The Law 10/1990 of 15 October of the Sport, entrusted to the Government the regulation of the teachings of the sports technicians according to the requirements marked by the different educational levels.

The Organic Law 2/2006, of 3 May, of Education, provides in its article 64.6 that the Government, after consulting the Autonomous Communities, will establish the qualifications corresponding to the studies of sports teachings, the basic aspects of the curriculum and the minimum requirements of the centres.

The Organic Law of 19 June, of the Qualifications and Vocational Training, establishes the National System of Qualifications and Vocational Training as a framework for training actions aimed at responding to the demands of the productive sector. Some modalities of the sports lessons have characteristics that allow them to be related to the generic concept of vocational training, without it being necessary to renounce their condition of specific offer directed to the sports system and differentiated from the offer which, within the vocational training of the educational system, performs the professional family of Physical and Sports Activities for the rest of the sector. Therefore, the aforementioned Organic Law 2/2006 of 3 May of Education provides for the possibility that the sports teachings refer to the National Catalogue of Professional Qualifications.

This regulatory framework makes it necessary for the Government, after consulting the Autonomous Communities, to establish each of the titles that will form the catalogue of the educational system's sports teachings, its teachings (a) minimum and those other aspects of academic management which, without prejudice to the competences conferred on the educational authorities in this field, constitute the basic aspects of the curriculum which ensure a common training and guarantee the validity of the securities, in compliance with the provisions of Article 6.2 of the Law Organic 2/2006, of 3 May, of Education.

Royal Decree 1363/2007, of 24 October, establishing the general management of sports teaching of special status, defines in Article 4 the structure of these teachings, placing the sports teachings higher grade as part of higher education.

On the other hand, in the same way, the professional profile of these titles, which will include general competence, professional, personal and social competences, in order to achieve that, in fact, the titles of sports teachings respond to the needs demanded by sports and production systems, and to personal and social values to exercise a democratic citizenship. To this end and as a reflection of the maturity achieved by the sports modality, the higher grade cycle is attributed to the skills linked to the training, management of teams and athletes of high level or performance and in certain cases the driving with high levels of difficulty in sports mode or specialty.

To this end, it is necessary to determine for each title their identification, their professional profile, the professional environment, the teaching of the sports teaching cycles and the accreditation of modules due to the teaching experience, the sports experience, as well as the basic parameters of training context for each sport teaching module (spaces, necessary equipment, qualifications and specialties of teachers). In addition, the specific access requirements will also be determined in each title, with the identification of the teaching load that is credited through these requirements, the linkage with other studies, the identification of these qualifications. validations, exemptions and equivalences.

The marked technical nature of these teachings, defined by the peculiarity of their procedures, materials, equipment and practices specific to each modality, makes it necessary for a development to guarantee a common minimum. The denominator, clear and guiding, through a regulatory standard.

In order to facilitate the recognition of credits between the titles of the Superior Sports Technician and the teachings leading to university degrees and vice versa, in the cycles of higher-grade sports teachings establish the equivalence of each sport teaching module with European credits, ECTS, as defined in Royal Decree 1125/2003 of 5 September establishing the European credit system and the system of qualifications in university degrees of official character and validity throughout the national territory.

The present royal decree, which is dictated by the development of Royal Decree 1363/2007, of 24 October, establishing the general ordination of sports teachings of special regime, establishes and regulates, in aspects and Basic elements above, the title of Superior Sports Technician in Esgrima.

Finally, this royal decree develops, in the field of the sports teaching of fencing, the provisions of Law 51/2003, of December 2, equal opportunities, non-discrimination and universal accessibility of the persons with disabilities already contained in the aforementioned Royal Decree 1363/2007, of October 24, and develops in this field the provisions of the Organic Law 3/2007, of March 22, for the effective equality of women and men.

In the process of drawing up this royal decree, the autonomous communities have been consulted within the Sectoral Education Conference, and the School Council of the State and the Ministry of Finance have issued a report. Public Administrations.

In its virtue, on the proposal of the Minister of Education, Culture and Sport and after deliberation of the Council of Ministers at its meeting on 8 June 2012,

DISPONGO:

CHAPTER I

Object

Article 1. Object.

1. The purpose of this royal decree is the establishment of the title of Superior Sports Technician in Esgrima, with official character and validity throughout the national territory, as well as its corresponding minimum teachings.

2. In accordance with the provisions of Royal Decree 1363/2007 of 24 October 2007 establishing the general organisation of special arrangements for sport, the elements set out in this royal decree do not constitute a Regulation of the exercise of profession entitled.

CHAPTER II

Identifying the title and organization of the teachings

Article 2. Identification of the title of Superior Sports Technician in Esgrima.

The title of Superior Sports Technician in Esgrima is identified by the following elements:

a) Denomination: Esgrima.

b) Level 1: Higher Technician of the Spanish Qualifications Framework for Higher Education. Higher Grade Sports Teachings.

c) Duration: 780 hours.

(d) International reference: CINE-5b (International Standard Classification of Education).

Article 3. Organization of the teachings leading to the title of Superior Sports Technician in Esgrima.

The teachings leading to the title of Superior Sports Technician in Esgrima are organized in the upper grade cycle in Esgrima and have a duration of 780 hours.

Article 4. Major Sports Technical Title Specializations in Esgrima.

1. The title of Superior Sports Technician in Esgrima will have as specialties:

a) Adapted Esgrima.

b) Sword.

c) Sable.

d) Flored.

2. The Ministry of Education, Culture and Sport, on a proposal from the Superior Council of Sports and after consulting the competent bodies in matters of sports of the Autonomous Communities and the Royal Spanish Federation of Esgrima will establish the objectives, contents and evaluation criteria for these specialisations.

CHAPTER III

Professional profile and professional, personal and sports environment of the cycle

Article 5. Professional profile of the top grade cycle in Esgrima.

The professional profile of the higher grade cycle in Esgrima is determined by its general competence, professional, personal and social competences, by the relationship of qualifications and, where appropriate, units of competence The National Catalogue of Professional Qualifications included in the title and the professional, employment and sports environment.

Article 6. General competence of the higher grade cycle in Esgrima.

The overall competence of the higher degree cycle is to program and direct the sports training oriented towards obtaining and maintaining performance in fencers and equipment; in organizing, tutelary and To direct the participation of these in high level competitions; to coordinate the intervention of technical specialists; to program and coordinate the tasks of the technicians to their position; to organize competitions and events of the initiation and sports technification; all in accordance with the objectives set, the optimal level of quality, and in the security conditions.

Article 7. Professional, personal and social competencies of the higher grade cycle in Esgrima.

The professional, personal and social competencies of the top grade cycle in Esgrima are the following:

a) Analyze the training conditions available, the characteristics of the competition and the environment of the fencer, for the planning of the training towards high performance.

b) Analyze and assess the performance factors (functional, technical, tactical, psychological) of the fencing for training planning.

c) Schedule in the medium and long term the training, objectives and means necessary, based on the assessments and analyses carried out by the fencer or team and the initial conditions of the sports environment.

d) Schedule in the short term the necessary training, objectives and means, and to implement the sessions, adapting them to the group and the existing conditions according to the general programming.

e) Lead the high performance stage training session by solving existing contingencies, to achieve engagement and performance according to the proposed objectives, and within the safety margins required.

f) Lead the fencing lesson, mastering the specific assistance techniques in collaboration-opposition and applying the technical-tactical concepts associated with high performance in fencing.

g) Control security in fencing practice, monitoring facilities, means to use and intervening through assistance in detected risk situations.

h) Select and direct the fencers in high performance competitions, conducting the guidelines, making the most appropriate decisions for the development of the competition and in accordance with the intended objectives, all of this within ethical values linked to fair play and respect for others and the body itself.

i) To accompany the teams in high performance competitions, planning the displacements, making representations in French, official language of the fencing, with the organizers and the technical direction of the same.

j) Determine the formation of multidisciplinary work teams, and coordinate their actions within the programming.

k) Lead and coordinate human, material, and economic resources in a fencing school by establishing reference schedules and conducting fencing promotion, advertising, and marketing campaigns.

l) Organize and manage competitions and events typical of sports technology in fencing as well as collaborate in the organization of events of the high competition.

m) Participate in the training of sports technicians, following the current regulations governing sports teaching in fencing.

n) Evaluate the process of preparation and the results obtained, programming the collection of the information and carrying out its analysis to achieve the adjustment and permanent improvement of the training directed to the high performance sports.

n) Transmit through the ethical behavior personal values linked with fair play, respect to others, and respect and care of the body itself.

o) Maintain a professional identity and a spirit of innovation and updating that facilitates adaptation to changes that occur in fencing and its organizational environment.

