Unidad Didáctica de Judo para Secundaria.

1. UNIT: JUDO
investigate, learn, play
18/12/2012
SARA CUCCHI CANDELAS 2ºCAFD

2. The CEM and kindergartens Bebin committed to a comprehensive education where the sport is
included. One of these is the JUDO, declared by UNESCO as the most desirable sport from
childhood to fourteen, among other reasons because it provides through play essential factors
for the development of the individual child. Although apparently, judo is a sport of wrestling,
basically it is an educational sport with a wide socialized component, starting with respect for
the fellow, self-control, discipline, effort and constant improvement based on progress and self
confidence.
In a protected environment and completely controlled as the mat, children find a healthy and
safe environment where they interact. Since not all children are the same, or go through the
same stages, teaches judo from their personalities. Children with self-control problems,
hyperactivity, etc. Judo practice allows them to temper his character and channel that energy in
a defined area, with clear rules. A shy or introverted children, Judo gives them confidence and
self-confidence, affirming them in their personality and integrating them into an environment of
healthy camaraderie. And children responsible and serious practicing Judo reaffirm their respect
for others and for oneself, in an environment where they are comfortable.
Although judo can have some disadvantages such as the possibility that children suffer an
injury, the fact is the benefits of the sport are endless: basic motor skills develop, favors the
development of locomotor system, strength, coordination, speed, flexibility and balance of
children develop, learn to know themselves and to master your body, develop his power of self-
control, his tactical thinking is stimulated, etc.
This teaching unit called investigate, learn, and play presents an approach for students to learn
a combat sport such as Judo, from a more playful orientation mainly - recreational to
competitive , by treating different conceptual, procedural and attitudinal aspects.
The teaching unit is directed to a group of students from upper secondary (3rd and 4th), aged
between 14 and 15 years. The class is about 25 students and will have a boy who suffers
hipocausia. The sessions are meant to help students learn researching, playing and cooperating
with themthem:.

3. Compulsory Secondary Education will help develop in students the skills to enable
1.Asumir their duties responsibly, know and exercise their rights in respect of others, practice
tolerance, cooperation and solidarity between people and groups, and to prepare for the
exercise of democratic citizenship.
2. Develop and consolidate habits of discipline, study and individual and teamwork as a
necessary condition for effective implementation learning tasks and as means of personal
development.
3.Valorar and respect gender difference and equality of rights and opportunities between them.
Reject stereotypes which imply discrimination between men and women.
4.Fortalecer emotional skills in all areas of personality and in their relationships with others, and
reject violence, prejudices of any kind, sexist behavior and resolve peacefully conflicts.
5. developing basic skills in using information sources, with critical sense, acquire new
knowledge. Acquire a basic preparation in the field of technology, especially information and
communication.
6.Concebir scientific knowledge as an integrated knowledge, structured into different disciplines.
7.Desarrollar entrepreneurship and self-confidence , participation, critical sense, personal
initiative and the ability to learn to learn, plan, make decisions and take responsibility.
8.Comprender and correctly express, orally and in writing in the English language and, if any, in
the co-official language of the Autonomous Community, complex texts, and messages begin
learning, reading and studying the literatura.9.Comprender and expressed in one or more
foreign languages correctly.
10.Conocer, value and respect the basic aspects of their own culture and history and others, as
well as the artistic and cultural heritage.
11.Conocer the functioning of the body and that of others, respect differences, consolidate
habits of care and bodily health and incorporate physical education and the sport to encourage
both personal and social development. Know and value the human dimension of sexuality in all
its diversity. Critically assess social habits related to health, consumption, the care of living
things and the environment, contributing to their conservation and mejora.12.Apreciar artistic
creation and understand the language of different art forms, using various means . of
expression and representation

4. teaching physical education at this stage will aim to develop the following capabilities:
1. Knowing the characteristics that define a healthy physical activity and the beneficial effects it
has for individual and collective health.
2. Evaluate the common and systematic practice of physical activity as a means to improve
health conditions and quality of life.
3. Perform tasks aimed at increasing the chances of engine performance, improved physical
fitness for health and the improvement of adjustment functions, control and body control,
adopting an attitude of self-demanding in its implementation.
4. Meet and consolidate healthy habits, basic techniques of breathing and relaxation as a
means to reduce imbalances and relieve stresses produced in daily life and physical sport.
5. Planning activities to meet the needs in relation to specific physical abilities and from the
valuation of entry level.
6. Make physical and sporting activities in the environment that have low environmental impact,
contributing to its conservation.
7. Know and sporting activities and individual, group and recreational adversary, applying
technical and tactical regulatory fundamentals in game situations with progressive autonomy in
their implementation.
8. Show skills and social attitudes of respect, teamwork and sportsmanship in participation in
activities, games and sports, regardless of cultural, social and skill differences.
9. Design practice and expressive activities with or without musical base, using the body as a
communication and creative expression.
10. Adopt a critical attitude to the treatment of the body, physical activity and sport in the social
context.

