Degree in Physical Activity and Sport Sciences (CAFYD) + Degree in Human Nutrition and Dietetics

Objectives

- To gain an understanding of the basics of football, handball and rugby: structure, rules, basic techniques and their application to the educational setting and grassroots sport.

- To acquire the skills to design sessions focused on both the educational setting and the early stages of sporting participation.

- To enhance motor skills by practising the basic techniques of the sport

Prerequisites

No prerequisites have been set

Learning outcomes

- C.E.54. Understand and master the technical and tactical fundamentals, both individual and collective, in different sports disciplines.

- C.E.55. Understand and apply the rules and regulations of different sports.

- C.E.56. To understand and master, with an acceptable level of autonomy, specific technical elements and their application to the game and competition.

Learning outcomes

The criteria that may be used to assess the competences in terms of learning outcomes will include, amongst others, the following:

- Demonstrate sufficient knowledge of the various content areas covered by answering theoretical questions.

- Carry out practical work applying the concepts covered in class.

-Apply what is covered in class at a theoretical level to real-life situations, using practical scenarios.

-Reproducing the technical models developed in class, to an appropriate standard.

- Compile a repertoire of exercises and games, knowing how to adapt them to various physical and sporting contexts.

-Design learning situations based on the context and the characteristics of the target group.

Description of the content

FOOTBALL:

THEORETICAL MODULE

Topic 1: A Brief History of Football.

Topic 2: Technique.

Topic 3: Control.

Topic 4: Skill and Dexterity.

Topic 5: Dribbling.

Topic 6: Shooting.

Topic 7: Dribbling.

Topic 8: Shooting.

Topic 9: Passing.

Topic 10: Passing and Combined Moves.

Topic 11: Defensive Techniques.

Topic 12: The goalkeeper.

Topic 13: Tactics.

Topic 14: Training Methodology.

Topic 15: Laws of the Game.

PRACTICAL SECTION

Practical Session 1. Initial assessment of students’ procedural knowledge.

Practical Session 2. General Methodology: Dribbling, Control, Passing.

Practical Session 3. Heading, Dribbling, Technical Marking.

Practical Session 4. Shooting.

Practical Session 5. Dribbling, feinting and tackling.

Session 6. Control, passing and interception.

Session 7. Identifying technical actions in a real match.

Session 8. Shooting. Defensive and offensive blocking.

Session 9. Comprehensive Methodology: Dribbling, ball control, passing, feinting and shooting.

Session 10. Passing. Combined Moves and Play Patterns.

Session 11. Defensive technical skills.

Practical Session 12. The Goalkeeper: technique and tactics.

24/4/23, 13:53 Course programme for the Bachelor’s Degree in Physical Activity and Sport Sciences

https://campus.uax.es/central/ 3/8

Practical Session 13. Different teaching methodologies in football. Practical Session 14. Tactics. 7-a-side and 11-a-side.

Practical Session 15. Practical Assessment I.

HANDBALL – THEORETICAL BLOCK

Topic 0: History and development of handball worldwide and in Spain.

Topic 1: Technical elements and their classification.

Topic 2: Individual attacking and defensive techniques.

Topic 3: Individual Offensive Techniques.

Topic 4: Individual Defensive Techniques.

Topic 5: Team Tactics and Playing Systems.

Topic 6: The Goalkeeper.

Topic 7: Laws of the Game. Basic Knowledge.

HANDBALL – PRACTICAL MODULE

Practice Session 1. Initial assessment and fundamental positions.

Practice Session 2. Individual Offensive Technique: basic positions and ways of catching the ball.

Practice 3. Individual Offensive Technique: Passes and Receives.

Practice 4. Individual Offensive Technique: Dribbling and Shooting.

Practical Session 5. Individual Offensive Technique: feints, changes of direction whilst dribbling and running off the ball.

Session 6. Individual Defensive Technique: marking, blocking and winning the ball back.

Session 7. Team Tactics and Playing Systems.

Session 8. The Goalkeeper.

Session 9. Attacking and defensive systems.

Session 10. Practical Assessment.

RUGBY

- Teaching methodology for tag rugby.

- Theory and practice of the basic technical fundamentals of rugby.

- Theory and practice of the basic rules of rugby.

- Theory and practice of the basic tactical aspects of rugby.

- History: the origins, development and current state of rugby.

Training activities

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

1) Lectures on concepts relating to the fundamentals of human motor skills: sport, games, dance, physical expression, etc. (30 hours).

2) Practical sessions in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to solve problems and make decisions independently (60 hours).

3) Individual and group tutorials (10 hours).

4) Oral, written and practical assessment tests (7 hours).

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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CONTINUOUS ASSESSMENT:

Final knowledge assessments (50%).

- Written examinations covering the full range of teaching activities.

Practical activities (30%).

- Practical assessments carried out within the specific context of each sport.

Portfolio (20%).

- Supplementary assignments involving the collection of information, such as a session log or similar.

ONE-OFF ASSESSMENT (100%)

- This will consist of two distinct parts: a theoretical component worth 60% and a practical component worth 40%. Students must achieve a mark of 5 out of 10 in the practical component to pass the module. This assessment model will only apply on official assessment dates, whether during the regular or supplementary examination periods.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Supplementary:

1. SANTIAGO VIEITEZ MENDEZ

BASIC PRINCIPLES OF TECHNIQUE AND TACTICS FROM THE PERSPECTIVE OF A FOOTBALL ANALYST

MURILLO SAIF (MCSPORTS. 2018.

ISBN: 9788494857867

Objectives

The objectives of the degree programme are aligned with the competences/learning outcomes set out in the Resolution of 18 September 2018 of the General Secretariat for Universities, publishing the Agreement of the Council of Universities of 17 September 2018, which sets out recommendations for universities’ submission of verification reports for the official Bachelor’s degree in Physical Activity and Sport Sciences. In this regard, the following objectives are set out:

• To understand, develop and be able to apply the procedures, strategies, activities, resources, techniques and methods involved in the teaching-learning process efficiently, carrying out all activities across all areas of professional practice in physical activity and sport (formal and informal physical and sporting education; physical and sports training; physical exercise for health; management of physical activity and sport).

• To communicate and interact appropriately and effectively in the fields of physical activity and sport, across diverse contexts of practice, demonstrating teaching skills in a conscious, natural and sustained manner.

• Design and implement a methodological process comprising observation, reflection, analysis, diagnosis, execution, technical and scientific evaluation and/or dissemination in different contexts and across all sectors of professional practice in physical activity and sport.

• Adapt educational intervention to the individual characteristics and needs of the entire population, with an emphasis on specific groups such as: schoolchildren, older people (the elderly), people with reduced mobility, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

• Be able to guide, design, implement and evaluate physical exercise and physical fitness at an advanced level, based on scientific evidence, across different fields, contexts and types of activities for the entire population, with an emphasis on special populations such as: older people (senior citizens), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking into account gender and diversity.

• To design and implement, with fluency, naturalness, awareness and consistency, physical exercise and physical conditioning programmes that are appropriate, efficient, systematic, varied and based on scientific evidence, for the development of processes of adaptation and improvement or rehabilitation of specific abilities in each individual in relation to human movement and its optimisation; with the aim of being able to solve unstructured, increasingly complex and unpredictable problems, with an emphasis on special populations.

• To analyse, identify, diagnose, promote, guide and evaluate strategies, measures and activities that encourage adherence to an active lifestyle and the regular, healthy participation in and practice of physical activity, sport and exercise in an appropriate, efficient and safe manner by members of the public, with the aim of improving their overall health, well-being and quality of life, with a focus on specific population groups such as: older people (the elderly), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

• Be able to promote, advise on, design, implement and evaluate, from a technical and scientific perspective, appropriate and varied programmes of physical activity, exercise and sport, adapted to the needs, requirements and individual and group characteristics of the entire population, with an emphasis on older people (senior citizens), women and diversity, schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor).

• Be able to fluently develop procedures and protocols to solve unstructured, unpredictable and increasingly complex problems, coordinating and demonstrating a command of the elements, methods, procedures, activities, resources, techniques and processes relating to physical fitness and physical exercise in an appropriate, efficient, systematic, diverse and methodologically integrated manner for the entire population, with an emphasis on specific groups such as: older people (the elderly), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking into account gender and diversity, and across any sector of professional practice within physical activity and sport.

• To identify, organise, direct, plan, coordinate, implement and carry out technical and scientific evaluation of the various types of physical and sporting activities adapted to the development, characteristics and needs of individuals, and to the nature of the activity, venue and organisation, across all types of physical activity and sport services, including sporting events, and within any type of organisation, population, context, setting and group, with an emphasis on specific populations such as: older people (the elderly), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor) and in any sector of professional practice within physical activity and sport (formal and informal physical education and sport; physical and sports training; physical exercise for health; management of physical activity and sport), ensuring safety, efficiency and professionalism in the work carried out in compliance with current regulations.

• To articulate and present, with rigour and a scientific approach, the rationale upon which to consistently and professionally develop, support, substantiate and justify all actions, decisions, processes, procedures, interventions, activities, tasks, conclusions, reports and professional performance.

• Understand and be able to apply ethical and deontological principles, as well as those of social justice, in professional practice and engagement; demonstrate a commitment to scientific and professional rigour; and maintain a consistent attitude of service to the public in the exercise of their professional practice, with a view to achieving improvement, excellence, quality and efficiency.

• Understand, develop and be able to apply the ethical and professional standards, structural and organisational frameworks, professional performance requirements and regulations governing the professional practice of graduates in Physical Activity and Sport Sciences, within any professional sector of physical activity and sport (formal and informal physical and sports education; physical and sports training; physical exercise for health; management of physical activity and sport); as well as being able to carry out multidisciplinary work.

• To understand, explain and communicate the roles, responsibilities and importance of a competent graduate in Physical Activity and Sport Sciences, as well as to analyse, understand, identify and reflect critically and independently on their professional identity, training and performance in order to achieve the aims and benefits inherent in physical activity and sport in an appropriate, safe, healthy and efficient manner across all physical and sporting services offered and provided, and within any professional sector of physical activity and sport.

Training activities:

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

1) Lectures on concepts relating to the fundamentals of human motor skills: sports, games, dance, physical expression, etc.

2) Practical sessions in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making

3) Seminars, workshops, etc.

4) Individual and group tutorials

5) Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature reviews, report writing and practical work carried out both individually and in groups, etc.

6) Oral, written and practical assessments.

Course content

- ATHLETICS

U.D.1. The sport of athletics.

• Historical development.

• Fundamental concepts and rules.

Unit 2. Running events: sprinting, hurdles, middle-distance and long-distance running.

• Description and technical analysis.

• Rules.

• Relays.

• Teaching and methodology.

Unit 3. Jumps. Long jump, triple jump, high jump and pole vault.

• Description and technical analysis.

• Rules.

• Teaching and methodology.

Unit 4. Throwing events. Shot put, discus throw, javelin throw and hammer throw.

• Description and technical analysis.

• Rules.

• Teaching and methodology.

Unit 5. Race walking and combined events.

• Description and technical analysis.

• Rules.

• Teaching and methodology.

GYMNASTICS – GYMNASTIC SKILLS.

Topic 0: Conceptual and historical introduction to gymnastics.

0.1 Description and classification.

0.2 History of gymnastics.

0.3 General rules and regulations.

Topic 1: Women’s Artistic Gymnastics (WAG).

1.1 Floor.

Non-aerial acrobatic elements: Forward somersault, Backward somersault,

Handstand, Five-count, Side roll.

Technical analysis of the elements.

Methodological progressions and corrections.

1.2 Vault.

Technical analysis of the elements: Inward straddle, Outward straddle,

Straight-arm vault.

Methodological progressions and corrections.