Article 8. Professional, work and sports environment of the higher grade cycle in Esgrima.

1. This professional develops his professional activity both in the public sphere, whether the General Administration of the State, the Autonomous or Local Administrations, or in private entities, whether large, medium or small. companies, in sports employers, municipal sports bodies, federations, technification centres, high performance centres and sports and social clubs, educational centres, service companies, offering activities sport-recreational, high performance in fencing.

2. The most relevant occupations and jobs for these professionals are as follows:

a) High-level fencing coach.

b) Technical Director.

c) Director of sports schools.

3. The development of these occupations and jobs in the public sphere shall be carried out in accordance with the principles and requirements for access to public employment provided for in the current legislation.

CHAPTER IV

Structure of the teaching of the higher grade cycle of sports teaching leading to the title of Superior Sports Technician in Esgrima

Article 9. The top-grade cycle structure of Esgrima.

1. The top-grade cycle of Esgrima is structured into modules, grouped into a common block and a specific block.

2. The sports teaching modules of the top grade cycle of Esgrima are the following:

a) Common block modules:

MED-C301 High performance physiological factors.

MED-C302 High Performance Psychosocial Factors.

MED-C303 Training of sports trainers.

MED-C304 Organization and management applied to high performance.

b) Specific block modules:

MED-ESES301 High performance planning in fencing.

MED-ESES302 Supplementary preparation in fencing.

MED-ESES303 Technical address and event organization.

MED-ESES304 New technologies in fencing.

MED-ESES305 Espada Technique.

MED-Florete Technical ESES306

MED-ESES307 Sable Technical.

MED-ESES308 Project.

MED-ESES309 Practical training.

3. The hourly distribution of the minimum lessons of the higher grade cycle in Esgrima is set out in Annex I.

4. The general objectives and sports teaching modules of the higher grade cycle in Esgrima are developed in Annexes II.

Article 10. Teacher/pupil ratio.

1. In order to impart the modules of the common block and the conceptual learning outcomes of the modules of the specific block of the higher grade cycle in Esgrima, the teacher/pupil ratio will be 1/30.

2. In order to impart the procedural learning outcomes of the modules of the specific block of the higher grade cycle in Esgrima, the teacher/pupil ratio shall be as set out in Annex III.

Article 11. Practical training module.

To start the practical training modules of the higher grade cycle in Esgrima, it will be necessary to have previously passed the common and specific modules of sport teaching set out in Annex IV.

Article 12. Determination of the curriculum.

The educational administrations will establish the corresponding curricula respecting what is established in this royal decree and in accordance with the provisions of article 16 of Royal Decree 1363/2007, of 24 October, for which establishes the general management of special arrangements for sports.

Article 13. Sports spaces and equipment.

The minimum spaces and equipment required for the development of the higher grade cycle teachings in Esgrima are those set out in Annex V.

CHAPTER V

Access to the top grade cycle

Article 14. General requirements for access to the higher grade cycle in Esgrima.

To access the top grade cycle in Esgrima it will be necessary to have the title of Bachiller or equivalent to access effects, as well as the title of Sports Technician in Esgrima.

Article 15. Higher-grade cycle access requirements in Esgrima for people without the title of Bachiller.

The lessons of the higher grade cycle can be accessed in Esgrima, without the title of Bachiller, provided that the applicant holds the title of the corresponding Sports Technician, and also meets the age conditions and exceeds the a corresponding test, in accordance with Article 31.1.b) of Royal Decree 1363/2007 of 24 October 2007 establishing the general management of special arrangements for sport.

CHAPTER VI

Teachers

Article 16. Qualification requirements for teachers in public schools in the educational administration.

The requirements for teacher qualifications in public institutions shall be determined on the basis of the sports teaching block in which teaching is to be provided:

1. The teaching of the modules of the common block which constitute the sports teachings of the higher grade cycle in Esgrima, corresponds to the faculty of the bodies of professors and teachers of secondary education, as set out in the annex VI.

2. The teaching in public centres of the modules of the specific block constituting the sports teachings of the higher grade cycle in Esgrima, is specified in Annex VII A and corresponds to:

(a) Specialist teachers who hold the title of Senior Sports Technician in Esgrima, or those who do not have qualifications to credit the experience in the field of work and sport, or the teaching experience, detailed in Annex VII B.

b) Teachers of the Physical Education specialty of the bodies of professors and secondary school teachers who hold the title of Senior Sports Technician in Esgrima.

3. The educational authorities may authorise the teaching of the modules of the specific block attributed to the specialist teacher, to the members of the Corps of cathedrals and teachers of secondary education with the specialty of education Physical, where they lack the title of Senior Sports Technician in Esgrima, provided they have the training designed for the purpose or recognised by those educational administrations; or the work, sports or teaching experience, detailed in Annex IX B.

Article 17. Qualification requirements for teachers in private and public schools of administrations other than education.

The qualifications required for the delivery of the modules of both the common block and the specific block that form the sport teaching cycle of higher grade in Esgrima, for the teachers of the centres of Private ownership or public ownership of other administrations other than education, is specified in Annex VIII.

CHAPTER VII

Linking to other studies

Article 18. Access to other studies.

1. The title of Superior Sports Technician in Esgrima allows for direct access to the official degree university teachings in the conditions of admission to be established.

2. For the purpose of facilitating the validation regime, 62 ECTS credits have been allocated in the minimum teachings established in this royal decree among the sports teaching modules of this higher grade cycle.

3. The number of ECTS credits allocated to each of the sports teaching modules of this cycle are set out in Annex I.

Article 19. Validation of these teachings.

1. The Ministry of Education, Culture and Sport shall establish the convalidations to be granted from the common block of the teachings regulated in this royal decree, to those who credit studies or the degree of Bachelor of Science of the Physical Activity and Sport Regulated by Royal Decree 1670/1993, of 24 September, of Diplomacy in Physical Education Licensed in Physical Education, regulated by Royal Decree 790/1981, of 24 April, of Master Specialist in Physical Education Royal Decree 1440/1991, of 30 August, of Superior Technician in Animation of Physical and Sports Activities regulated by Royal Decree 2048/1995 of 22 December and the Technical Activities in the Driving of Physical-Sports Activities in the Natural Environment regulated by Royal Decree 2049/1995, of December 22 and with the (a) the secondary school and the diplomas established under Royal Decree 1913/1997 of 19 December 1997.