5. 1.Participar in fighting games as a means of enjoyment, relationship and use of leisure time.
2.Use the basic strategies of cooperation, opposition-opposition and collaboration in fighting
games.
3.Develop overall physical capabilities.
4.Ampliar basic motor skills in game situations and of known space.
5.Progresar movement in adapting to the circumstances and conditions activitystruggle
..6.Progresarin learning solving motor problems
Judo, and provide improvements in the skills and abilities of the student, provides an education
in values, which can be set as follows:
❖ ❖ COURTESY SINCERITY COURAGE ❖ ❖ ❖ MODESTY HONOR RESPECT ❖ ❖
CONTROL YOURSELF THE FRIENDSHIP ❖ ❖ ❖ LOYALTY GRATITUDE

6. Core competencies established for Physical Education in compulsory and can relate to the judo
are:
-The mathematical competition: involves a positive and progressive security and trust in
information and situations (problems, unknowns, etc.), containing elements or supports
mathematical provision and to use when the situation warrants, based on respect and taste for
certainty and search through reasoningworld.
-Competence in knowledge and interaction with the physical This competition is part of the
proper perception of the physical space in which life and develop human activity, both large
scale and in the immediate environment, and the ability to interact with the surrounding space.
move on it and solve problems involving objects and their position
- social and civic competence: are an essential part of this competition those social skills that let
you know that conflicts of values and interests are part of coexistence and resolve them with a
constructive attitude making decisions independently using both the knowledge of the society as
a set of values built through critical reflection and dialogue within the framework of the basic
cultural patterns of each region, country or community. The ethical dimension of social and civic
competence involves being aware of the values of the environment, evaluate and reconstruct
emotional and rationally to progressively create a system of own values and behave in line with
them to address a decision or a conflict. This means understanding that not all personal position
is ethical if it is not based on respect for principles and universal values such as enclosing the
Declaration of Human Rightscompetence.
- Cultural and artistic This competence involves knowing, understanding, appreciating and
critically evaluate different cultural and artistic statements, use them as a source of enrichment
and enjoyment and regard them as part of the heritage of the peopleslearn:.
- Learning to supposed to have skills to start learning and be able to continue learning so
increasingly effective and autonomous according to one's goals and needs: This competition
has two fundamental dimensions. On the one hand, the acquisition of awareness of one's own
abilities (intellectual, emotional, physical), and the process needed to develop strategies and
what you can do for yourself and what you can do to help other people or resources. On the
other hand, have a sense of personal competence which results in motivation, self confidence
and love of learninginitiative.
- Autonomy and personal This competition is concerned, on the one hand, to the acquisition of
consciousness and implementation of an interrelated set of values and personal attitudes, such
as responsibility, perseverance, self-knowledge and self-esteem, creativity, self-criticism,
emotional control, the ability to choose, tocalculate risks and to address the problems and the
ability to delay the need for immediate gratification, to learn from mistakes and take
riskscompetence...:
and possibilities of movement -Forms
-Objects moving, form of movement, direction of movement
-The motor overall fitness and skillregulation.
-Thegaming standards andbasic rulesstruggle..

7. -Userulesfor the organization of collective situations of fighting games in the yard
-Use the rules for the organization of collective situations of cooperative games .
-Use basic game strategies. cooperation, opposition, through fighting
games-domainengine and body from a previous approach to the action of different situations of
strugglemovement.
-Use basic skills and ball handling (launches and receptions) in different situations and forms of
executionenvironments..
of basic skills -Experimentación displacement and rotation in different situations and
embodiments
Acquisition of movements and motor behaviors adapted to different situations and climb,
carrying, pulling, rolling, etc.
-Application basic fighting skills (balance, grips, falls) in game situations.
Practice at the sports adapted by relaxing the rules of game
-Attitude and respects the rules and regulations.
-Sensitivity at different skill levels, both own and those of others in the practice of fighting
games.
-Acceptance the existence of different skill level.
Develop autonomy and confidence in motor skills in different situations.
Accepting the role that corresponds play as a team player.
-Interest increase competition and drive fighting skills based on self-improvement.
-Apreciación of their own possibilities and limitations.
It is very important the use of a methodology right in conducting classes, as students should be
learning in an easy manner appropriate to their abilities and aptitudes. Therefore, the
methodology used should be flexible, adjusting to the characteristics and interests of students;
active, where the students are the protagonists of the activity; participatory, enhancing
cooperation through balanced groups; inductive, so that students know what body part being
used; analytical, in which students learn step by step technique; guided discovery they
investigate through problem situations; and playful, founded on the principles of the game.
Strategies in practice are global, just learning activities falls some analytical exercises will be
done, in order that students lose their fear of falling and prevent future potential risks of injury,
when pupils make projections from the standing position. In general and for most of the
activities and games of teaching and learning model used and discovery. With styles
troubleshooting and guided discovery students you can explore and find itself varied responses
to problems, choosing each time the solution that best suits their learning needs.

8. The resources and materials are all the set of elements, tools or strategies that teachers use, or
can be used as support, complement or aid in their teaching. In general, the various resources
and materials may refer to all elements that a school must have, from the building itself to all the
material type furniture, audiovisual, literature, etc. In a different perspective, resources are also
strategies that teachers use as facilitators of the teaching task, involving both the organizational
aspects of the session as a way to transmit knowledge or content. The resources will employ
during the sessions: -List control attendance. -List Of students for daily evaluation (possible
questions, problem situations) -List of daily behavior (participation, help peers, etc.) -Books to
show students. -Pizarra To write the names of the techniques. -Casette To the music stand in
moments of relaxation. -sheets For achieving the multiple choice exams.
The attention to diversity should be understood as a set of educational activities aimed at
responding to the different capacities, rhythms and learning styles, motivations and interests,
social situations, cultural, linguistic and health of students. Therefore it constitutes a
fundamental principle that should govern the whole basic education aimed at ensuring equal
opportunities for all students to education and to avoid, insofar as possible, school failure and
the consequent risk of abandonment the education system.
In this course I presents a class which is Dani. Dani is a boy who suffers from Hipocusia,
defined as inflammation of the inner ear, causing partial hearing loss. Therefore, I must adapt
the classes so that students do not feel marginalized or excluded from the group, and think that
their chances of learning are lower compared to those of others. To do this I will try, first, that
the explanations given in class are as visual as possible either through demonstrations or
written on the blackboard; Second, the student is always closer to my possible; third, inform
other students to speak up when you're with him partner; Fourth, stay with Dani five minutes at
the end of the session to answer your questions if any.