1.3 Uneven Bars.

Technical analysis of the elements: Tuck, Take-off, Back flip,

Forward swing, Swings, Sideways pass.

Methodological progressions and corrections.

1.4 Balance beam.

Technical analysis of the elements: Movements, Jumps,

Non-flying acrobatics, Spins, Exits.

Methodological progressions and corrections.

Topic 2: Men’s Artistic Gymnastics (MAG)

2.1 Rings.

Technical analysis of the elements.

Methodological progressions and corrections.

2.2 Parallel bars.

Technical analysis of the elements.

Methodological progressions and corrections.

Topic 3: Aids in gymnastics.

3.1 The assistant and the student gymnast.

Topic 4: Physical preparation and conditioning in gymnastics.

4.1 Key principles. Basic physical training.

Topic 5: Gymnastic skills applied to the educational setting.

5.1 Technical equipment and safety. Gyms, apparatus,

and procedures for assistance and protection.

5.2 Characteristics and structure of training sessions.

Topic 6: Other gymnastics disciplines.

6.1 Acrosport. Routines and choreography.

SWIMMING.

Block 1. Fundamentals of swimming

Topic 1: History of swimming

Topic 2: Biomechanical principles of swimming

Block 2. Teaching swimming

Topic 3: Stages of learning aquatic skills

a. Familiarisation with the aquatic environment

b. Breathing

c. Floating

d. Basic propulsion

e. Basic skills and abilities for adapting to and mastering the aquatic environment

Topic 4: Different approaches to aquatic activities

Topic 5: Teaching styles in the aquatic environment

Block 3. Technical fundamentals of swimming

Topic 6: Starts and turns

Topic 7: Technique for the front crawl and backstroke

Topic 8: Technique for the breaststroke and butterfly strokes

Topic 9: Technical assessment of swimming strokes

Block 4: Other Olympic disciplines

Topic 10: Other Olympic disciplines

a. Water polo

b. Synchronised swimming

c. Diving

d. Open-water swimming

Training activities

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

- Lectures on concepts relating to the fundamentals of human motor function: biological, mechanical, behavioural, social and scientific (30 hours).

- Individual and group tutorials (14 hours).

- Practical sessions in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making (90 hours).

- Oral, written and practical assessment tests (7 hours).

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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The final mark will be calculated as the average of the marks for each sport. In order to calculate this average, students must pass all sports with a minimum pass mark.

For each sport, the general assessment criteria will be as follows:

• CONTINUOUS ASSESSMENT:

To be eligible for this type of assessment, attendance at practical classes must be at least 70 per cent, on the understanding that attendance is compulsory and essential for the best possible learning of the course content.

o Final knowledge tests (50%)

o Practical activities (30%)

o Portfolio (20%)

If a student fails any of the modules in the ordinary assessment period, they will sit the supplementary assessment for the failed modules

• NON-CONTINUOUS ASSESSMENT:

All students who do not meet the attendance requirement or who opt for this type of assessment will sit a final examination in both the ordinary and supplementary examination periods, if necessary, with the following weightings:

o Theoretical component: 60%

o Practical component: 40%

It is essential to achieve at least 5 out of 10 in the practical component in order for it to be averaged with the theoretical component.

Timetable

Click on this link to view the detailed timetable in Excel

Reading list

Core:

1. Cancela, J.M.; Pariente, S.; Camiña, F.; Lorenzo, R.

A Treatise on Swimming: From Beginners to Advanced.

Paidotribo. 2010.

ISBN: 9788480199544

2. Elisa Estape

GYMNASTIC AND ACROBATIC SKILLS IN THE EDUCATIONAL SETTING: THE JOY OF LEARNING

INDE. 1999.

ISBN: 9788487330841

3. Javier Brazo-Sayavera

Teaching Manual for University Athletics Instruction

University of the Republic. 2022.

ISBN: 978-99-740-19

4. Maglischo, E.

Swimming: Technique, Training and Competition

Paidotribo. 2009.

ISBN: 9788480190459

5. Navarro, F.; Díaz Ureña, G.; González Vegas, M.J.

How to Swim Well

editec@rec. 2012.

ISBN: 9788493918064

6. Rius Sant, Joan

Methodology and Techniques in Athletics

Barcelona: Paidotribo, 2009. 2009.

ISBN: 9788480198295

Objectives

The objectives of the degree programme are aligned with the competences/learning outcomes set out in the Resolution of 18 September 2018 of the General Secretariat for Universities, publishing the Agreement of the Council of Universities of 17 September 2018, which sets out recommendations for universities’ proposals for verification reports for the official Bachelor’s degree in Physical Activity and Sport Sciences. Accordingly, the following objectives are set out:

• To communicate and interact appropriately and efficiently in the fields of physical activity and sport, across a range of intervention contexts, demonstrating teaching skills in a conscious, natural and sustained manner.

• To promote education, dissemination, information and ongoing guidance for individuals and leaders regarding the benefits, significance, characteristics and positive effects of regular participation in physical activity, sport and exercise; the risks and harms of inappropriate practice; and the elements and criteria that define its proper execution, as well as providing information, guidance and advice on suitable opportunities for physical activity and sport within their environment, across all sectors of professional practice.

• To organise the promotion of policies, strategies and educational programmes on public health issues relating to physical activity and sport (for the prevention of risk factors and diseases); and to cooperate with other stakeholders involved in this field, across all professional sectors of physical activity and sport.

• Understand the different forms of communication in professional and educational contexts and their application in the fields of health and sporting performance

Prerequisites

No prerequisites have been established

Competencies

The main competences related to the subjects covered in this module that students will acquire upon completion are as follows:

- C.E.33. Develop communication and interpersonal skills.

- C.E.34. Communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying information and instructions, etc.) with laypeople and with experts from other fields.

- C.E.35. Understand the fundamentals of human communication.

- C.E.36. Distinguish between the characteristics of spoken and written expression.

- C.E.37. Define a topic and organise ideas appropriately.

- C.E.38. Conduct effective research.

- C.E.39. Use the main databases in the Health Sciences.

- L.O.40. Write a text correctly and compose a speech following a logical order, providing accurate information and in accordance with established grammatical and lexical rules.

- C.E.41. Structure a text into paragraphs.

- C.E.42. Use precise, appropriate and varied vocabulary that is suited to the situation.

- C.E.43. Understand, draft and complete administrative and professional documents.

- C.E.44. Make correct use of the expressive possibilities of oral communication. Present a case or topic to a specific audience. Handle an interview, a meeting or a situation requiring a certain degree of improvisation.

Learning outcomes

The elements that may be used to assess competences in terms of learning outcomes will include, amongst others, the following:

- Demonstrate sufficient knowledge of the various content modules covered by answering theoretical questions. Carry out assignments applying the concepts developed in class.

- Applying what is covered in class at a theoretical level to real-life situations, using practical scenarios.

- Independently explore any topic through research and personal study.

- Making appropriate use of ICT.

- Improve the student’s various communication skills:

- Expressive skills: Being able to describe a situation or an object within the subject area. Being able to evaluate a situation or an object. Being able to argue a point. Being able to defend a viewpoint or a set of facts. Being able to convey an idea concisely. Be able to explain a point on a subject clearly to an audience. Be able to assess a situation in order to make a decision. Be able to be precise.

- Textual skills: Being able to evaluate texts. Being able to use methods and processes for writing and improving quality (pre-composition, text production, revision and correction).

- Contextual and pragmatic skills: Be able to produce short speeches tailored to the context in which they will be delivered. Deliver effective presentations and conduct productive meetings. Apply active listening techniques. Distinguish and filter information within a business context. Deliver brief speeches tailored to the context in which they will take place. Communicate professionally, conduct interviews efficiently and work effectively as part of a team. Manage time.

- Document-based skills: Equipping students with the skills to resolve their information-related problems: Knowing how to locate and understand relevant information. Knowing how to summarise and synthesise spoken and written texts. Being familiar with the main sources of biomedical information. Assessing the validity and relevance of academic and scientific information. To make decisions based on this information and to manage personal records and health files. To know how to use information ethically in a speech. To know how to cite and reference bibliographies. To know how to complete specialised records and documents.

- Lexical and terminological resources: Expand general vocabulary. Understand word formation and neologisms in Spanish. Recognise and expand the use of terminology, sub-technical vocabulary and UFE.

Description of the content

Module I. Fundamentals

1.1. Communication (textual linguistics, pragmatic forces, etc.).

1.2. Communication in professional settings.

1.3. Standard Spanish (variants, standard grammar and spelling, resources).

Module II. Written Communication

2.1. Linguistic and grammatical accuracy.

2.2. Vocabulary.

2.3. General writing.

2.4. Textual models.

2.5. Professional Writing.

Module III. Oral Communication

3.1. Fundamentals.

3.2. Paraverbal Communication.

3.3. Preparing oral presentations.

3.4. Discourse analysis

3.5. Presentation techniques

3.6. Group communication techniques.

Module IV. Professional communication.

4.1. Specific techniques.

4.2. Interview techniques.

4.3. Negotiation techniques.

Training activities

The training activities to be carried out to ensure that students acquire the intended competences during this module and are able to achieve the expected outcomes of the work undertaken will be:

• Lectures on concepts relating to behavioural, social and scientific principles (30 hours).

• Individual and group tutorials (5 hours).

• Seminars, workshops, etc. (30 hours).

• Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature reviews, report writing and practical work, both individually and in groups, etc. (78 hours).

• Oral, written and practical assessments (5 hours).

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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Assessment system and criteria

The assessment process will consist of verifying and evaluating the student’s acquisition of the learning outcomes. To this end, the following assessment activities will be used to determine the extent to which each of the listed learning outcomes has been mastered:

Final knowledge assessments (60%)

1) Written examination (30%). Minimum mark: 5.

Date: 26 January 2026.

Time: 11.00 am.

Classroom: to be confirmed.

2) Oral exam (30%). Minimum mark: 5.

Date: the final class sessions.

It is compulsory to sit both assessments to pass in the ordinary examination session.

Practical activities (15%)

1) Coursera (5%). From 13 October to 14 November 2025.

2) Knowledge test (10%). Test covering the content covered in the module and on Coursera. 20 questions (multiple-choice and short-answer)

Portfolio (25%)

1) Discourse analysis (25%).

A minimum attendance rate of 70% is required by the end of the term.

Non-continuous assessment (supplementary sitting) (100%).

Students who need to sit the resit examination must sit both parts of the exam.

Oral examination (40%). Minimum mark: 5.

Date: 23 June 2026.

Classroom: to be confirmed.

Written exam (60%). Minimum mark: 5.

Date: 23 January 2026. 1.30 pm.

Classroom: to be confirmed

The number of official exam sittings a student may take per module is limited to 4.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Essential:

1. Blanco Pastor, A.

Effective Communication and Smart Presentations

Pirámide. 2019.

ISBN: 978-84-368-40

2. Davis, Flora

Non-verbal Communication

: Alianza. 2004.

ISBN: 8420639540

3. Felipe Portocarrero

Profitable Writing

SM. 2001.

ISBN: 9788434876026

4. Florentino Paredes García, Salvador Álvaro, Zaida Núñez Bayo, Luna Paredes Zurdo

The Book of Correct Spanish: Keys to Speaking and Writing Spanish Well

Instituto Cervantes. 2012.

ISBN: 978-84-670-09

5. Fundéu BBVA; Javier Bezos López (ed.)

Urgent Spanish Handbook

Debate. 2015.

ISBN: 978-84-9992-5

6. Gómez de Enterría y Sánchez, Josefa

Oral Communication in Business

Madrid: Arco Libros, [2008]. 2008.

ISBN: 9788476357095

7. Jesús Sánchez Lobato

How to Write

Madrid: Aguilar, 2006. 2006.