2. The common and specific modules for sports teaching with the same name and code shall be validated.

3. The improvement of all the modules of the common block of the higher grade, in any of the modalities or sports specialties of the titles established under the Law of the Organic Law 1/1990, of October 3, of General Educational System, will be validated by the entire modules of the common block of the sport teaching cycle of higher degree in fencing. The completion of all the modules of the common block of the sport teaching cycle of higher grade in fencing shall be validated by the whole of the modules of the common block, of the higher grade, of the titles established under the Organic Law 1/1990, of 3 October, of General Management of the Educational System.

Article 20. Exemption from the practical training module.

The practical training module of the higher grade cycle in Esgrima may be totally or partially exempted, depending on its correspondence with the experience in the field of sport or work, detailed in Annex IX.

Article 21. Training correspondence of sports teaching modules with the teaching experience.

1. The training correspondence between the sport teaching modules of the higher grade cycle in fencing and the creditable teaching experience of the previous training of sports coaches referred to in the transitional provision First of the Royal Decree 1363/2007 of 24 October 2007 establishing the general management of special arrangements for sport and training of trainers referred to in the first transitional provision of the Royal Decree 1913/1997, of 19 December, is set out in Annex X.

2. The training correspondence will be applied by the centers according to the procedure established by the corresponding educational administration.

Additional disposition first. Title reference in the European framework.

Once the national qualifications framework has been established, in accordance with the European Recommendations, the Minister for Education, Culture and Sport will determine the corresponding level of qualifications in the national framework and their national qualifications. European equivalent.

Additional provision second. Distance offering of the sports teaching modules of this Title.

The sports teaching modules set out in Annex XI may be offered at a distance provided that it is ensured that the student can achieve the learning outcomes of the modules, in accordance with the provisions of the present royal decree. To this end, the educational authorities, within the scope of their respective powers, shall take the measures they deem necessary and shall give the precise instructions.

Additional provision third. Generic references.

All references to students, teachers and qualifications for which in this royal decree the form of the generic male is used must be understood to apply indistinctly to women and men.

Single repeal provision. Repeal of rules.

All are repealed and all provisions of equal or lower rank are opposed to the provisions of this royal decree.

Final disposition first. Competence title.

This royal decree is of a basic standard and is dictated by the powers conferred on the State by Article 149.1. 30. the Constitution which attributes to the State the powers to regulate the conditions for obtaining, issuing and approving the academic and professional titles and basic standards for the development of Article 27 of the Constitution, in order to ensure compliance with the obligations of the public authorities in this field.

Final disposition second. Implementation of the title.

Educational administrations will be able to implement the new curriculum of these teachings from the 2012-2013 school year.

Final disposition third. Development authorization.

In order to update the profiles of teachers to the new university degrees regulated by Royal Decree 1393/2007, of 29 October, establishing the ordination of official university teaching, the holder of the Ministry of Education, Culture and Sport is authorised to amend and update Annexes VI, VIIA and VIII to this decree.

Final disposition fourth. Entry into force.

This royal decree will enter into force on the day following its publication in the "Official State Gazette".

Given in Madrid, June 8, 2012.

JOHN CARLOS R.

The Minister of Education, Culture and Sport,

JOSE IGNACIO WERT ORTEGA

ANNEX I

Hourly distribution of minimum teachings and equivalence in ECTS credits

5

MED-C303 Sports Trainers Training.

-grade cycle in fencing
		Equivalence in credits
Block	Minimum Teachings
MED-C301 High Performance physiological factors.	35 h	5
MED-C302 High Performance Psychosocial Factors.	25 h	3
30 h	4
MED-C304 Organization and management applied to high performance	20 h	4
TOTAL	16
Specific Block	Minimum Teachings	Equivalence in ECTS
MED-ESES301 High Performance Planning on fencing.	10 h	2
MED-ESES302 Supplementary Preparation in fencing.	25 h	3
MED-ESES303 Technical address and event organization.	15 h	2
MED-ESES304 New technologies in fencing.	15 h	2
-ESES305 Espada Technique.	35 h	5
	35 h	35 h	35 h	5
MED-ESES307 Sable Technique.	35 h	5
MED-ESES308 Project.	40 h	6
MED-ESES309 Practical training.	110 h
	320 h	46
TOTAL	430 h	62

ANNEX II

General objectives and sports teaching modules of the top grade cycle in fencing

General goals:

a. Select and justify the procedures for assessing the environment of the fencer, the material means and facilities available and the regulation of the modality, identifying its characteristics and applying the procedures, for analyze the conditions of the high performance.

b. Select and justify the procedures for analysis of performance factors, and criteria for the selection of athletes, identifying their characteristics and applying the established procedures, to analyse and assess the factors The performance of the fencing.

c. Choose and justify the procedures for determining the objectives, means and methods of training, and the timing of the load, applying the principles of applicable training and motor learning, to schedule training in the short, medium and long term.

d. Analyze the complexity of the tasks and the factors related to the workload, designing activities in established assumptions and applying the principles and methods of the training, to program in the short term and to concretize the sessions.

e. Describe, choose and demonstrate the techniques and strategies of management of sessions, control of the own contingencies of high performance in fencing, applying observation, dynamization and control procedures, solving assumptions for direct sessions to fencers under high-demand conditions.

f. Select and demonstrate the specific assistance techniques, applying the high performance technical-tactical schemes to lead the fencing lesson

g. Assess or assess the safety conditions of the facilities and means of high performance of sport, applying the established procedures and current regulations, in order to monitor safety in practice at this level.

h. To analyse the high performance competition, and the criteria for the selection of athletes, applying established procedures and taking into account the characteristics of the participants and the regulation, to select and direct fencers in high performance competitions.

i. Analyze the logistic characteristics of the displacement of the high performance teams, and the functions of the team leader, applying the knowledge of the official language of fencing, to accompany the teams in high competitions performance.

j. Analyze and justify the intervention needs of other specialists in high performance preparation, describing the functions and objectives to be developed, to determine the constitution and coordination of work teams multidisciplinary.

k. Identify and analyze the human, material and economic resources needed in a fencing school, implementing efficient management, communication and promotion procedures, to direct and coordinate human, material and economic resources in a fencing school.

l. Analyze and elaborate the organizational structure of the competitions and events of the sports technification and analyze the organizational characteristics of the high fencing competition, listing the administrative requirements, the media necessary materials and humans, applying the legal framework that regulates them and the specific IT tools, to organize and manage competitions and events of high competition.

m. Identify and analyze the organizational and curricular characteristics of the training of sports technicians in fencing, analyzing the reference documentation and applying didactic techniques to participate in the training of technicians sports.

n. Design procedures and tools for the collection of information and assessment of high performance, using audiovisual technologies, interpreting data through the study and statistical analysis of the data to evaluate the process of preparation and the results of competition.

To describe the characteristics of the process of acquisition of values and attitudes, being aware and arguing the effects that they cause in the fencers, to transmit values of the sports activity through the personal ethical behavior.

or. Recognize the need for continuous training in the sports field, maintaining curiosity and interest in constant learning, describing the observable aspects of the behavior, which reflect these values, to maintain an identity professional and a spirit of innovation and permanent updating.

