1. Historical development of physical education.
  2. - From Antiquity to the 19th century The Gymnastic Schools and Movements (19th - 20th century).
  3. - Schools and gymnastic movements (19th-20th century)
  4. - School Physical Education in Spain from the 19th century to the present day.
  5. - Trends in Physical Education in the 20th century.
  6. The concept of Physical Education.
  7. - Terminology definition as a starting point.
  8. - Epistemological disparity.
  9. - Towards a definition of Physical Education.
  10. - Aims of Physical Education.
  11. - Analysis of the current situation of Physical Education.
  12. Special Education.
  13. - Historical synthesis.
  14. - Beyond the deficit.
  15. Didactics.
  16. - Historical synthesis.
  17. - Conceptual approach.
  18. - Didactics: General, Specific and Differential.

  1. The education system in the State of the autonomous regions.
  2. - Educational reform: the LOGSE.
  3. - The new curriculum framework.
  4. - Physical Education in the curriculum of Infant and Primary Education.
  5. Integration and education
  6. - The LOGSE and the regulation of Special Education
  7. - Principles of standardisation, sectorisation, individualisation and integration
  8. - The concept of “Special Educational Needs” (SEN)
  9. A school for all
  10. - School in the face of diversity: inclusive schooling
  11. - The school response to SEN
    12. MODULE 2. THE SCHOOL, PHYSICAL EDUCATION AND DISABILITIES: EDUCATIONAL INTERVENTION

  1. Motor and perceptual-motor development. Conceptual approach
  2. General theories of human development
  3. Current explanatory models of motor development
  4. Motor development of children up to 12 years of age
  5. Description and analysis of disabilities
  6. - Hearing impairment
  7. - Visual impairment
  8. - Intellectual disability
  9. - Physical disability
  10. Disturbances in motor and perceptual-motor development
  11. - Hearing impaired students
  12. - Visually impaired pupils
  13. - Pupils with intellectual disabilities
  14. - Pupils with physical disabilities

  1. Main procedures and instruments for measuring and assessing motor development

  1. The concept of motor learning
  2. Explanatory models of motor learning
  3. Mechanisms and factors involved in the motor teaching-learning process
  4. Motor competence and learners with special educational needs

  1. A conceptual approach to Adapted Physical Activity
  2. Individual curricular adaptations in the area of Physical Education.
  3. - Information as a starting point
  4. - Task analysis
  5. - Adaptation of the task and its follow-up
  6. The educational impact of the deficit in Physical Education.
  7. Teaching guidelines
  8. - Hearing impaired students
  9. - Visually impaired pupils
  10. - Pupils with intellectual disabilities
  11. - Pupils with physical disabilities

  1. Studies and research

  1. Change, crisis and the construction of identity
  2. Coaching concept
  3. Etymology of coaching
  4. Coaching influences
  5. Differences between coaching and other practices
  6. Current trends in coaching

  1. Why is coaching important?
  2. Principles and values
  3. Types of coaching
  4. Benefits of effective coaching
  5. Myths about coaching

  1. Introduction: the key elements for success
  2. Motivation
  3. Self-esteem
  4. Self-confidence

  1. Responsibility and commitment
  2. Action
  3. Creativity
  4. Content and process
  5. Target“ position”
  6. Grief and change

  1. Leadership, power and ethics
  2. Confidentiality of the Process
  3. Ethics and Deontology of the coach
  4. Coaches' Code of Ethics
  5. Code of Ethics
    6. MODULE 2. THE COACHING PROCESS

  1. Overcoming blockages
  2. The desire to move forward
  3. Coaching and learning
  4. Factors affecting the learning process
  5. Levels of learning

  1. Coaching - tool or process?
  2. Motivation in the process
  3. Will as a prerequisite for the initiation of the process
  4. Risks of the coaching process

  1. Introduction
  2. Listen to
  3. Empathy
  4. Maieutics and influence
  5. Diagnostic capacity

  1. First phase: establishing the coaching relationship
  2. Second phase: action planning
  3. Third phase: coaching cycle
  4. Fourth phase: evaluation and monitoring
  5. An initial coaching session

  1. Why is evaluation necessary?
  2. Benefits of coaching evaluation programmes
  3. Factors that may interfere with the assessment
  4. How to evaluate?
  5. Measurement tools for outcome evaluation

  1. The end of the evaluation
  2. External evaluation
  3. Continuous assessment sessions
  4. Types of profiles
  5. Questionnaire to evaluate a coach
    6. MODULE 3. COACH AND COACHEE

  1. The figure of the coach
  2. Types of coach
  3. Role of the coach in the executive coaching process

  1. Key competencies and coach performance
  2. The characteristics of an effective coach for competence development
  3. Two key competencies for the development of a liberating enterprise

  1. Technical background: training and business experience
  2. Common coaching mistakes
  3. Training to conduct coaching sessions

  1. The figure of the coachee
  2. Characteristics of the target audience for coaching
  3. The capacity to receive coaching
  4. Client self-awareness
    5. MODULE 4. COACHING AND SPORT

  1. The origin of coaching
  2. Sports strategy
  3. Sports coaching: learning to flow

  1. Sport: a melting pot of values
  2. Healthy competition
  3. Benefits of sport
  4. Sports and health coaching

  1. Description of a good trainer
  2. Objectives, mission and values of the trainer
  3. Keys of the coach-coach
  4. Managing athletes

  1. What does it mean to train?
  2. Keys to good training
  3. Types of training
  4. Parameters for achieving excellence
    5. MODULE 5. ELEMENTS NECESSARY FOR THE PRACTICE OF SPORT

  1. The athlete: concentration
  2. Emotional regulation in sport and attributions
  3. Self-esteem and self-confidence
  4. Injury prevention

  1. The team: group synergy
  2. Group vs. Team
  3. Collective success

  1. Maintaining a positive attitude
  2. Motivation
  3. Recognising possibilities: Self-assessment
  4. Emotional energy
  5. Winning intention

  1. Body
  2. Mind
  3. Mind and body balance

  1. The leader
  2. Leadership
  3. Leader-centred approaches
  4. Situational or contingency theories
  5. Leadership styles
    6. MODULE 6. TECHNIQUES

  1. Introduction to positive coaching techniques
  2. Visualisation
  3. Relaxation
  4. Concentration

  1. Definition and classification
  2. Large group techniques
  3. Medium group
  4. Small group techniques
  5. Techniques that require the coach
  6. Techniques according to their objective
    7. MODULE 7. GOAL SETTING

  1. What do we mean by goal?
  2. Guidelines for setting a good goal
  3. Designing a target setting system

  1. Difference between objective and goal
  2. Guidelines for stating objectives
  3. Phases in setting objectives

  1. Setting goals
  2. Achieving the goals
    3. MODULE 8. SPORTS COACHING AND OTHER DISCIPLINES

  1. What is sport psychology?
  2. Tools, exercises and principles of sport psychology
  3. Contributions of psychology to sport

  1. What is mentoring?
  2. Similarities and differences between coaching and mentoring
  3. Principles and laws of mentoring
  4. Mentoring tools and techniques

  1. What is Emotional Intelligence?
  2. Components of emotional intelligence
  3. Emotional intelligence skills
  4. Contributions of Emotional Intelligence to Sport

  1. What is Neurolinguistic Programming?
  2. Principles of NLP
  3. Representational systems
  4. Coaching, NLP and sport