ISBN: 8403097239

8. Lucas Marín, Antonio

Communication in Business and Organisations

: Bosch. 1997.

ISBN: 8476763824

9. María Luisa Regueiro Rodríguez, Daniel Moisés Sáez Rivera

Academic Spanish: A practical guide to writing academic texts

Arco Libros. 2015.

ISBN: 978-84-7635-8

10. Portocarrero, Felipe; Gironella, Natalia

Professional Writing: Writing Techniques for 21st-Century Businesses

netbilo. 2009.

ISBN: 9788497452472

11. Various authors

The Art of Speaking

Aguilar. 2008.

ISBN: 9788403098060

Supplementary:

12.- Carlos Cachán Alcolea, Marián García; Mar Ramos Rodríguez (eds.), Antonio Calvo Roy (int.)

Anticipatory communication in healthcare

Thomson Reuters Aranzadi : Bristol-Myers Squibb : Antonio de Nebrija University. 2020.

ISBN: 978-84-1308-8

13.- Cassany, D.

The Art of Writing

Anagrama. 1995.

ISBN: 8433913921

14. Fernando Martínez Vallvey, Víctor Núñez Fernández (eds.)

Communication and its Structure in the Digital Age

Centre for Financial Studies – CEF. 2016.

ISBN: 978-84-454-32

15. Gómez de Enterría y Sánchez, Josefa

Written Communication in Business

Madrid: Arco/Libros, 2002. 2002.

ISBN: 8476355009

16. José María López Rodríguez

Analysis of Communication and Movement in Physical Education: Application to Body Expression

Murcia. 2002.

ISBN: 84-699-7635-4

17. José Ramón Belda Medina, Ricardo Casañ Pitarch (eds.)

Discourse Analysis in the Digital Age: A Compilation of Case Studies

Comares. 2020.

ISBN: 9788490459997

18. María del Mar Ortiz Camacho

Description and analysis of certain non-verbal communication skills: a case study in the initial training of specialist physical education teachers

University of Granada. 2000.

ISBN: 84-338-2701-4

19. Rafael López Pérez, Fernando Gordillo León, Marta Grau Olivares (eds.)

Non-verbal behaviour beyond communication and language

Pirámide. 2016.

ISBN: 978-84-368-35

Others:

20. Manuel Campo Vidal

Why don’t professionals communicate better?

RBA Books. 2011.

ISBN: 9788490061244

Objectives

To build a foundation of knowledge and skills based on the optimal use of resources and IT tools designed for academic, educational and professional purposes.

• To foster information and knowledge management skills.

• To provide a useful foundation for management and learning based on independent research using IT tools.

• Ability to apply general knowledge of office automation and new information technologies in current practice and in future professional contexts.

Prerequisites

No prerequisites have been established.

Competencies

The main competences related to the subjects in this module that students will acquire upon completion are as follows:

C.E.29. To understand and apply techniques for editing, layout, sharing and distribution of digital content, as well as the use of this content in a range of professional settings.

C.E.30. Be able to work within a professional digital information processing environment that covers the most commonly required processing tasks in day-to-day use.

C.E.31. Create presentations that enable the defence of ideas and projects.

C.E.32. Create digital content that integrates various types of media.

Learning outcomes

The elements that may be used to assess competences in terms of learning outcomes will include, amongst others, the following:

- Demonstrate sufficient knowledge of the various content modules covered by answering theoretical questions. Carry out practical assignments applying the concepts developed in class.

- Apply what is covered in class at a theoretical level to real-life situations through practical scenarios.

- Independently explore any topic through research and personal study.

- Making appropriate use of ICT.

- Produce reports with a professional layout that integrate content from different media.

- Reports analysing information and data that enable the defence of an idea or project.

Course content

Information systems, data analysis and retrieval, etc. Document management. Document layout using software and the creation of templates and styles. Introduction to, handling, organisation and filtering of data. Types of charts, options and features of data charts. Creation and configuration of a complete presentation. Integration and manipulation of digital images.

Training activities

The training activities to be carried out to ensure that students acquire the intended competences during this module and are able to achieve the expected outcomes of the work undertaken will be:

• Individual and group tutorials (5 hours).

• Seminars, workshops, etc. (60 hours).

• Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature reviews, report writing and practical work, both individually and in groups, etc. (78 hours).

• Oral, written and practical assessments (5 hours).

Assessment system and criteria

Without prejudice to any other requirements that may be specified in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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Continuous assessment

The following actions or activities will be carried out to assess students on a continuous basis:

• Final knowledge assessments (60%)

• Practical activities (20%)

• Portfolio (20%)

Bearing in mind that attendance of over 70% is required and that the course syllabus is divided into 4–5 blocks or modules with the following percentage breakdown: Artificial Intelligence (10%), Spreadsheets with Excel (45%), Word Processing with Word (40%) and Presentations (5%).

Regular examination

The final exam for the ordinary examination session will consist of a theoretical and practical test with the following breakdown: theoretical section: 60 per cent and practical section: 40 per cent; it is essential to achieve at least 5 out of 10 in the practical section.

Supplementary Examination

In the supplementary examination session, students must be examined on the entire syllabus of the module.

The final exam for the supplementary sitting will consist of a theoretical and practical test with the following weighting: theoretical part: 60 per cent and practical part: 40 per cent; it is essential to achieve at least 5 out of 10 in the practical part.

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

The objectives of the Anatomy module are as follows:

To understand the general elements that make up the macroscopic and microscopic anatomy of the human body.

To understand the factors that influence human growth and development throughout the lifespan.

To understand the general principles and theories of biology, physics and chemistry as they apply to human biology.

To establish the general theoretical foundations of human morphology and its implications for other subjects within the degree programme.

(These objectives are fundamental for future learning in subjects such as exercise physiology, sports training, sports nutrition and the assessment of physical and sporting performance.)

Description of the course content

The module will be delivered through the following learning activities, designed to enable students to acquire the required competences and achieve the intended learning outcomes:

- Lectures: These will be delivered in person or online, covering concepts related to the fundamentals of human motor function, including biological, mechanical and scientific aspects.

-Practical laboratory sessions: Conducted in small groups, with the aim of enabling students to develop the ability to work independently in problem-solving and decision-making.

-Seminars: Face-to-face sessions.

-Tutorials: Individual and group tutorials will be offered.

-Independent study: This includes self-study, e-learning (interactive on the virtual campus), literature reviews, report writing and the completion of individual and group practical work, amongst other activities.

-Assessment tests: Oral, written and practical tests will be held.

Learning activities

The teaching activities designed to enable students to acquire the intended competences during this module and to achieve the expected learning outcomes will be:

- Lectures on concepts relating to the fundamentals of human motor function: biological, mechanical, behavioural, social and scientific. (45 hours)

- Individual and group tutorials (7 hours)

- Practical sessions in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making. (15 hours)

- Seminars, workshops, etc. (7 hours)

- Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature reviews, report writing and practical work, both individually and in groups, etc. (70 hours)

- Oral, written and practical assessments (5 hours).

Assessment system and criteria

Assessment system and criteria

General attendance rule: Attendance at classes is compulsory. Unexcused absences exceeding 30 per cent per term will result in exclusion from continuous assessment. In this case, the examination held during the officially scheduled period will be the sole criterion for assessment.

CONTINUOUS ASSESSMENT: To be eligible for continuous assessment, students must meet the attendance requirement. It will be assessed as follows:

Final assessments (60% of the final mark):

Tests will be held throughout the course (multiple-choice, short-answer, essay questions and/or oral examinations) to assess theoretical concepts. The type of examination will be specified prior to the examination session.

Incorrect answers in multiple-choice tests will be marked down by a factor of 1/3.

To pass these assessments, students must answer 50 per cent of the exam questions correctly, achieving a mark of 5.0.

During the term, there will be a compulsory assessment to pass the module. To pass the module, students must achieve a mark of 6 or above.

Practical activities (30% of the final mark).

Portfolio: (10%) of the final mark.

Attendance at practical classes is compulsory. More than 30 per cent of unexcused absences per term will result in a fail for this part of the module.

The lecturer will assess the practical component on a continuous basis, taking into account attendance, student participation, assessments and the submission of assigned work. This will account for 50 per cent of the final practical mark.

At the end of each term, there will be an assessment of the practical content (multiple-choice, short-answer questions, essay questions and/or oral examinations), which will account for the remaining 50 per cent of the overall practical mark. Students must achieve a pass mark of 50% to be considered to have passed the practical component (grade of 5).

If, at the end of the term, the practical course mark is below 5, the student must sit an examination covering the entire practical course content for that term during the February examination period.

If the practicals are not passed, regardless of whether the theory has been passed or not, the published mark will be ‘NP’.

NON-CONTINUOUS ASSESSMENT:

The final mark will consist of 60 per cent of the theory mark and 40 per cent of the practicals mark.

Students must meet all assessment criteria and achieve an overall mark of over 5 in each part of the module to be considered to have passed. If any part of the module is not passed, these percentages will not apply, and the mark recorded will be the lowest mark obtained.

Continuous assessment may contribute a maximum of 1 additional mark.

Addendum

Upon completing the Anatomy module, students will have acquired the following competences, which are essential to their degree programme:

General Competencies of the Degree Programme (Related to the module):

C.G.3. To know and understand the physiological and biomechanical factors that influence the practice of physical activity and sport.

C.G.5. To know and understand the effects of physical exercise on the structure and function of the human body.

G.C.2. Acquire basic scientific knowledge applied to physical activity and sport in their various forms.

Module-Specific Competencies:

S.C.15. To know and understand the different anatomical parts and the physiological responses and adaptations that the body undergoes when subjected to sessions of acute physical exercise and periods of chronic training.

C.E.16. To study cardiovascular, respiratory, haematological, endocrine and neuromuscular responses and adaptations.

SC.17. To study the body’s specific responses and adaptations to exercise in relation to gender, degree of biological maturity, environmental conditions and the presence or absence of medical conditions.

C.E.18. To be familiar with and understand the various parameters related to physical performance and the quantification of physical abilities.

Aims

The aim of this module is to study the fundamentals, characteristics and potential of

human movement, to develop an awareness of one’s own abilities, and to learn the

ways to improve and refine them through systematic physical exercise or

gymnastic exercise.

The general objectives of the module are set out below.

- To understand the characteristics of structured physical exercise, the criteria for its classification,

specific terminology and graphical representation.

- To analyse, understand and compare the various historical milestones that have driven the need

for the systematisation of physical exercise.

- To study the mechanical aspects of body movement, analysing it from the perspectives of

the joints and muscles.

- To understand the application of exercise with the aim of developing psychophysical qualities.

- To develop ingenuity and imagination so that students, using any type of equipment, are

able to devise exercises, whilst also understanding the effects they produce.

Description of the course content

The module consists of two distinct yet complementary parts:

The first section covers the study of physical exercise and its characteristics, criteria for its

classification, specific terminology and graphical representation.

The second section focuses on understanding the mechanical aspects of movement, analysing it from the

perspectives of the joints and muscles.

The third section explains the fundamentals of physical exercise in relation to physical fitness, so that the

student can identify exercises to develop the four basic physical abilities, recognising

the effects of proper training during a session, including carrying out the correct

warm-up and cool-down.



To summarise, we will outline the content covered throughout the course:

BLOCK I: SYSTEMATICS OF PHYSICAL EXERCISE - - - -

TOPIC 1: DRAWING EXERCISES. Definitions and approaches to drawing. Starting

. Planes and axes. Terms of orientation. Joint movements. Drawing the human figure.

TOPIC 2: DESCRIPTION AND REPRESENTATION OF MOVEMENT IN CONTENT BLOCKS.

Structure of the warm-up in the session. Analysis of the content. Exercise terminology.