Common sports teaching module: PHYSIOLOGICAL FACTORS OF HIGH PERFORMANCE

Code: MED-C301

Learning results and evaluation criteria

1. It analyzes the main concepts of energy metabolism and the neuromuscular system, recognizing the physiological adaptations to the most important training.

a. The main physiological adaptations to training have been identified.

b. The main concepts related to energy metabolism have been analyzed.

c. Metabolic pathways have been analyzed during exercise.

d. Different types of metabolism have been analyzed.

e. The main physiological adaptations to training have been analyzed.

f. The types of aerobic and anaerobic metabolism have been identified and described.

g. The short-term adaptations of the main human body systems and apparatus (circulatory, respiratory, renal, endocrine and hormonal) have been analyzed.

h. The long-term adaptations of the main human body systems and apparatus (circulatory, respiratory, renal, endocrine, and hormonal) have been analyzed.

i. The concept of energy efficiency or economy has been identified and described.

j. The concept of maximum aerobic power and its most important characteristics has been identified and described.

k. The concept of aerobic and anaerobic threshold and its most important characteristics has been identified and described.

l. The relationship between VO2max, aerobic and anaerobic threshold and training metabolic zones has been analyzed.

m. The neuromuscular system and the physiological and mechanical determinants of strength, power, flexibility and muscle elasticity have been analyzed.

n. The concept of isometric force and maximum dynamics, explosive force, power, time curve and the 1RM have been identified and described.

n. Specific needs for joint flexibility and muscle elasticity have been analyzed in relation to strength and strength.

or. The physiological adaptations of women to training have been identified and analyzed.

p. The importance of individual physiological adaptations to training has been assessed.

2. Selects the athlete for the high competition by analyzing the physiological factors that influence the high performance.

a. The main performance limiting factors have been justified.

b. The physiological factors that demand high sports performance in training and competition have been defined.

c. The fundamentals of the functional capacity assessment have been analyzed with a view to high performance.

d. The results of the functional capacity assessment have been interpreted in the light of differences between men and women.

e. The data of a body composition assessment has been interpreted in the light of differences between men and women.

f. The appropriate technology has been identified in the physiologic assessment of the sportsman in a practical case.

g. The characteristics and performance of the technology used in the physiologic assessment of the athlete have been described.

h. The technical team of specialists related to high sports performance has been analyzed identifying their functions.

i. Work teams have been identified and organized in high sports performance.

j. The importance of the physiologic assessment of the athlete as an element of selection has been assessed.

k. The main physiological conditions for the training of disabled athletes have been identified.

3. He collaborates with the specialist in the determination of diet and in the prescription of ergonutritional aids analyzing the main concepts of sports nutrition and the harmful effects for the health of the doping substances.

a. The main concepts of sports nutrition have been identified.

b. The results of the athlete's nutritional assessment have been interpreted.

c. The fundamental principles of sports nutrition have been analyzed.

d. The main ergo-nutritional aids and their effects have been identified.

e. The main doping substances and their harmful effects on health have been identified.

f. Sports nutrition concepts have been applied in water replenishment.

g. Physiology concepts have been applied for the recovery of carbohydrate deposits.

h. He has collaborated with the specialist in the determination of the diet of the athletes.

i. It has collaborated with specialists in the prescription of ergo-nutritional aids.

j. Athletes ' diets have been interpreted in precompetitive, competitive and post-competitive situations.

k. Diets and ergogenic aids have been formulated for athletes in pre-competitive, competitive and post-competitive situations.

l. Teamwork with nutritionists has been justified by identifying their roles.

m. The importance of collaboration with the specialist in the formulation of diets and weight control has been assessed.

4. He directs the preparation of the athlete by relating the principles of the load and the control of the training and comparing the main means and methods of sports recovery.

a. Different types of fatigue have been analyzed and classified.

b. The main mechanisms of sports fatigue have been analyzed.

c. The effects of sports fatigue on the neuromuscular, endocrine and immune system have been analyzed.

d. Different recovery methods have been applied, depending on the mechanism of production of sports fatigue.

e. Different sports recovery programs have been organized.

f. The importance of the load and the control of the training has been assessed.

g. The main parameters related to the control of the training load have been identified.

h. Different training control tools have been developed.

i. Acute overload fatigue has been differentiated.

j. The sports overload of overtraining has been differentiated.

k. Control of the training has been justified within the training management process.

5. Program and direct training in special conditions by identifying the most important bases and characteristics.

a. The bases of the training have been analyzed under special conditions of extreme temperature (heat and cold) and humidity

b. The bases of the training have been analyzed under special conditions of moderate altitude.

c. The physiological advantages and disadvantages of moderate-altitude training with respect to sea-level training have been analyzed and compared.

d. The bases of training have been analyzed in situations of great time changes.

e. Training has been designed in situations of moderate altitude.

f. Training has been designed in time change situations.

g. Training has been designed in situations of heat, cold or humidity.

h. Adaptive strategies at moderate altitude have been designed.

i. Adaptation strategies have been designed for major time changes.

j. Heat adaptation strategies have been designed.

k. Cold adaptation strategies have been designed.

l. He has collaborated with the specialist in the direction of the training in special conditions (altitude, changes times, cold, heat, humidity).

Basic Contents

1. It analyzes the main concepts of energy metabolism and the neuromuscular system, recognizing the physiological adaptations to the most important training.

-Metabolism, transport and storage of nutrients: main concepts.

-Major metabolic pathways.

-Short-term and long-term functional adaptations.

-Functional adaptations in sports training: circulatory, respiratory, locomotor, renal, endocrine and hormonal apparatus. Differences by reason of sex.

-Efficiency or energy economy.

-Maximum aerobic capacity: concept and characteristics.

-Aerobic/anaerobic transition.

-Metabolic zones and training thresholds: concepts, characteristics, and identification.

-hormonal modifications with strength training.

-Valuation of aerobic and anaerobic metabolism.

-Identification of thresholds, aerobic-anaerobic transition zone, and maximum aerobic capacity.

-Valuation of physiological adaptations to training. Differences by reason of sex.

-The sarcomera: concept and characteristics.

-The muscle fiber and myofibrilla: characteristics and types.

-The driving unit: concept and characteristics.

-The 1RM: concept, features, and identification.

-Maximum muscle power: concept, characteristics, and identification.

-Time-strength: concept, characteristics, and identification.

-Measurement and assessment of maximum dynamic strength and maximum muscle power.

-Muscle and OTG uses: concept and characteristics.

-Measurement and assessment of sport-specific flexibility and elasticity.

2. Selects the athlete for the high competition by analyzing the physiological factors that influence the high performance.

-Major training limiting factors.

-physiological factors in high performance.

-Advanced systems for the development of conditional and coordinating physical capabilities.

-Coordination of work equipment in high sports performance.

-Technology for the physiological assessment of the athlete (laboratory and field).

-Major physiological conditions in athletes with disabilities (physical, intellectual and sensory).

-Determining advanced methods for high sports performance

-Determination of work equipment in high sports performance.

-Identification of technology for the physiological assessment of athletes.

-Interpretation of functional ratings results.

-Determination of body composition by measuring skin folds and bone diameters.

-Considerations in the prescription of exercise in relation to persons with disabilities.

-Alternative methods of functional assessment of fitness and sports performance in athletes with disabilities.

-Acceptance of teamwork in the development of high performance sports training.

3. He collaborates with the specialist in the determination of diet and in the prescription of ergonutritional aids analyzing the main concepts of sports nutrition and the harmful effects for the health of the doping substances.

-Ergonutritional aids: supplements, metabolic intermediates, and other substances.

-Determination of the need for the prescription of ergogenic aids.

-Doping: concept, harmful effects on health. List of prohibited substances.

-Anti-doping control: organisms and methods.

-Awareness of the importance and incidence of doping in the health of athletes.

-Body composition: components, methods, apparatus and interpretation of results.

-Determination of the body composition of the athletes: determination of the aspects to be evaluated in relation to the body composition, selection of tests or means of assessment, application of tests or means of assessment. The variable sex as a differentiating element.

-Nutritional status: components, methods, apparatus and interpretation of results.

-Dietary and hydration needs in the practice of physical activity.

-Sports nutrition bases.

-Bases of work with specialists in the field (nutritionist). Functions.

-Control of the nutritional status of athletes: determination of the aspects to be evaluated, selection of tests or means of assessment, application of tests or means of assessment.

