Responsabilidade Social, Cidadania e Ética no Desporto

Code:

OP226

Acronym:

RSCED

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2025/2026 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	5	Official Curricular Structure	1	-	6	49	162

Teaching language

Portuguese

Objectives

• Understand the socio-educational role of sport in the dynamics of society.


• Framing the social responsibility of sports contexts in European policies, reflecting on the dimensions of diversity and inclusion, health and the environment.


• Promote reflection on sporting contexts as spaces for citizenship and social capital.


• Understand ethical values and principles in sports, based on human rights and social justice.

Learning outcomes and competences

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

• The ability to critically reflect on the social responsibility of sporting contexts.


• Identify areas of social and political discussion in sports contexts (such as the role of women, racism and ethnic discrimination, and institutionalized children).


• Understand the importance of ethics and values in everyday sporting life (fair play and integrity).

Working method

Presencial

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

N.A.

Program

1. Social Responsibility

1. European sports policies: diversity and inclusion, health and the environment


2. Sustainable sports practices

2. Citizenship and participation

1. Institutionalized children and young people


2. The role of women in sport


3. People with disabilities


4. The migrant and refugee population

3. Ethics in Sports Ecosystems

1. Human rights, social justice and ethics in sport


2. Ethical principles in the organization of sports venues: communication and interpersonal relationships


3. Fair play and integrity


4. Fair labor practices


5. Racism, ethnic discrimination and social exclusion in sport

Mandatory literature

Allender, S., Cowburn, G., & Foster, C. (2006). ; Understanding participation in sport and physical activity among children and adults: a review of qualitative studies. Health Education Research: theory & practice, 21(6), 826–835. https://doi.org/10.1093/her/cyl063
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & BERA Physical Education and Sport Pedagogy Special Interest Group. (2009). ; The educational benefits claimed for physical education and school sport: an academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817
Ferreira, P. D., Azevedo, C. N., & Menezes, I. (2012). ; The developmental quality of participation experiences: beyond the rhetoric that "participation is always good!". J Adolesc, 35(3), 599-610. https://doi.org/10.1016/j.adolescence.2011.09.004
Ferreira, P. D., Coimbra, J. L., & Menezes, I. (2012). ; “Diversity within Diversity” - Exploring Connections between Community, Participation and Citizenship. Journal of Social Science Education, 11(3), 118-132.
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. https://doi.org/10.1080/17430437.2015.1124569
Neary, A., & McBride, R. S. (2021). ; Beyond inclusion: trans and gender diverse young people’s experiences of PE and school sport. Sport, Education and Society, 1–14. https://doi.org/10.1080/13573322.2021.2017272
Schaillée, H., Haudenhuyse, R., & Bradt, L. (2019). ; Community sport and social inclusion: international perspectives. Sport in Society. https://doi.org/10.1080/17430437.2019.1565380
Son, H., & Berdychevsky, L. (2022). ; Social-Ecological Analysis of the Sport and Recreation Programs’ Impacts on Positive Development of Youth from Socially Vulnerable Backgrounds. Leisure Studies, 41(5), 620–636. https://doi.org/10.1080/02614367.2022.2037151
Wong, N., Zimmerman, M. A., & Parker, E. A. (2010). ; A typology of youth participation and empowerment for child and adolescent health promotion. American Journal of Community Psychology, 46, 100 ˗ 114. https://doi.org/10. 1007/s10464-010-9330-0

Teaching methods and learning activities

Exposition, debate, project work.

keywords

Social sciences

Evaluation Type

Distributed evaluation with 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)
Estudo autónomo	30,00
Frequência das aulas	30,00
Trabalho de campo	20,00
Total:	80,00

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 a final exam), the student is awarded attendance of the course unit if, having been regularly enrolled, he/she does not exceed the limit 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 covering the objectives set for the collective and individual work. In this case, the oral exam will have a value of 100%, with no weight being given to any of the marks awarded.

Calculation formula of final grade

The final grade, 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 are legally exempt from the contact hours of the course will be asked to take a special in-person test to assess their mastery of the skills and syllabus of the course.

Classification improvement

Through an oral exam that considers the objectives set for collective and individual work.