Concise notes by objective. Practical workshop on stretching exercises focused on the transcription of the

exercise.

TOPIC 3: INTRODUCTION TO THE SYSTEMATICS OF EXERCISE. Clarification of concepts.

. Gymnastic exercise. Concept and characteristics. Structural aspects of physical exercise.

Intent, location and intensity. Classification of gymnastic exercise.

TOPIC 4: HISTORICAL EVOLUTION OF PHYSICAL ACTIVITY, PHYSICAL EXERCISE AND GYMNASTICS.

Physical exercise in Prehistory, pre-Hellenic civilisations, the Middle Ages and the Renaissance. The era

.

BLOCK 2: MECHANICAL ANALYSIS OF EXERCISE - -

TOPIC 5: MECHANICAL ANALYSIS OF EXERCISE. Joint complexes of the shoulder, elbow, spine,

hip, knee and ankle.

TOPIC 6: ANALYSIS OF POSITIONS AND MOVEMENTS. Joint and muscular perspectives. Types of

contraction, phases of movement, motor muscles. Analysis of basic exercises for

muscle toning.

BLOCK 3: FUNCTIONAL ANALYSIS OF EXERCISE. - -

Topic 7: Functional and Structural Analysis of the Warm-up and Cool-down.

Topic 8: Physical Qualities. Effects on the body. Strength, Endurance, Speed, Flexibility.

Coordination, balance and agility.

Training Activities

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

- Lectures on concepts relating to the fundamentals of human motor function: biological, mechanical, behavioural, social and scientific (15 hours).

- Individual and group tutorials (5 hours).

- Practical classes in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making (30 hours).

- Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature reviews, report writing and practical work carried out both individually and in groups, etc. (53 hours).

- Oral, written and practical assessment tests (5 hours).

Assessment system and criteria

The assessment process will be carried out taking into account the various learning outcomes. To this end,

the following assessment activities, which will enable us to determine the extent to which each of the

competencies listed.

Given the nature of the subject, which is eminently practical, and the way it is taught

, continuous assessment is the most appropriate method for evaluating the learning process

experienced by each student. Physical activities will be set on a daily basis, designed

educational in nature and requiring the student’s active participation.

ASSESSMENT CRITERIA FOR STUDENTS UNDER CONTINUOUS ASSESSMENT:

▪ Assessments that follow the learning process and capture the skills

the student acquires.

▪ Assessment of reports on various practical case studies set for resolution by applying the

knowledge acquired in the various subjects.

▪ Submission of practical assignments and reports on their progress, as well as the student’s performance in

the laboratory whilst carrying out the practicals.

▪ Practical examinations covering the full range of practical training activities

carried out.

▪ Written examinations covering the full range of learning activities carried out in the classroom.

For students on the Continuous Assessment scheme, the weighting of tasks according to the above percentages

is as follows:

▪ 50% FINAL KNOWLEDGE ASSESSMENTS: theoretical knowledge tests (C.O). Multiple-choice exam

(30–40 questions) covering theoretical and practical content. There is no cut-off exam; it is held on the

official ordinary examination session. Pass mark: 4 marks or above.

▪ 30% PRACTICAL ACTIVITIES:

or 20% of the mark: practical test and assessment sheet. Exam taken prior to the ordinary examination period. If a

fail, that part can be resat in the ordinary or extraordinary examination session. It is even possible to sit

to improve your mark. (5% is for the worksheet (SEQUENCE OF 5 ‘EIGHTS’). It must be handed in before the exam; failure to do so

means the practical must be completed on the day of the ordinary examination session).

o 10% group stretching routine (5% for the group stretching routine and 5% for the individual stretching worksheet

)

▪ 20% PORTFOLIO: Live performance marks. Submission of exercises set during practical sessions, group presentations

, transcription exercises, analyses, Kahoot quizzes completed in theory classes…

▪ Attendance at 70% of theoretical and practical classes.

Students who have achieved a pass in continuous assessment but have not passed the theory exam may

sit only that exam in the supplementary sitting; the marks relating to the

practical component will continue to be recorded as part of their continuous assessment until the supplementary examination

of the same academic year.

ASSESSMENT CRITERIA FOR STUDENTS WHO DO NOT OPT FOR CONTINUOUS ASSESSMENT:

Students who choose to opt out of continuous assessment (those who do not attend classes

, have more than 3 absences and lose their daily marks), in the ordinary January resit period and/or the

extraordinary examination session in July, their mark will be determined by the final theoretical and practical examination

for that examination period.

100 per cent of the final mark is based on a theoretical and practical examination, with the following breakdown:

It will be essential to achieve at least 5 out of 10 in the practical part in order to average this with the

theoretical part.

• Theoretical part: 60% theoretical test

• Practical part: 40%, comprising: - -

30% mark: Figure-of-eight sequence (4 figure-of-eights recorded on video, identical to the continuous assessment sequence

+ 1 individual figure-eight that does not repeat movements from the previous ones and that contains different

arm and leg patterns throughout the exercise). The student must take the exam in

appropriate attire: comfortable sportswear that allows the movements to be clearly seen, not

.

10% of the mark: Transcription of the five ‘oches’ onto a form.

The publication and review of marks will be announced on the day of the exam and published under ‘notices’ on the

course portal. To avoid any issues regarding potential appeals against practical marks, the

exams will be video-recorded; if any student does not wish to be recorded, they must indicate this before the exam

and, in the event of a marks appeal, they will have to accept the lecturer’s subjective assessment.

In the event of injury, a medical certificate must be submitted to justify non-participation in the

practical part of the session. A student who is injured is not exempt from attending classes, except in exceptional cases where

express medical advice

Objectives

1. To learn about different living organisms and the possible forms of cellular organisation (prokaryotic and eukaryotic organisation).

2. To understand the structure and organisation of the eukaryotic cell, its organelles and the function of each one.

3. To understand the structure and organisation of the prokaryotic cell, its organelles and the function of each one.

4. To understand the cell cycle, the processes of cell division and cell death.

5. To understand the structure of the genome within the cell and the organisation of DNA.

6. To understand the molecular basis of inheritance. To understand the processes of replication, transcription and translation.

7. To understand the transmission of hereditary traits, Mendelian genetics and the processes of genetic recombination.

Prerequisites

There are no prerequisites

Learning outcomes

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 That students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and problem-solving within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst being able to use information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues

CG12 Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance.

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

CE1 Understand the chemical, biochemical and biological principles applicable to human nutrition and dietetics

CE2 Understand the structure and function of the human body, from the molecular level to the whole organism, across the different stages of life

CE7 Acquire teamwork skills within a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner.

CE11 Modern Language

- Acquire the ability to communicate orally in the foreign language, in accordance with the level of proficiency studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

- To acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

- To be competent in handling written and/or digital texts in a foreign language.

- To acquire the ability to understand clear, non-specialist spoken language, in accordance with the level of the language studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

CE12 Communication

­ Understand the fundamentals of human communication.

­ Communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

­ Distinguish the specific characteristics of spoken and written expression.

­ Define a topic and organise ideas appropriately.

­ Conduct effective research.

­ Use the main databases in the Health Sciences

Learning outcomes

Acquisition of knowledge of fundamental concepts related to Food Toxicology.

Acquiring knowledge of the mechanisms of uptake,

transformation and excretion of chemical contaminants, as well as the molecular and cellular mechanisms underlying toxic processes and the methods used to assess toxicity.

Acquiring knowledge of the basic concepts of risk assessment as a technique that provides the necessary tools to identify and characterise the most significant problems.

Ability to study the risks to human health arising from exposure to various toxicants.

Acquiring skills in searching for, selecting, organising and analysing information on toxicology.

Recognise and distinguish the pharmacological properties, potential adverse reactions and toxicity of different therapeutic groups and toxic substances.

To produce assessment reports on risk control systems for food and food products.

Sit examinations demonstrating the acquisition of the required competences and knowledge.

Course content

Topic 1. Chemical composition of the cell. Cellular organisation.

Topic 2. Major macromolecules.

Topic 3. Biological membranes.

Topic 4. Membrane transport.

Topic 5. Extracellular matrix and cell junctions.

Topic 6. Cytoskeleton.

Topic 7. Endoplasmic reticulum, Golgi apparatus and peroxisomes.

Topic 8. Mitochondria and chloroplasts.

Topic 9. The nucleus. The cell cycle. Genes and inheritance.

Topic 10. Replication, transcription and translation. Ribosomes.

Teaching activities

Face-to-face lectures

Face-to-face seminars

Face-to-face laboratory sessions

Personalised tutorials

In-person assessment

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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ASSESSMENT SYSTEM:

1. THEORY EXAMS: 60% of the mark.

2. LABORATORY PRACTICALS: 20% of the mark.

3. CONTINUOUS ASSESSMENT: this will consist of a presentation and the student’s participation. It accounts for 20% of the mark.

EXAM FORMAT:

• During the course, there will be two mid-term exams, both of which are compulsory.

• Students will be notified of the dates of these exams via the Virtual Campus and at the start of the course during face-to-face classes.

• Exams may consist of a multiple-choice section or two parts: a multiple-choice section and essay questions

• The multiple-choice section will consist of 20 questions, each with four options, only one of which is correct; an incorrect answer will result in a 33 per cent deduction from the mark for that question.

• If included, the essay questions will be marked out of 10 marks.

• If there are two parts, the mark for each exam will be the average of the marks for the multiple-choice section and the essay questions.

• A mark of less than 5 in any of the exams/mid-terms may be offset by the mark from the other exam, the laboratory mark and/or the assignment mark, provided that the exam mark is 3 or above.

• If the final mark is below 5, the failed mid-term exam(s) must be retaken in the January sitting.

• During the examinations, the use of any reference materials, calculators or mobile phones will NOT be permitted.

REGULAR EXAM SESSION (JANUARY):

• Students whose overall course mark is below 5 must sit this session. There will be one exam for each part (mid-term) that has been failed. The final mark will take into account, applying the corresponding percentages, the mark for Continuous Assessment and the laboratory mark.

• If the final mark is 5 or above, the student will have passed the module.

• If a student fails (or does not sit) the January exam, they will have to sit the exam in the Extraordinary Examination Period in July.

EXTRAORDINARY EXAMINATION SESSION:

• Students whose mark, following the Ordinary Examination Period, is below 5 must sit this examination. There will be one exam for each part (mid-term) in which they have failed. The final mark will be calculated by applying the relevant weightings to the marks for Continuous Assessment and the Laboratory work.

• If the final mark is 5 or above, the student will have passed the module.

PRESENTATION ASSIGNMENTS:

• The content of the required assignments will be assessed: sources used, degree of original work, content, and depth of study.

• Assignments will only be assessed if submitted by the set deadline.

• Attendance at all students’ presentations is compulsory, and active participation will be positively assessed.

• Students will be required to work on these at home. Questions regarding their preparation may be addressed in class.

• Questions relating to the projects presented in class will be asked, and students’ answers will be assessed.

Bibliography

Core:

1. Alberts et al.

Introduction to Cell Biology

Panamericana. 2023.

ISBN: 978-607-8546-

2. Cooper et al.

The Cell

Marbán. 2021.

ISBN: 9788471019479

Supplementary:

3.- Feduchi Canosa E, Romero Magdalena C, Yáñez Conde E, García-Hoz Jiménez C.

Biochemistry. Essential Concepts.

3rd ed. Médica Panamericana. 2025.

ISBN: 9788491106807

Objectives

This module aims to enable students to:

- Recognise the relationship between chemistry and the health sciences.

- Develop their critical thinking skills.

- Understand the basic principles of chemistry.

- Develop their ability to work in a team.