-Collaboration with the specialist in the realization of diets and ergonutritional aids.

-Precompetitive, competitive, and post-competitive diet development.

-Acceptance of the job with the specialist.

4. He directs the preparation of the athlete by relating the principles of the load and the control of the training and comparing the main means and methods of sports recovery.

-Fatigue, overload and overtraining: concept, types, production mechanisms, indicators and ways of prevention.

-Effects of fatigue in the neuromuscular, endocrine and immune system.

-Recovery: concept, recovery guidelines, active and passive recovery techniques.

-High performance physical recovery: physiological processes.

-Methods of control and assessment of training in high sports performance.

-Control of training and competition in high sports performance: functions and characteristics.

-Valuation of conditional and coordinating capabilities in high sports performance.

-Instruments for the evaluation of the process and results in high sports performance.

-Determination of the training loads and their progression depending on the level of the athletes.

-Selection of methods and means of training according to the objectives of the training and the competition in the high performance of the sport, the characteristics of the athletes and their adaptation to the effort.

-Identification of fatigue, recovery, and overtraining indicators.

-Determination of the process and object of assessment in training and competition.

-Design and selection of instruments and resources for the evaluation and control of training and competition of high performance sports. (Training diaries, physical tests, physiological tests).

-Valuation of the need for constant use of the methods of observation and control as an improvement of the training process and the competition.

-Valuation of the importance of proper fatigue recovery.

5. Program and direct training in special conditions by identifying the most important bases and characteristics.

-Environmental factors that influence high performance training: altitude, thermal stress, time change, humidity.

-Physiology of altitude training: effects, general adaptations, responses to the effort (cardiovascular, respiratory, digestive, renal, endocrine, metabolic, neurological, dermatological, and infectious).

-The physiological effects of the time change.

-Termoregulation and intense exercise. Exercise in heat. Cold exercise. Exercise in humidity.

-Training programming at moderate altitude, time change, and extreme temperature situations.

-Adaptations to height, heat, cold, humidity, and time changes.

-Design and programming in times of change, temperature and extreme humidity (cold and heat) and moderate altitude.

-Design and preparation of training sessions in times of change, extreme temperatures (cold and heat) and moderate altitude.

-Acceptance of the job with the specialist.

Common sports teaching module: PSYCHOSOCIAL FACTORS OF HIGH PERFORMANCE

Code: MED-C302

Learning results and evaluation criteria

1. He selects the athlete for the high competition, analyzing the psychological characteristics of the athletes and high-level teams and the psychological demands of the high performance.

a. The psychological characteristics that demand high sports performance in training and competition have been defined.

b. The psychological characteristics of athletes and high-level teams have been described.

c. Psychological peculiarities of women athletes have been specifically analyzed in high performance.

d. Psychological conditioning and the specific considerations of disabled athletes have been analyzed in high performance.

e. The contributions of psychological aspects to the progression and performance of high level athletes have been established.

f. Psychological criteria have been proposed to select high level athletes, depending on the requirements of the training and the high level competition.

g. Psychological screening procedures for high level athletes have been applied, through the conduct of interviews and the observation of athletes in simulated competitions.

h. Psychological evaluation procedures have been applied in simulated training and competition situations.

i. The need to integrate the psychological characteristics into the performance assessment of top-level sportsmen has been argued.

j. The incorporation of psychological protocols in the detection of high level athletes has been promoted.

2. He values the athlete's environment, analyzing the social aspects that affect his sports performance and facilitates his academic training and personal development.

a. The social aspects of the high-level athlete's environment that affect their performance have been recognized.

b. The social aspects of the athlete's environment have been defined that facilitate their academic training.

c. The specific characteristics of the athlete's environment with disabilities have been analyzed in high performance.

d. The interactions between the psychological characteristics of high-level athletes and the social aspects of their environment have been described.

e. Evaluation procedures have been applied to the athlete's environment that affect their performance, in a practical case.

f. The means available to the trainer in the management of the environment have been applied in simulated situations, so as not to interfere with the sports and academic training process of the athlete.

g. It has been argued that the coach should provide the athlete with the opportunity to combine the sports career with academic training and the reconciliation of family and sports life.

h. The aid and information sources available to high level athletes have been located to facilitate their integration into working life, once their sporting career has been completed.

i. The importance of incorporating the analysis of the social aspects of the athlete's environment into the evaluation of their performance has been recognized.

j. The positive attitude of the coach towards the recognition and prevention of the most frequent job insertion problems in high level athletes has been assessed.

k. The existing relationship between the stagnation of sports performance and the uncertainty in the sportsperson's future prospects for lack of personal and social support has been argued.

3. He directs the preparation of the athlete, structuring the procedures and methods of psychological preparation in relation to the processes of motivation and coping with the high competition.

a. The self-motivation processes of high level athletes have been identified.

b. Psychological maintenance procedures have been demonstrated for the motivation of high level athletes throughout the sports season.

c. The necessary psychological procedures in maintaining the motivation of high level athletes throughout the season have been integrated into a practical sports preparation scenario.

d. The processes related to how the high level sportsman faces competition have been described.

e. Methods of psychological preparation have been applied in the improvement of the coping that high level athletes make of the competition in simulated situations.

f. Sports schedules and training sessions have been designed to provide for the improvement of the competition's coping processes.

g. The aspects of sports preparation that can be derived from the psychology professional have been described.

h. The relevance of integrating psychological preparation into the overall preparation of the athlete has been acknowledged.

4. Coordinates the team of technical personnel in science applied to the sport, identifying the functions of the psychologist and applying human resource management techniques.

a. The roles of the psychology professional have been defined, differentiating them from the duties of the coach.

b. The different leadership styles available to the trainer have been described to optimize the performance of the specialist technical staff team.

c. The communication guidelines that the coach can use to generate credibility in his team of specialist technicians have been identified.

d. Leadership styles and communication guidelines have been applied with the aim of managing the human resources of technical staff in simulated team work situations.

e. The necessary guidelines have been described in the incorporation of the specialized contributions of the psychology professional to the preparation of the athlete.

f. Sports schedules have been designed that provide for the specialized work of the sports psychology professional, assigning goals and means of work to develop their contribution.

g. It has been justified that teams of technical personnel in the field of sports science should be available.

Basic Contents

1. He selects the athlete for the high competition, analyzing the psychological characteristics of the athletes and high-level teams and the psychological demands of the high performance.

-Psychological conditioning of high sports performance and psychological characteristics of athletes and high level teams.

-Psychological conditioning and specific considerations for disabled athletes in high performance.

-Psychological conditionants and specific considerations of high performance sportsman.

-Contributions of psychological aspects to the progression and performance of high level athletes.

-Identification of the psychological profile of athletes and high-level teams.

-Importance of psychological aspects in the detection processes of high level athletes.

-Psychological criteria in the selection of high level athletes.

-Application of procedures for the psychological selection of high-level athletes.

-Methods of evaluating the psychological aspects involved in training and in the competition.

-Registration and analysis of the psychological performance of athletes in training and in competition.

-The need to integrate psychological aspects into sports performance evaluation.

2. He values the athlete's environment, analyzing the social aspects that affect his sports performance and facilitates his academic training.

-Social aspects of the high level sportsman's environment related to sports and academic performance (family, social and affective relations, educational and/or employment center, club, federation, sponsors, representatives and media).

-Specific characteristics of the athlete's environment.

-Interactions between the psychological characteristics of high-level athletes and the social aspects of their environment.

-Assessment of the social aspects of the athlete's environment related to their sports progression and their academic background.

-Specific characteristics of the athlete's environment with disabilities in high performance.

