives set for collective and individual work.

Observations

N.A.