Prerequisites

Basic knowledge of chemistry

Competencies

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education, typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students are able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

CG2 To develop their profession whilst showing respect for other health professionals, acquiring teamwork skills.

CG3 Recognise the need to maintain and update professional competence, placing particular emphasis on the autonomous and continuous acquisition of new knowledge, products and techniques in nutrition and dietetics, as well as a commitment to quality

CG4 To understand the boundaries of the profession and its scope of practice, recognising when interdisciplinary treatment or referral to another professional is necessary.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, and be able to use information and communication technologies, particularly those related to nutrition and lifestyle habits

CG12 Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance.

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

CE1 Understand the chemical, biochemical and biological principles applicable to human nutrition and dietetics.

CE2 Understand the structure and function of the human body from the molecular level to the whole organism across the different stages of life.

CE7 To acquire teamwork skills within a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner.

CE11 Modern Language

- To acquire the ability to communicate orally in the foreign language, in accordance with the level of proficiency studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

- To acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

- To be competent in handling written and/or digital texts in a foreign language.

- To acquire the ability to understand clear, non-specialist spoken language, in accordance with the level of the language studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

CE12 Communication

­ Understand the fundamentals of human communication.

­ Communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

­ Distinguish the specific characteristics of spoken and written expression.

­ Define a topic and organise ideas appropriately.

­ Conduct effective research.

­ Use the main databases in the Health Sciences.

Learning outcomes

1. Describe and analyse the chemical principles applicable to human nutrition and dietetics.

2. Produce reports on practical sessions carried out in the various laboratories.

3. Sit examinations demonstrating the acquisition of skills and knowledge.

4. Recognise the chemical structure of an active ingredient, describing its functional groups and classifying it within the chemical family to which it belongs.

5. Acquire skills and proficiency in an experimental chemistry laboratory.

6. Be able to use the chemical terminology employed in health sciences.

7. Understand the chemical principles applicable to food and its most important chemical reactions

Description of the course content

* Nomenclature in inorganic and organic chemistry.

BLOCK 1: Organic and inorganic chemical formulation

BLOCK 2: Composition of matter:

- Classification of matter.

- Atoms.

- The periodic table and periodic variations.

- Molecules and ions.

- Chemical formulae and molecular mass.

BLOCK 3: Chemical bonding:

- Ionic bonding

- Metallic bonding

- Covalent bonding

- Molecular geometry. Valence shell electron pair repulsion theory (VSEPR).

- Bond polarity.

BLOCK 4: States of matter:

- Gases. Liquids. Intermolecular forces.

- Solids.

- Phase or state changes.

- Phase diagrams.

SECTION 5: Solutions:

- Types of solutions.

- Formation of solutions.

- Types of solutes.

- Ways of expressing concentration.

- Preparation of solutions.

- Variables affecting solubility.

- Colligative properties.

BLOCK 6: Chemical reactions.

- Chemical equations.

- Stoichiometric relationships.

- Limiting reactant and reaction yield.

- Chemical reactions in aqueous solution.

BLOCK 7: Chemical equilibria:

- Chemical equilibrium and equilibrium constant.

- Le Chatelier’s principle.

- Proton transfer equilibria.

- Solubility equilibria.

- Electron transfer equilibria.

BLOCK 8: Electrochemistry

- Electrochemical cells.

- Types of cells.

Learning activities

Lecture

Face-to-face laboratory sessions

Face-to-face seminar

Tutorials

Independent study

Assessment

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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To pass this module, students must:

1. Have completed ALL the laboratory practicals.

2. Achieve a mark of five points or higher by adding together the percentages set out below:

CONTINUOUS ASSESSMENT:

1. Material covered in class (topics 1–8): 50%

* Mid-term exam 1 (25%)

* Mid-term exam 2 (25%)

These two mid-term exams are qualifying exams, with a mark of 5 or above required to pass. The marks for the two mid-term exams may be averaged if a mark of 4 or above is achieved. If a student fails to pass or does not achieve the required average, they must sit the exam for the failed component(s) during the ordinary and/or supplementary examination sessions.

2. Problem-solving exam: 5%. A MARK OF 5 OR HIGHER IS REQUIRED TO PASS.

3. Student’s coursework: 25%

* 15% Class activities (submission of assignments, contributions at the blackboard, etc.)

* 5% Jove Platform test

* 5% Coursera course

4. Practical work: 20%. COMPLETION OF THE PRACTICAL WORK IS COMPULSORY. The practical work will be assessed via a final exam. Minimum mark required to be included in the average: 4

TO QUALIFY FOR CONTINUOUS ASSESSMENT, STUDENTS MUST ACHIEVE AN AVERAGE MARK OF AT LEAST 5 POINTS ACROSS THE TWO MID-TERM EXAMS.

The maximum final mark will be 10 marks. To pass the module, the final mark must be 5 marks or higher.

REGULAR EXAM SESSION:

If a student does not meet the requirements for the continuous assessment criteria, they must sit the ordinary examination for any failed components, whether these be the written assignment, mid-term exam(s) and/or practicals, with the percentages described above being applied to calculate their final mark. To pass, students must achieve a final mark of 5 out of 10.

EXTRAORDINARY EXAMINATION PERIOD:

If a student fails the ordinary assessment, they must sit the extraordinary assessment for those parts of the module in which they have failed – assignments, mid-term exams and/or practicals – with the percentages described above being applied to calculate their final mark. To pass, students must achieve a final mark of 5 out of 10.

Exam format:

- Mid-term exams: These will consist of a section of short-answer/multiple-choice questions and a section of problems.

- Practical examination: The practicals will be assessed by means of an individual examination on the LAST DAY of the practicals. This examination will consist of a multiple-choice test and problems relating to the practicals undertaken.

Attendance at practical sessions is compulsory. Students are not permitted to miss any practical sessions unless there is a very valid reason.

Bibliography

Core:

1.- Chang, Raymond

Chemistry

10th ed. Mexico: McGraw-Hill, 2020. 2020.

ISBN: 9780073511092

2. Timberlake, Karen C.

Chemistry

: Pearson. 2011.

ISBN: 9788483227435

Links

Current rules for chemical nomenclature – SUMMARY OF THE 2005 IUPAC RULES FOR INORGANIC CHEMICAL NOMENCLATURE FOR USE IN SECONDARY EDUCATION AND TEACHING RECOMMENDATIONS.

Objectives

The objectives of the degree programme are aligned with the competences/learning outcomes set out in the Resolution of 18 September 2018 of the General Secretariat for Universities, publishing the Agreement of the Council of Universities of 17 September 2018, which sets out recommendations for universities’ submission of verification reports for the official Bachelor’s degree in Physical Activity and Sport Sciences. In this regard, the following objectives are set out:

• To adapt educational provision to the individual characteristics and needs of the entire population, with an emphasis on specific groups such as: schoolchildren, older people (the elderly), people with reduced mobility, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

• To be able to guide, design, implement and evaluate physical exercise and physical fitness at an advanced level, based on scientific evidence, across different settings, contexts and types of activities for the entire population, with an emphasis on specific groups such as: older people (senior citizens), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

• To design and implement, with fluency, naturalness, awareness and consistency, physical exercise and physical conditioning programmes that are appropriate, efficient, systematic, varied and based on scientific evidence, for the development of processes of adaptation and improvement or rehabilitation of specific abilities in each individual in relation to human movement and its optimisation; with the aim of being able to solve unstructured, increasingly complex and unpredictable problems, with an emphasis on special populations.

• To analyse, identify, diagnose, promote, guide and evaluate strategies, measures and activities that encourage adherence to an active lifestyle and the regular, healthy participation in and practice of physical activity, sport and exercise in an appropriate, efficient and safe manner by members of the public, with the aim of improving their overall health, well-being and quality of life, with a focus on specific population groups such as: older people (the elderly), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

• To be able to promote, advise on, design, implement and evaluate, from a technical and scientific perspective, appropriate and varied programmes of physical activity, physical exercise and sport, adapted to the needs, requirements and individual and group characteristics of the entire population, with an emphasis on older people (senior citizens), women and diversity, schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor).

Description of the course content

The content to be covered focuses on understanding and learning the basic aspects of this sport and aims to address the various facets of judo. The topics to be covered are:

Topic 1: History of judo

1.1 Origins

1.2 Development

1.3 Evolution

1.4 The present day

Topic 2: Fundamentals and skills of judo.

2.1 Fundamentals of standing judo

2.2 Fundamentals of ground judo

Topic 3: Judo techniques

3.1 Standing judo techniques

3.2 Ground judo techniques

Topic 4: Rules and refereeing.

4.1 Scoring

4.2 Shidos and penalties

4.3 Scoreboard

Topic 5: Katas

5.1 History of Katas

5.2 Kodokan Katas

5.3 Nage no kata

Learning activities

The training activities to be undertaken by students throughout the course will be as follows:

- Lectures or masterclasses (15 hours).

- Practical classes (facilities, laboratory, etc.) (30 hours).

- Individual and group tutorials (5 hours).

- Assessment (6 hours).

Assessment system and criteria

Continuous assessment

This assessment will be divided into three sections.

• Final knowledge assessments (50 per cent):

- Theoretical examination

• Practical activities (30 per cent):

-Practical assessment

• Portfolio (20%):

-Practical placement diary

In order to calculate the average mark and obtain a final grade, it is essential to achieve a mark of 5 out of 10 in the final assessments. The module will be deemed passed when the total of all marks, taking into account the above criteria, is 5 or higher.

To be eligible for this assessment, students must have attended 70 per cent of all classes.

Non-continuous (final) assessment

This assessment will be marked on the basis of a theoretical and practical examination, with the following percentage breakdown by section.

• Theoretical section (60%)

• Practical section (40%)

It is essential to achieve a mark of 5 out of 10 in the practical section in order for this to be averaged with the theoretical section. The module will be considered passed when the sum of all marks, taking into account the above considerations, is 5 or higher.

Addendum

The public health crisis caused by the COVID-19 pandemic has led to the adoption of exceptional safety measures which, whilst aimed at preventing the spread of the virus, have inevitably affected the way in which teachers and students interact in the context of face-to-face teaching. This has had an impact on the standard teaching timetable, which, whilst these measures remain in force, may be subject to change, particularly affecting teaching and assessment methods.

In accordance with the provisions approved by the competent authority and in line with the agreements adopted by the governing bodies of the University and its faculties, the following sets out the extent to which teaching activities and the assessment systems and criteria for the module may be affected whilst the exceptional safety measures referred to in the previous paragraph remain in force.

Teaching activities

All teaching hours for face-to-face teaching activities will be delivered in full; however, the number of hours delivered physically in the classroom will be reduced by 40 per cent. These hours will be delivered synchronously via the virtual classroom. Classes delivered virtually will be recorded. These recordings will remain available on the course’s virtual campus to enrolled students throughout the academic year, so that they can be viewed an unlimited number of times.

Should the exceptional circumstances give rise to measures restricting individual movement, the proportion of teaching hours delivered virtually will be increased. If this becomes necessary, provision has been made for 100 per cent of the weekly teaching hours to be delivered virtually.

Assessment systems and criteria

With regard to individual or group assignments for which a public oral presentation has been planned, such presentations will take place via the University’s virtual learning platform.

Exams will be held in person in the physical classrooms designated for this purpose during the period set out in the University’s academic calendar. Only in the event that the authorities adopt mandatory measures restricting individual movement will exams be conducted remotely.

The amendments and provisions set out in this section are provisional and may be subject to change as determined by the academic authorities or where circumstances so require.

Timetable

Click on this link to view the detailed timetable in Excel

Reading list

Essential:

1. Carratalá and Carratalá

Physical Education and Extracurricular Sports in Schools: JUDO.

Ministry of Education. 2001.