-The management of the environment by the trainer so that it does not interfere with the sports, academic or athletic performance of the athlete:

-The psychological training of the parents of sportsmen and women,

-Media education.

-The elaboration of regulations that regulate the relationship of the athletes with their surroundings.

-Development of an attitude in the coach that makes it easier for the athlete to combine his studies with sports practice.

-Personal-family and sports conciliation, the expectations of the athletes ' maternity during the sports life. Coach attitude.

-More frequent job insertion problems in high level athletes. Identification of aid and information sources that facilitate the integration of high level athletes into working life.

-The positive attitude of the coach towards the recognition and prevention of job insertion problems in high level athletes.

-The integration of the social aspects of the athlete's environment into the evaluation of their performance.

3. He directs the preparation of the athlete, structuring the procedures and methods of psychological preparation in relation to the processes of motivation and coping with the high competition.

-High-level athletes ' own motivation processes.

-Psychological procedures to maintain the motivation of high level athletes throughout the season.

-Competition coping processes involved in high sports performance.

-Methods of psychological preparation to improve the coping that high level athletes make of the competition.

-Development of sports programming that integrates the motivation and coping processes of the competition.

-The derivation of aspects of the preparation of high-level athletes to professionals of psychology. Guidelines for action.

-The need to integrate psychological preparation into the overall preparation of the athlete.

4. Coordinates the team of technical personnel in science applied to the sport, identifying the functions of the psychologist and applying human resource management techniques.

-Functions of the psychology professional applied to the sport.

-Leadership styles in team driving.

-Analysis of communication to generate credibility in the set of science specialists applied to sport.

-Protocols to integrate the contribution of the psychology professional in the preparation of high-level athletes.

-Design of sports schedules that contemplate the specialized work of the psychology professional.

-The leadership styles and communication guidelines for the optimization of the technical team's human resources.

-The need for multidisciplinary technical equipment.

Common sports teaching module: TRAINING OF SPORTS TRAINERS.

MED Code-C303

Learning results and evaluation criteria

1. Provides training for sports technicians, analyzing the conditions that facilitate adult learning and the appropriate learning strategies for the acquisition of professional skills.

a. The psychosocial characteristics of adult students and their implications for learning have been analyzed.

b. Methods of assessing the psychosocial characteristics of adult pupils have been applied.

c. The most appropriate learning cognitive theories have been described to explain adult learning.

d. The characteristics of the different learning styles and learning strategies of students and their implications for learning have been linked.

e. The characteristics of the technical model, and the cognitive-reflective model of teacher education in relation to the acquisition of professional competences in the field of physical activity and sport, have been analyzed.

f. The type of teacher intervention best suited to the training of adults has been described and applied in practical scenarios.

g. The methodological guidelines of the most appropriate teaching styles for adults in face-to-face and distance learning situations have been described and implemented in practical scenarios.

h. The assessment of the individual characteristics of learning, and other possibilities for attention to diversity, has been promoted as a basis for the adaptation of teaching processes.

2. It elaborates the didactic programming of the sports teaching modules, analyzing the regulations of their management, their programming processes, sequencing and evaluation, and concreting the elements that constitute the programming.

a. The basic organisation of sports lessons has been analysed in relation to the education system and its relationship with the training offers of the National System of Qualifications and Vocational Training.

b. The professional profile of sports teaching cycles and their relationship with the general objectives of their minimum teachings has been analyzed.

c. The characteristics of the conceptual, procedural and actitudinal domains have been identified in the objectives of sports teaching cycles.

d. The concepts, procedures and attitudes that support the learning outcomes of a specific sports teaching module have been analyzed.

e. The elements of the didactic programming of the specific modules and the practical training of the different cycles, and of the final project module of the higher cycle of sports teachings, have been described.

f. Differences in didactic programming have been compared between the face-to-face and distance learning of a specific sports teaching module.

g. The characteristics of the assessment of professional skills in the field of physical and sporting activity have been described.

h. The characteristics of the evaluation criteria of a learning outcome have been interpreted in a specific module for sport teaching.

i. The regulations affecting the evaluation, certification and registration of sports lessons have been analyzed.

j. The tools for curricular adaptation in attention to diversity have been explained and exemplified.

k. The importance of the principle of equal opportunities for women and men as a key element in attention to diversity has been explained and analyzed.

l. The elements of the didactic programming of a module of the specific block have been concretized, taking into account their regulations of ordination, the characteristics of the students, including the students with disabilities and the sports context.

m. The importance of didactic programming in the training of sports technicians has been argued.

3. Programme and run training sessions of sports technicians analysing the characteristics and drawing up teaching resources of the sport lessons.

a. The characteristics of the didactic resources have been analyzed that allow the development of methodological strategies of the formation of trainers, in person and at a distance.

b. The technical specifications and didactic guidelines of the resources (audiovisual, computer, multimedia, among others) have been identified, their own teaching in face and distance for their optimal use in the sessions.

c. Didactic resources have been selected and used to facilitate a better understanding of the content to be addressed in the training of trainers, identifying their use in face-to-face and distance learning.

d. Materials and didactic media (printed, audiovisual, multimedia, among others) have been developed to allow the development of theoretical and practical contents of the training of trainers, in person and at a distance.

e. A presentation (of tasks and contents) has been designed and performed, taking into account its structure, and using in an effective way didactic resources, in a practical case of theoretical-practical class.

f. The need to plan and prepare the teaching resources prior to their use has been assessed.

g. The need to provide for alternative didactic resources in the face of possible incidences, including care for people with disabilities, and identified those that may be most appropriate in each case, has been assessed.

h. The need to have teaching resources and methodological strategies to implement and effectively transmit the principle of equal opportunities between women and men has been assessed.

i. The possibilities of adaptation of teaching resources to use in attention to a special educational need have been exemplified.

4. Sports technicians in their specific training process (specific modules, practical training and final project) identifying strategies and procedures for their monitoring and evaluation.

a. The conditions for monitoring and tutoring the various modules of the specific block, in person and at a distance, have been identified, established in the current regulations.

b. The need to establish a continuous and consistent line of work between the different training modules of the specific block has been assessed, and between this and the common block.

c. The existing resources for the establishment of contacts and agreements with the collaborating entities in the practical training module have been analysed.

d. Specific IT applications have been used in the management and monitoring scenarios of the practical training module.

e. Different work dynamics have been proposed, analyzed and compared for the driving of group tutoring in the practical training module.

f. The key elements for the assessment reporting of the practical training module have been described.

g. The key elements for setting up a memory-processing script for the practical training module have been described.

h. Different guidelines for action, advice and control of interviews and personalized tutoring have been analyzed in the project management, depending on their theme.

i. The criteria for relevance and feasibility of a project have been analysed for the purpose of the project, assessing the need for a document to rationalise/justify the actions to be undertaken.

j. The key sections of a top-cycle project script have been described, depending on their subject matter.

k. Criteria for drawing up and evaluating the oral and written presentation of projects have been chosen in an argumentative way.

l. The role of mentoring and monitoring in the achievement of the learning outcomes of the practical and project training modules has been justified.

m. The importance of collecting in a field journal the memory of the practical training module as an element of reflexive learning by the students has been assessed.

5. It promotes the ethical and moral development of high performance technicians and athletes, assessing the impact their behaviors and attitudes have at the social level, especially through the media.

a. The existing bibliography has been analyzed by identifying and describing the most relevant values related to high performance.

b. Values and attitudes that transmit high performance technicians and athletes, especially through the media, have been identified.

c. The characteristics of the treatment of sports information in the media have been analyzed to make the equal treatment of men and women effective.

d. The media impact of sports and sports behaviors of high performance technicians and sportsmen and their social influence has been analyzed.

e. It has been argued that the high performance technician assumes the ethical responsibilities of his/her behavior when it comes to transmitting personal and social values.

f. The importance of the gender bias and stereotypes of sportswomen and the technical body in their interaction with the media has been identified and valued.

g. The importance of attention to diversity in assessing sports success has been argued, accommodating other normally less-valued collectives, especially women and people with disabilities.