ISBN: 2910008051875

2.- Casterlanas and Molina

Judo in School Physical Education

Editorial Hispano Europea. 2002.

ISBN: 978-84-255-14

3. Taira

The Essence of Judo

Satori Publications. 2014.

ISBN: 9788494239052

4. Villamón, M

An Introduction to Judo

Editorial Hispano Europea. 2013.

ISBN: 9788425512964

Objectives

• To learn about the history of physical expression and dance

• To master the key aspects of the various dimensions, and to learn the teaching methodology and styles specific to body expression and dance.

• To be able to create a story, incorporating elements of dance.

Course content

• Unit 1. Body Expression as a subject within CAFYD.

• Unit 2. Dance: history, concept, key figures and classification.

• Unit 3. The expressive dimension.

• Unit 4. The communicative dimension.

• Unit 5. The creative dimension.

• Unit 6. Methodology and teaching styles in Body Expression and dance.

Training activities

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

- Lectures on concepts relating to the fundamentals of human motor skills: biological, mechanical, behavioural, social and scientific (15 hours).

- Individual and group tutorials (5 hours).

- Practical classes in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making (30 hours).

- Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature reviews, report writing and practical work carried out both individually and in groups, etc. (53 hours).

- Oral, written and practical assessment tests (5 hours).

Assessment system and criteria

Continuous assessment

The necessary requirements are set out below:

• A minimum attendance rate of 70 per cent of all practical and theoretical sessions is compulsory.

• An excused absence does not count as attendance.

• Students must achieve a mark of at least 5 in each part of the module.

• Students may not enter the classroom more than 15 minutes after the start of the session. Doing so will be treated as an absence.

Below is a summary table showing the assessment activities corresponding to each specific learning outcome, the assessment methods to be used, and the percentage of the overall mark allocated to each activity:

• Final knowledge assessments (50%).

• Practical activities (30%).

• Portfolio (20%).

Non-continuous assessment

The alternative to continuous assessment is the final assessment. Students must achieve a mark of at least 5 in each part of the module.

The following table summarises the assessment components:

• Final knowledge assessments (60%).

• Practical activities (40%).

Objectives

The aim of this module is to equip students of Physical Activity and Sport Sciences with the knowledge and skills required to programme, analyse, design, plan, deliver and evaluate outdoor activities from a professional perspective.

Graduates in Physical Activity and Sport Sciences must be able to tackle professional challenges in a comprehensive manner within the sporting and recreational sectors, contributing to their working environment the necessary tools, resources and knowledge required to develop physical education and sports programmes, as well as specific programmes for physical and technical training in various sporting disciplines; and, in the case of mountain and outdoor activities, to act as a guide for individuals and groups on mountain trails and in mountain environments.

The general objectives set for this course are as follows:

- To analyse the opportunities offered by the natural environment for physical and sporting activities and for professional development.

- To foster cooperation amongst students and to assess the educational and social aspects involved in these activities.

- To understand and design outdoor activities that have a low environmental impact, thereby contributing to the conservation and improvement of the environment.

- To respect the environment and value it as a resource-rich setting for sporting and recreational activities.

As for the specific objectives of the module, we highlight the following:

1. To plan and evaluate sports education activities in natural and mountain environments.

2. To coach and oversee the physical preparation of athletes at basic, intermediate and advanced levels in those mountain sports disciplines in which the student has specific technical training and specialisation.

3. To manage and coordinate leisure and sports tourism programmes, provided they take place in contact with nature or in the natural environment.

4. To act as a guide for individuals and groups along trails and through natural areas, where the level of risk is low and controlled.

Prerequisites

We are all aware of the changes taking place in our society, with new fields of activity being explored. This is primarily due to our new outlook on life, one that continues to take root as time goes on.

Alfonso X el Sabio University has successfully embraced this evolution and incorporated it into its Physical Activity and Sport Sciences curriculum. We are, of course, referring to the concepts of sport, recreation and health.

Physical and Sporting Activity in the Natural Environment (AFDMN) provides the perfect framework for delivering a more comprehensive education to our students; it is a fundamental resource in teaching processes and, increasingly, a growing career option.

The day-to-day running of this module is no different from the standard procedures for other modules within the curriculum of the Faculty of Physical Activity and Sport Sciences, therefore the requirements for undertaking and completing the course content are the same as those required for the rest of the degree programme.

Activities in the Natural Environment also require a degree of adaptability to changing circumstances (weather, transport, etc.) and situations that may be unfamiliar to some students, such as spending the night outdoors, travelling through woodland and scrubland, along footpaths and in mountainous areas&#59; as well as the use of technical equipment that is often new to them and which will be essential for the smooth running of the course and for making the most of the teaching content.

As with any physical activity, it is advisable to maintain a level of physical fitness appropriate to the characteristics described, enabling students to undertake the practical component carried out in the great outdoors without any difficulty.

Given the specific nature of the basic technical equipment used in the Activities and Sports related to the Natural Environment and in this course, Alfonso X University provides much of the necessary shared equipment, as well as all the support staff required for these practical sessions. Similarly, each student will provide the individual technical and specific equipment necessary to ensure complete safety during their training (clothing, footwear, rucksack, torch, overnight kit, etc.).

Competencies

1) C.E.48. To understand and analyse the different forms of motor activity, as well as their application to the physical and sporting context.

2) C.E.49. To gain as many motor experiences as possible, relating to motor skills and patterns.

3) C.E.50. Understand the fundamentals of physical fitness, physical abilities and their development, with a focus on both health and the school setting.

4) C.E.51. To understand and apply the theoretical and practical foundations of aerobics as a music-supported fitness discipline, with a view to its potential use as a tool and method of work in the fields of education or health.

5) C.E.52. To understand the theoretical foundations of play, its application in educational and recreational settings, and its potential use as a resource for the development of physical fitness in general.

6) C.E.53. To experience, understand and develop bodily expression, using the body as a means of expression and communication with others.

Learning outcomes

The elements that can be used to assess competences in

in terms of learning outcomes will include, amongst others, the following:

- Demonstrating sufficient knowledge of the various content blocks

content covered by answering theoretical questions.

- Carrying out assignments that apply the concepts covered in class.

Applying, through practical scenarios, what is

is covered in class at a theoretical level.

- Reproduce the technical models developed in class, with a

execution.

- Design learning situations based on the context and the

characteristics of the target group.

In this module, particular emphasis will be placed on the process of continuous assessment, in which we expect the student to take the lead, and for their work, attitude and participation to be the investment that yields the expected and satisfactory results.

The extensive practical content and the high number of hours devoted to hands-on experience and the experiential development of the subject matter will require a commitment from both students and teaching staff, which must result in the achievement of the set objectives in an active and meaningful way, in a manner that is enduring and useful for the subsequent professional development of our students.

The assessment of these processes is described in percentage and numerical terms in the previous sections, but the educational value of the teaching-learning process will be reflected in each of the steps or procedures we undertake in each content block or teaching unit.

Description of the content

The content is organised into nine topics, following a plan and a temporal and spatial sequence which we shall endeavour to adhere to at all times. It may be necessary to make some adjustments to accommodate the dates of practical placements scheduled outside the University. Such dates or changes will always be notified well in advance.

Topic 1. – New spaces and sporting activities. Hiking

Topic 2. – Mountain orienteering and the sport of orienteering

Topic 3. – Risk management in mountain activities

Topic 4. – Climbing and abseiling. Essential equipment

Topic 5. – Designing Activities in the Natural Environment

Topic 6. – Landscape interpretation

Topic 7. – Games and Challenge and Adventure Activities

Topic 8. – Clothing, footwear and equipment

Topic 9. - First Aid in the Mountains

The content will be adapted to suit the group’s needs and the progression of the teaching and learning process.

Training activities

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

1) Lectures on concepts relating to the fundamentals of human motor skills: sports, games, dance, physical expression, etc. (15 hours).

2) Practical sessions in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making (30 hours).

3) Individual and group tutorials (5 hours).

4) Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature reviews, report writing and practical work carried out both individually and in groups, etc. (53 hours).

5) Oral, written and practical assessments (5 hours).

Details of the training activities:

The teaching activities and pedagogical methods will be varied, aiming to adapt as closely as possible to the characteristics of the students and the group; they will foster the ability to learn independently and to work in teams, whilst promoting creativity and dynamism.

We will encourage an active methodology that involves all students, reinforcing meaningful learning. Working groups will be established to improve organisation and to differentiate the role of each student. Personalised attention and group cohesion should foster a positive atmosphere in the classroom and throughout the course.

To facilitate following the classroom presentations, where possible, the theoretical content will be covered using an outline from a bibliographic source accessible to all and provided in the supporting documentation; however, it is recommended that students prepare and study their own notes.

Should any student be unable to undertake a practical component of the module due to any issue, they are expected to contact the lecturer as soon as possible and provide a valid reason.

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities requiring the student’s physical presence will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

Assessment is regarded as a tool for monitoring the educational process, affecting students, lecturers and the teaching-learning process alike.

Students may opt for the Continuous Assessment system, which is structured in three blocks, in line with the general organisation of the degree programme, allowing the module to be studied progressively. This approach combines theoretical study with the monitoring of practical work and individual assignments. The final mark will be allocated according to the following percentages:

1. Final knowledge assessments (50%)

A written examination will be held at the end of the teaching period to assess the theoretical foundations required for the analysis and development of physical activities in the natural environment. A minimum mark of 5 out of 10 must be obtained in order for this to be included in the overall average with the other sections.

• Final theory exam on the core content of the module.

2. Practical activities (30%)

This section covers the practical evidence of students’ learning.

Active participation in face-to-face practical sessions in a natural environment (Sierra de Guadarrama), with continuous assessment through individual and group practical exercises related to the content covered. On the final day of activities, a practical test will be held in which students must demonstrate mastery of techniques such as navigation (map, compass, GPS), climbing, rope progression, first aid, group guiding, knots and appropriate clothing.

Attendance at the face-to-face practical sessions is compulsory. Only absences justified on duly documented medical grounds will be accepted. In such cases, the lecturer may require students to complete a substitute assignment.

3. Portfolio (20%)

The portfolio will showcase the student’s independent work and their use of ICT in relation to the course. Creativity, originality and the ability to apply the course content in a digital format will be assessed.

• Group production of an audiovisual project (video or other digital format) related to physical activities in the natural environment.

• The project must include a technical specification listing the authors, content, tools used, music, design and bibliography.

• The deadline for submission is before the final exam.

Attendance requirement: Failure to attend more than 30% of the teaching activities requiring physical presence will result in the loss of the right to continuous assessment. In this case, the student must opt for non-continuous assessment.

Non-continuous (final) assessment

Students who do not undertake continuous assessment must sit a final theoretical and practical examination, which will account for 100 per cent of the mark. This examination will take place during the official examination period set by the University.

• Theoretical component (60%): Written assessment of the course’s theoretical content.

• Practical component (40%): Demonstration of the practical skills acquired.

It is essential to achieve at least 5 out of 10 in the practical component in order for it to be averaged with the theoretical component.

Timetable

Click on this link to view the detailed timetable in Excel

Objectives

The objectives of the Physiology module are as follows:

To understand the general elements that constitute human physiological functions, at both the cellular and systemic levels.

To analyse the factors that influence human physiological responses and adaptations throughout the lifespan.

To understand the general principles and theories of biology, physics and chemistry as they apply to the functioning of the human body.

To establish the general theoretical foundations of physiological processes and their relevance to other subjects within the degree programme.

These objectives are fundamental to laying the foundations for future learning in subjects related to exercise physiology, sports training, sports nutrition and the assessment of physical and sporting performance.

Learning activities

The module will be delivered through the following teaching activities, which aim to enable students to acquire the required competences and achieve the expected learning outcomes:

- Lectures (45 hours):

Lectures (face-to-face or online) will be delivered to address concepts related to the fundamentals of human motor function: biological, mechanical and scientific.