6. Participates in the organization of the training of sports technicians, analyzing the characteristics of the teaching centers and the regulations on the responsibility of the teachers.

a. The functions of the different organs of an educational centre have been identified.

b. The scope of the purpose and the objectives of the sports lessons have been analysed, with particular attention to the promotion of equal opportunities for men and women, as well as the attention to people with disabilities.

c. The different types of centers have been identified in what special regime sports teachings can be taught.

d. The regulations governing the operation and organisation of a teaching centre providing sports lessons have been analysed.

e. The different forms of collaboration between educational administrations and sports federations have been analyzed to impart the sports teachings.

f. The basic rules of assessment applicable to sports lessons have been analysed

g. Teacher requirements have been described in the educational administration.

h. The responsibilities attributable to the teaching staff in the teaching of sports teaching have been identified.

Basic Contents

1. Provides training for sports technicians, analyzing the conditions that facilitate adult learning and the appropriate learning strategies for the acquisition of professional skills.

-Psychosocial characteristics of adult pupils:

-Implications in learning.

-Psychosocial assessment methods.

-Cognitive theories of learning future trainers: styles and strategies.

-Teacher training models:

-Technical model.

-Reflective cognitive model.

-Intervention of teachers with adult pupils:

-Teaching styles in teaching in the in-person and distance-learning regime.

-Individualization of the teaching-learning process.

-The principles of standardization and attention to diversity.

2. It elaborates the didactic programming of the sports teaching modules, analyzing the regulations of their management, their programming processes, sequencing and evaluation, and concreting the elements that constitute the programming.

-Sports teachings in the education system:

-Basic organization, structure, and organization.

-The National System of Qualifications and Vocational Training: training offer in relation to sports teaching.

-Characteristics of the conceptual, procedural and actitudinal domains in the objectives of the different cycles.

-Concepts, procedures, and attitudes of the Learning Results of the specific block modules.

-Analysis of the professional profile of sports teaching cycles in relation to the general objectives of their minimum teachings.

-The specific block in the sports teachings: programming of the specific modules, of practical training and final project.

-Conceptual, procedural and actitudinal capabilities that support the learning outcomes of the specific block modules.

-Own elements of the didactic programming of specific sports teaching modules.

-Elements of the practical training module's didactic programming.

-Elements of the didactic programming of the final project module of the top cycle.

-differential characteristics of the teaching and distance learning programming.

-Evaluation in the field of sports teaching:

-Assessment of professional skills in the field of physical activity and sport.

-Characteristics of the specific block modules ' own learning outcome evaluation criteria.

-Reference rules for assessment, qualification, certification and registration.

-Concrete of the elements of the didactic programming of the specific block modules.

-Tools for curricular adaptation: modifications to curriculum access elements:

-Examples of curricular adaptation for physical and sensory disability.

-Principle of equal opportunities for women and men.

3. Programme and run training sessions of sports technicians analysing the characteristics and the preparation of materials, means and teaching resources of the sports teachings.

-Characteristics, recommendations for use and selection criteria for the different teaching resources to be used in the training of trainers:

-Traditional resources:

-The slate.

-The stationery.

-The overhead projector.

-Print media: Apuntes, foils, poster.

-New technologies:

-Audiovisual media: Reproduction of digital media.

-Computer media: Canon of projection. Computer-assisted teaching: The PC and tablet.

-Interactive media: Digital Pizarra (touch and notebook). Videoconferencing.

-Development of materials and teaching means of training for technicians, in-person and at a distance.

-Strategies for programming, oral presentation and evaluation of sessions in the training of technicians:

-Structures of content.

-Strategies for connecting to the audience.

-Strategies for the effective use of teaching resources, as well as for alternatives in case of technical failure.

-Strategies for closing the presentation.

-Valuation of the session.

-Special educational needs: causes and educational implications.

-Teaching resources to effectively implement the principle of equal opportunities for women and men.

4. Sports technicians in their specific training process (specific modules, practical training and final project) identifying strategies and procedures for their monitoring and evaluation.

-Tracking and tutoring specific block modules, in-person and at a distance:

-Analysis of the existing curricular relationship between the different modules of the common and specific blocks.

-Functions and effects of tutoring in achieving the learning outcomes of the specific block modules.

-The Practice Training Module:

-Identifying existing resources for establishing contacts and agreements with collaborating entities.

-Use of specific IT applications for the management and monitoring of the practical training module.

-Group tutorials: Analysis of in-person and distance working dynamics.

-Assessment: Script-making criteria and assessment criteria applicable to memories, field diaries, and other evaluation documents of the practical training module.

-The Final Project Module:

-Direction and tutoring of projects: guidelines for action, advice and control in their follow-up.

-Criteria of relevance and feasibility of a project: Questions to be asked in its formulation (reasons, objectives, beneficiaries, resources, activities, temporalization, ...).

-Structure and basic contents in the formulation of projects. Adaptations according to their theme.

-Evaluation: Choosing the criteria for the elaboration and evaluation of oral and written presentations.

5. It promotes the ethical and moral development of high performance technicians and athletes, assessing the impact their behaviors and attitudes have at the social level, especially through the media.

-Impact of high-performance sport:

-High performance sports ' own values and attitudes.

-Sport and media.

-Analysis of content of sports information in the media.

-Attention to disadvantaged groups in high sports performance: assessment of success in women and people with disabilities. Treatment in the media.

-Importance of the prejudices and gender stereotypes of sportsmen and women in their interaction with the media.

6. Participates in the training of sports technicians, analyzing the characteristics of the teaching centers and the regulations on the responsibility of the teachers.

-Sports teaching centers. Types and characteristics. Organization and operation.

-Objectives of the sports teachings: equal opportunities for women and men and care for people with disabilities.

-Specialist teacher. Features.

Common sports teaching module: ORGANIZATION AND MANAGEMENT APPLIED TO HIGH SPORTS PERFORMANCE

Code: MED-C304

Learning results and evaluation criteria

1. Monitors the security conditions of the facilities and their own means of high sports performance, applying the established procedures and relating them to the current regulations.

a. The requirements to be met by the high performance facilities for the practice of the activity according to the current regulations have been analysed.

b. Work conditions have been linked to a high performance facility with the health of staff.

c. Risk situations, occupational diseases and most common accidents have been described in the work environments of the facilities dedicated to high performance.

d. The safety control procedures applicable to installations dedicated to high performance of sport, and in particular the emergency action plan, have been analysed.

e. The importance of a preventive attitude in all areas of management of a facility dedicated to high sports performance has been assessed.

f. The basic organizational elements of the high performance facilities have been identified.

g. The procedures required by the regulations in force in the request for financing of a sports facility dedicated to high performance have been analyzed.

h. The parts that make up a Workplace Risk Prevention Plan for a facility dedicated to high sports performance have been characterized, including functions and actions linked to each part.

i. The need and importance of establishing a Workplace Risk Prevention Plan in a high-performing sports facility, including the sequencing of actions to be performed in an emergency, has been argued.

j. The regulations on accessibility in sports facilities by persons with disabilities or reduced mobility have been analyzed and exemplified.