These lectures will cover the physiological responses and adaptations the body undergoes in response to acute physical exercise and chronic training.

Cardiovascular, respiratory, haematological, endocrine and neuromuscular responses and adaptations will be studied.

The body’s specific responses and adaptations to exercise will also be analysed in relation to gender, level of biological maturity, environmental conditions and the presence or absence of medical conditions.

The various parameters related to physical performance and the quantification of physical abilities will be addressed.

-Seminars (7 hours):

Face-to-face seminars will be held to explore the theoretical and practical content in greater depth.

-Laboratory sessions (15 hours):

Practical laboratory sessions will be held in small groups, enabling students to develop autonomy in problem-solving and decision-making.

Students will undertake assignments applying the concepts covered in class and will apply theory to real-life situations through practical case studies.

-Independent study (70 hours):

This includes independent study, interactive e-learning on the virtual campus, literature reviews, report writing, and individual and group practical work.

Students will be encouraged to explore any topic independently through research and personal work, as well as the appropriate use of ICT.

- Various types of assessment (5 hours).

Assessment system and criteria

General attendance rule: Attendance at classes is compulsory. Unexcused absences exceeding 30 per cent per term will result in exclusion from continuous assessment. In this case, the examination held during the officially designated period will be the sole criterion for assessment.

CONTINUOUS ASSESSMENT: To be eligible for continuous assessment, students must meet the attendance requirement. It will be assessed as follows:

Final assessments (60% of the final mark):

Tests will be held throughout the course (multiple-choice, short-answer questions, essay questions and/or oral examinations) to assess theoretical concepts. The type of examination will be specified prior to the examination session.

Incorrect answers in multiple-choice tests will be marked down by a factor of 1/3.

To pass these assessments, students must answer 50 per cent of the exam questions correctly, achieving a mark of 5.0.

Two eliminatory assessments will be held during the term. To pass the module, students must achieve a mark of 6 or above.

Practical activities (30% of the final mark).

Portfolio: (10%) of the final mark.

Attendance at practical classes is compulsory. More than 30 per cent of unexcused absences per term will result in a fail for this part of the module.

The lecturer will assess the practical component on a continuous basis, taking into account attendance, student participation, assessments and the submission of assigned work. This will account for 50 per cent of the final practical mark.

At the end of each term, there will be an assessment of the practical content (multiple-choice, short-answer questions, essay questions and/or oral examinations), which will account for the remaining 50 per cent of the overall practical mark. Students must achieve a pass mark of 50% to be considered to have passed the practical component (grade of 5).

If, at the end of the term, the practical course mark is below 5, the student must sit an examination covering the entire practical course content for that term during the February examination period.

If the practicals are not passed, regardless of whether the theory has been passed or not, the published mark will be ‘NP’.

FINAL GRADE (GENERAL CRITERIA):

The final mark will consist of 60 per cent of the theory mark and 40 per cent of the practicals mark.

Students must meet all assessment criteria and achieve an overall mark of more than 5 in each part of the module to be considered to have passed. If any part of the module is not passed, these percentages will not apply, and the mark recorded will be the lowest mark obtained.

Continuous assessment may contribute a maximum of 1 additional mark.

Addendum

Upon completion of the Human Physiology module, students will have acquired the following competences:

To know and understand the physiological responses and adaptations that the body undergoes when subjected to sessions of acute physical exercise and periods of chronic training.

To study the cardiovascular, respiratory, haematological, endocrine and neuromuscular responses and adaptations.

To study the body’s specific responses and adaptations to exercise in relation to gender, degree of biological maturity, environmental conditions and the presence or absence of pathology.

To understand the various parameters related to physical performance and the quantification of physical abilities.

To recognise and understand the physiological and biomechanical factors that influence the practice of physical activity and sport.

To understand the effects of physical exercise on the structure and function of the human body.

To acquire basic scientific knowledge applied to physical activity and sport in their various forms.

Bibliography

Core:

1. Guyton

Compendium of Medical Physiology

Elsevier. 2021.

ISBN: 9788491139546

2. Patton

Anatomy and Physiology

11th ed. Elsevier. 2023.

ISBN: 9788413825427

3. Prometheus

Anatomy Textbook and Atlas

Panamericana. 2022.

ISBN: 978-84-9835-2

4. Tortora Derrickson

Principles of Anatomy and Physiology

Panamericana. 2021.

ISBN: 9788411060264

Objectives

To understand the psychological foundations and biopsychosocial factors that influence human behaviour.

To understand the aspects of psychology that affect eating behaviour.

To analyse the fundamental aspects of eating disorders.

To understand the anthropological approach to eating behaviour and how the consequences that diet has had on our species throughout history are addressed as a factor in evolutionary progress.

To gain an insight into human eating behaviour, considering humans as a zoological species and treating their distinctive characteristics as a consequence of their evolution and adaptation to the environment.

Prerequisites

Basic knowledge of biology

Skills

Basic competences

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education; this is typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students should be able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst making effective use of information and communication technologies, particularly those related to nutrition and lifestyle.

CG6 Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues.

CG12 Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance.

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition

Specific competences

CE3 Understand statistics as applied to Health Sciences. Understand the psychological foundations and the biopsychosocial factors that influence human behaviour.

CE7 Acquire teamwork skills within a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner.

CE11 Modern Language

- To acquire the ability to communicate orally in the foreign language, in accordance with the level of proficiency studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

- To acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

- To be competent in handling written and/or digital texts in a foreign language.

- To acquire the ability to understand clear, non-specialist spoken language, in accordance with the level of the language studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

CE12 Communication

­ Understand the fundamentals of human communication.

­ Communicate (gathering, analysing and synthesising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

­ Distinguish the specific characteristics of spoken and written expression.

­ Define a topic and organise ideas appropriately.

­ Conduct effective research.

­ Use the main databases in the Health Sciences.

Learning outcomes

Describe the anthropological foundations of human nutrition and discuss the cultural and social inequalities that may influence eating habits.

Oral presentations – both individual and in groups – on issues relating to the anthropology of different cultures in the context of diet.

Sit examinations demonstrating the acquisition of skills and knowledge.

Understand the foundations of cultural eating behaviour, learning the basic principles for the socio-anthropological analysis of food consumption, preparation and eating habits.

To understand the diversity of different perspectives on food.

To be able to apply the basic concepts of anthropology to human nutrition and dietetics.

To understand psychological functions, their alterations and their development throughout the life cycle.

To be able to develop communication skills at both the interpersonal level and within large and small groups.

To understand the foundations of the therapeutic relationship and to explore the various psychosocial intervention techniques that are useful in the Health Sciences.

Course content

Unit 1. Introduction to Psychology

Unit 2. Eating behaviour

Unit 3. Psychology and eating

Unit 4. Development of eating behaviour

Unit 5. Psychopathology of eating

Unit 6. Anthropology of Food

Learning activities

Lecture

Face-to-face seminar

Tutorials

Independent study

Assessment

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

----

To pass this module, students must:

1. Have completed all practical exercises and projects, and have achieved an average mark of five or above in them.

2. Have achieved a mark of five or above in the face-to-face final examination.

3. Achieve a mark of five or above by adding together the percentages set out below for each part of the module:

a) Practical assessment tests: 25% of the final mark. Students will undertake an assignment relating to anthropometry.

b) Assignments, projects or case studies: 25% of the final mark. These will consist of carrying out a mental health prevention project.

c) Final exam: 50% of the final mark. The final exam will consist of a multiple-choice test comprising 40 questions.

4. A mid-term exam will be held halfway through the term as part of continuous assessment, which will count towards the mark for the lecture component.

July resit: This will be a multiple-choice exam comprising 40 questions. The same weightings as for the main examination period will apply.

Bibliography

Supplementary:

1. Esteban, Mari Luz

Anthropology of the Body:

: Edicions Bellaterra. 2004.

ISBN: 8472902706

2. Kottak, Conrad Phillip

Cultural Anthropology :

: McGraw-Hill. 2006.

ISBN: 9788448146344

3. Singer, Peter

We Are What We Eat:

: Paidós. 2009.

ISBN: 9788449322716

Objectives

1. To understand the basic principles of biochemistry, the formation of molecules and their interactions.

2. To understand the main types of reactions that take place within the cell: acid-base, oxidation-reduction and condensation reactions.

3. To understand the main structural characteristics of biomolecules: carbohydrates, lipids, proteins and nucleic acids, as well as their relationship to the functions they perform in metabolism.

4. To understand the mechanisms by which enzymes act.

5. To be familiar with and understand basic concepts of thermodynamics.

6. Be able to explain the mechanisms of interaction between the main anabolic and catabolic pathways of metabolism.

7. To understand the metabolic pathways involved in the synthesis and breakdown of the main biomolecules: carbohydrates, lipids and proteins, as well as the diseases associated with them.

8. Be able to integrate metabolic pathways across the body’s different tissues.

9. Understand and be able to carry out the basic experimental techniques used in a biochemistry and molecular biology laboratory

10. To practise, under supervision, the main quantitative techniques: spectrophotometry.

11. To practise, under supervision, the main techniques for the separation and quantification of proteins.

12. To practise, under supervision, the determination of enzyme activity, interpreting its kinetics.

13. To practise techniques for identifying different carbohydrates.

14. To practise techniques for the separation of lipid compounds using TLC

Prerequisites

Basic knowledge of chemistry and biology

Competencies

Core competences

CB1 Students have demonstrated that they possess and understand knowledge in a field of study building on the foundations of general secondary education, typically at a level which, whilst drawing on advanced textbooks, also includes some aspects requiring knowledge from the cutting edge of their field of study.

CB2 Students should be able to apply their knowledge to their work or profession in a professional manner and possess the skills typically demonstrated through the formulation and defence of arguments and the resolution of problems within their field of study.

CB3 Students should be able to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues.

CB4 Students should be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 Students should have developed the learning skills necessary to undertake further study with a high degree of autonomy.

General competences

CG2 To practise the profession with respect for other health professionals, acquiring teamwork skills.

CG5 Communicate effectively, both orally and in writing, with members of the public, health professionals, industry representatives and the media, whilst being able to use information and communication technologies, particularly those related to nutrition and lifestyle

CG6 – Understand, critically evaluate, and know how to use and apply sources of information relating to nutrition, diet, lifestyles and health issues

CG12 Understand nutrients, their function in the body, their bioavailability, nutritional requirements and recommendations, and the principles of energy and nutritional balance.

CG29 Acquire the basic training required for research activity, being able to formulate hypotheses, collect and interpret information to solve problems using the scientific method, and understand the importance and limitations of scientific thinking in the fields of health and nutrition.

Specific competences

CE1 Understand the chemical, biochemical and biological principles applicable to human nutrition and dietetics.

CE2 Understand the structure and function of the human body from the molecular level to the whole organism across the different stages of life.

CE7 Acquire teamwork skills within a unit in which professionals and other staff involved in the diagnostic assessment and treatment of dietetics and nutrition are organised in a mono-, multi- or interdisciplinary manner.

CE11 Modern Language

- Acquire the ability to communicate orally in the foreign language, in accordance with the level of proficiency studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on matters relating to nutrition.

- To acquire the ability to communicate in writing in the foreign language, in accordance with the level of the language studied.

- To be competent in handling written and/or digital texts in a foreign language.

- To acquire the ability to understand clear, non-specialist spoken language, in accordance with the level of the language studied.

- Be competent in the use of the foreign language to understand and communicate in that language, both in writing and orally, on topics related to nutrition.

CE12 Communication

­ Understand the fundamentals of human communication.

­ Communicate (gathering, analysing and summarising information, negotiating, managing conflicts, conveying news and instructions, etc.) with laypeople and with experts from other fields.

­ Distinguish the specific characteristics of spoken and written expression.

­ Define a topic and organise ideas appropriately.

­ Conduct effective research.

­ Use the main databases in the Health Sciences.

Learning outcomes

Describe and analyse the chemical, biochemical and biological principles applicable to human nutrition and dietetics.

Prepare reports on practical work carried out in the various laboratories. Sit examinations

that demonstrate the acquisition of skills and knowledge.

Demonstrate knowledge of the biochemical principles applicable to human nutrition and dietetics. Understand the molecular mechanisms responsible for DNA replication and repair and their regulation in prokaryotes and eukaryotes. Understand the molecular mechanisms responsible for RNA transcription and processing and their regulation in prokaryotes and eukaryotes.

Understand the molecular mechanisms responsible for mRNA translation and its regulation in prokaryotes and eukaryotes.

To know and understand the molecular and cellular basis of disease

Course content

1. MOLECULAR BASES.

2. CARBOHYDRATES

3. LIPIDS

4. AMINO ACIDS AND PROTEINS

5. NUCLEOTIDES AND NUCLEIC ACIDS

6. THERMODYNAMICS AND ENZYMOLOGY

7. CARBOHYDRATE METABOLISM

8. INTERMEDIATE METABOLISM

9. LIPID METABOLISM

10. METABOLISM OF NITROGEN-CONTAINING COMPOUNDS

Teaching activities

Lecture

Face-to-face laboratory sessions

Face-to-face seminar

Tutorials

Independent study

Assessment

Assessment system and criteria

Without prejudice to any other requirements that may be set out in the relevant course syllabus, as a general rule, failure to attend more than 70 per cent of the course’s teaching activities—which require the student’s physical or virtual presence—will result in the loss of the right to continuous assessment during the standard examination period. In this case, the examination to be held during the official period set by the University will be the sole assessment criterion, with the weighting specified in the course syllabus.

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ASSESSMENT SYSTEM

1. THEORY EXAMS: 60%

2. Continuous assessment – ACTIVITIES: 10%

3. LABORATORY PRACTICALS and case studies: 30%

THEORY ASSESSMENT

1. During the course, there will be two eliminatory mid-term exams.

2. These exams also include questions from the seminars.

3. The exams are multiple-choice. They will consist of 20 questions, each with four options, only one of which is correct. Incorrect answers result in marks being deducted. A pass is achieved with a mark of 5 out of 10.

4. The theory mark will be the average of the two mid-term exams, provided that the mark for both exams is at least 3 out of 10.

5. If the average mark for the mid-term exams is below 5, if any mid-term exam has a mark below 3, or if a student is marked ‘NP’ (did not sit the exam), they will have to retake the failed mid-term exam(s) in the Ordinary Examination Session (June).

6. If, following the Ordinary Examination Period, the mark is still below 5, the student will be required to retake the failed mid-term exam(s) during the Extraordinary Examination Period (July).

ASSESSMENT OF ACTIVITIES

1. This will consist of completing self-assessment exercises for each topic of the module via the module’s platform

2. The mark will be the average of the activities completed.

LABORATORY ASSESSMENT

1. The laboratory practicals consist of FIVE SESSIONS.

2. The exam will be a multiple-choice test comprising 20 questions, each with four options. Incorrect answers will result in marks being deducted. A pass is achieved with a score of 5 out of 10.

3. Attendance at and sitting of the laboratory examinations IS COMPULSORY FOR ALL STUDENTS. Each instance of non-attendance during the practical sessions results in a deduction of 25 per cent from the laboratory mark.

4. Failure to undertake the practical sessions will result in a fail for the laboratory module and the course.

5. Students who have attended the practical sessions but have not passed the exam must retake the laboratory multiple-choice exam during the Ordinary Examination Period.

6. Failing the exam in the Ordinary Examination Period means that students must retake the laboratory multiple-choice exam in the Supplementary Examination Period.

Bibliography

Core:

1. Feduchi Canosa E, Romero Magdalena C, Yáñez Conde E, García-Hoz Jiménez C.

Biochemistry. Essential Concepts.

3rd ed. Médica Panamericana. 2025.

ISBN: 9788491106807

2.- Lehninger AL, Nelson DL, Cox MM and Cuchillo Foix CM.

Lehninger. Principles of Biochemistry

7th ed. Omega. 2018.

ISBN: 9788428216678

3. Meisenberg, Simmons

Principles of Medical Biochemistry

4th ed. Elsevier. 2018.

ISBN: 9788491132974

Objectives

The objectives of the degree programme are aligned with the competences/learning outcomes set out in the Resolution of 18 September 2018 of the General Secretariat for Universities, publishing the Agreement of the Council of Universities of 17 September 2018, which sets out recommendations for universities’ proposals for verification reports for the official Bachelor’s degree in Physical Activity and Sport Sciences. In this regard, the following objectives are set out

- To be able to guide, design, implement and evaluate physical exercise and physical fitness from a technical and scientific perspective at an advanced level, based on scientific evidence, across different settings, contexts and types of activities for the entire population, with an emphasis on specific groups such as: older people (the elderly), schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor), taking gender and diversity into account.

- To identify, communicate and apply scientific anatomical, physiological and biomechanical criteria at an advanced level of proficiency in the design, development and technical-scientific evaluation of appropriate procedures, strategies, actions, activities and guidelines; to prevent, minimise and/or avoid health risks associated with the practice of physical activity and sport across all population groups.

- To design and implement, with fluency, ease, awareness and consistency, physical exercise and physical conditioning programmes that are appropriate, efficient, systematic, varied and based on scientific evidence, for the development of adaptation processes and the improvement or rehabilitation of specific abilities in each individual in relation to human movement and its optimisation; with the aim of being able to solve unstructured, increasingly complex and unpredictable problems, with an emphasis on special populations.

- Demonstrate an advanced level of proficiency in the analysis, design and evaluation of tests for assessing and monitoring physical fitness and physical and sporting performance.

- Be able to promote, advise on, design, implement and evaluate, from a technical and scientific perspective, appropriate and varied programmes of physical activity, physical exercise and sport, adapted to the individual and group needs, requirements and characteristics of the entire population, with a focus on older people (the elderly), women and people from diverse backgrounds, schoolchildren, people with disabilities, and people with medical conditions, health problems or similar issues (diagnosed and/or prescribed by a doctor).

Course content description

- Topic 1: Concept, historical background, objectives and fields of application of biomechanics

- Topic 2: Physical quantities

- Topic 3: Measurement in biomechanics

- Topic 4: Types of movement

- Topic 5: Linear dynamics

- Topic 6: Angular dynamics

- Topic 7: Skeletal muscle mechanics

- Topic 8: Mechanics of Muscle Contraction

- Topic 9. General Mechanics of Force

- Topic 10. Moment of force and levers

- Topic 11. Biomechanics of strength training exercises

- Topic 12: Forces and resistances exerted by fluids

- Topic 13. Biomechanics of Jumping

- Topic 14. Biomechanics of walking

- Topic 15. Stability and balance

Learning activities

The training activities designed to enable students to acquire the intended competences during this module and to achieve the expected outcomes of the work undertaken will be:

• Individual and group tutorials (8 hours).

• Practical classes in laboratories or sports facilities, in small groups, enabling students to gradually develop the ability to work independently in problem-solving and decision-making (30 hours).

• Seminars, workshops, etc. (30 hours).

• Students’ independent work, including study, e-learning (interactive distance learning via the virtual campus), literature reviews, report writing and practical work, both individually and in groups, etc. (70 hours).

• Oral, written and practical assessments (5 hours).

Assessment system and criteria

There are two forms of assessment: continuous and final. The assessment criteria for continuous assessment are explained below.

Continuous assessment

Final knowledge assessments (60%)

• January theoretical and practical examination (30%)

A theoretical and practical examination will be held covering the content taught during the first term. The exam will consist of two parts: a theoretical part (60% of the exam mark) and a practical part (40%). To pass this exam (‘clear the module’), students must achieve an average mark of 5 or above across both parts.

• May theoretical-practical exam (30%)

This exam will focus on the content covered in the second term for those students who have passed the January exam. If a student has not passed the module in the first exam, the May exam will include questions from both terms and will account for 60% of the final mark for the module. In both cases, the exam structure will be the same: a theoretical section (60%) and a practical section (40%).

Both exams will take place on the scheduled dates for the ordinary assessment period (January and May) as per the official timetable. They will be multiple-choice, with a penalty of 0.33 marks for each incorrect answer. In addition, a practical case study will be included, involving several problems related to the syllabus covered.

Practical activities (30%)

• Practical workbook

Students must complete a workbook containing the practical activities carried out in class, which must be handed in at the end of the course.

o Only those who have attended at least 70 per cent of the theory and practical sessions and are following the continuous assessment scheme may submit it.

o Practical work relating to sessions which the student has not attended will not be accepted.

o Spelling mistakes will be penalised, with 0.1 marks deducted from the workbook’s final mark for each error.

o All workbooks submitted will be checked using the Turnitin plagiarism detection tool. If the report shows a similarity percentage of over 30 per cent, whether due to plagiarism or the use of artificial intelligence tools, the work will automatically be marked as 0.

Portfolio (10%)

• The portfolio will consist of an individual biomechanical mini-case study. Students must select a motor action or physical exercise (for example, vertical jump, squat, throw, sprint, amongst others) and carry out a basic biomechanical analysis, applying the theoretical content of the module to a real-life practical situation.

The module will be deemed to have been passed if the average mark across all assessable components of the module is 5 or above. In order for the marks from the different components to be averaged, the exam must have a mark of 5 or above.

Non-continuous assessment

Theoretical-practical component (100%)

The final exam consists of two parts: a theoretical part and a practical part.

• Theoretical part: this consists of a multiple-choice exam. Incorrect answers are penalised, with 33.3% deducted from the value of a correct answer.

• Practical part: this involves solving two practical problems.

The final exam mark will be calculated by weighting both parts:

• Theoretical section: 60%

• Practical part: 40%

To pass the exam, it is essential to achieve at least 5 out of 10 in the practical section. Furthermore, the weighted total of both sections must result in a final mark of 5 or above.

The date will be determined in accordance with the examination timetable for the ordinary and supplementary assessments of the second term.

Students who do not meet the minimum 70 per cent attendance requirement for the theory and practical classes will be assessed under this arrangement.

Timetable

Click on this link to view the detailed timetable in Excel

Bibliography

Essential:

1.

Biomechanics of Muscle Strength and its Assessment: Analysis

Madrid: Higher Sports Council, 2000. 2000.

ISBN: 8479490950

2.- Aguado Jódar, Xavier

Biomechanics inside and outside the laboratory

León: University of León, Publications Service. 1997.

ISBN: 8477196265

3. Aguado Jósar, Xavier

Efficiency and Sports Technique

Self-published. 1993.

ISBN: 8487330207

4. Gutiérrez Dávila, Marcos

Sports Biomechanics

Madrid: Síntesis. 1998.

ISBN: 8477386102

5. Izquierdo, Mikel

Biomechanics and Neuromuscular Foundations of Physical Activity and Sport

Editorial Médica Panamericana. 2008.

ISBN: 9788498350234

6. Leal, L., Martínez, D., Sieso, E.

Fundamentals of Exercise Mechanics

Resistance Institute. 2012.

ISBN: 97884615 8003

7. Viel, Eric

Human Walking, Running and Jumping: Biomechanics, Research

Barcelona [etc.]: Masson, 2002. 2002.

ISBN: 8445811096

8. Wirhed, Rolf

Athletic Ability and the Anatomy of Movement, 2nd edition

Edika Med. 1998.

ISBN: 8478772065