2. Organizes and performs management and constitution activities of a sports organization or company, analyzing the objectives and structure of the organization, and relating them to the current regulations.

a. The different legal forms and structure of sports organisations or companies have been analysed.

b. The necessary steps have been taken in the creation of a sports organisation based on its scope of action.

c. The degree of legal responsibility of the owners and managers has been specified, depending on the legal form chosen for the sports organisation or the company.

d. The possible avenues of economic support for the creation and management of a sports organisation or company according to the characteristics of the organisation have been analysed.

e. The procedures required by the existing rules for the application of aid for the creation and management of sports organisations or companies have been carried out in practical cases.

f. Required paperwork required for public utility entity recognition request

3. Runs a sports organisation applying economic and accounting management procedures.

a. The basic concepts and techniques of accounting management and registration have been described.

b. The basic administrative procedures relating to the management of a sports organisation have been analysed.

c. The basic commercial and accounting documents of a sports organisation have been completed.

d. Procedures have been applied in the preparation of the administrative and commercial documentation derived from the development of sports activities.

e. The importance of organisation and order in the procedures for economic and accounting management has been assessed.

f. The main tax and tax obligations of a sports organisation or company in relation to its target for action have been identified.

g. The reporting and settlement protocols of the IAE, VAT, IRPF, and Company Tax taxes have been completed.

h. The problems arising from non-compliance with the tax and tax obligations of a sports organisation or company have been argued.

i. The different tax exemptions set out for the sports sector have been applied for.

4. Organizes and manages competitions and events of the level of Sports Technology, analyzing the administrative requirements, the necessary material and human resources, in relation to the legal framework that regulates them and the criteria of sustainability.

a. The organizational structure that has a sports technification competition has been described.

b. The functions to be performed in the organization of a sports technification competition have been identified.

c. The impact of the celebration of a competition or sporting event on the environment in which it develops has been analyzed.

d. The sustainability criteria applicable to the organisation of a competition or sporting event have been listed.

e. The responsibilities of the organization of a competition or sporting event have been analyzed.

f. Support for the sponsorship of women's sport has been described as a strategy in the organisation of a competition or sporting event in this area.

g. The main ways of financing the organisation of a sporting competition have been described.

h. The different alternatives for managing and disseminating the results have been described during a sports competition.

i. The organisational procedures have been applied in the case of practical scenarios for the opening, delivery and closing of a sporting competition.

j. The requirements for safety and attention to emergencies that the organisation of a sporting event should consider have been described.

5. It accompanies athletes in high performance competitions, identifying the legislative and organizational framework in which these types of competitions are surveyed, and analyzing the regulations that can be applied to athletes. professionals and, high level athletes (DAN) and high performance athletes (DAR).

a. International sports regulations have been analyzed, relating to the administrative structure of sport.

b. The structures and functions of the most important international sports bodies and their functions have been described.

c. The international administrative structure has been linked to the competition rules.

d. The duties and disciplinary/sanctioning arrangements of the World Anti-Doping Agency and its relations with national and international sports bodies have been described.

e. The advantages granted by the Spanish legislation to professional athletes have been described.

f. The characteristics of professional sport in Spain have been analysed.

g. The regulations that affect high level and high performance athletes in Spain have been analyzed.

h. The characteristics of the aid programmes have been analysed for the preparation of the high level athletes of Olympic and Paralympic sports, and especially in sports where there is still a female representation. reduced.

6. It selects job opportunities, identifying their employability opportunities and lifelong learning alternatives.

a. The importance of lifelong learning as a key factor in employability and adaptation to the requirements of the labour market and sports modality has been assessed.

b. Professional training pathways have been identified that complete their professional profile and increase their employability.

c. The techniques used in the job search process have been determined.

d. Self-employment possibilities have been described relating to your professional profile.

e. Self-assessment of personality, aspirations, attitudes and self-training has been performed for decision-making.

Basic Contents

1. Monitors the security conditions of the facilities and their own means of high sports performance, applying the established procedures and relating them to the current regulations.

-High Performance Centers (C.A.R.) and sports technification (C.T.D.). Applicable types, characteristics and regulations.

-Structure and organization of the C.A.R. and C.T.D. Implementing rules. Aid and grants.

-Prevention and security at the Facility. Implementing rules. Evaluation of Occupational Risks.

-Prevention Plan Phases. Identification and characteristics. Basic concepts on Organization for the Prevention of Work Risks Organs that are part of the prevention plan.

-Emergency Plan. Elaboration and implementation of the Emergency Plan. Evacuation protocols.

-Importance of protection and prevention measures in the workplace.

-The principle of universal accessibility applied to sports facilities and equipment.

-Legal and technical requirements for sports facilities in relation to physical accessibility and communication.

-State regulations and the reference autonomous community.

2. Organizes and performs management and constitution activities of a sports organization or company, analyzing the objectives and structure of the organization, and relating them to the current regulations.

-Organizations and sports companies. Legal forms. Structure and functions.

-Legal requirements for the formation of sports organizations and companies.

-Choosing the legal form.

-Financing of sports organizations and sports companies. Aid and grants. Processing of applications for grants and grants.

-Organic Law 3/2007, March 22, for the Effective Equality of Women and Men in the Management and Constitution of a Sports Organization:

3. Directs a Sports Organization by applying economic and accounting management procedures.

-Concept of Accounting. Basic notions.

-Analysis of accounting information.

-Tax obligations of sports organizations or sports services companies.

-Administrative management of sports organizations or sports companies.

4. Organizes and manages competitions and events of the level of Sports Technology, analyzing the administrative requirements, the necessary material and human resources, in relation to the legal framework that regulates them and the criteria of sustainability.

-Sports requests. Basic organisational structure. Roles and responsibilities.

-Economic and material support paths.

-Support for the sponsorship of women's sport, its importance in the organization of events of this nature.

-Organization of Protocol Acts.

-Security in sports competitions/events.

-Managing and disseminating the results of sports competitions.

-Sustainability in competitions and sporting events.

-Measures to minimize conditions in Biodiversity and to contribute to the restoration of affected areas. Preservation of fragile areas, archaeological, historical and cultural heritage.

-Water saving and efficient use measures.

-Waste management and cleanup.

-Minimize the use of energy, promote renewable energy.

5. It accompanies athletes in high performance competitions, identifying the legislative and organizational framework in which these types of competitions are surveyed, and analyzing the regulations that can be applied to athletes. Professional and high level (DAN) and high performance athletes (DAR).

-International Sport.

-Reference standards: Olympic Charter. European Charter of Sport for all: people with disabilities. Law 51/2003, of December 2, of equal opportunities Law of Organic Equality 3/2007, for the effective equality of women and men, non-discrimination and universal accessibility of persons with disabilities. Convention on the Rights of Persons with Disabilities: Resolution of the UN General Assembly of 13/12/06 (art. 30.5).

-International Organizations. Structure and functions: International Paralympic Committee, C.O.I., T.A.S., A.M.A.

-Discipline Regime.

-Professional Sport. Concept.

-Special Labor Regulation. R.D. 1006/85

-Spanish professional leagues. Features.

-High-level, high-performance sport.

-Application Regulations D.A.N.-D.A.R.

-A.D.O. Features Plan.

-ADOP Plan. Features.

-Programs to support DAN and DAR athletes in sports modalities where they are under-represented.

6. It selects job opportunities, identifying their employability opportunities and lifelong learning alternatives.

-Valuation of the importance of lifelong training for the career and professional career of senior technical staff.

-Analysis of personal interests, skills and motivations for the professional career.

-Identification of training itineraries related to senior technical staff.

-The job search process.

-Job search techniques and instruments.

-The decision-making process.

Specific sports teaching module: HIGH PERFORMANCE PLANNING IN FENCING

Code: MED-ESES301

Learning results and evaluation criteria

1. Program the long-term preparation of the fencer/team in the different weapons, analyzing the long-term models of preparation, selecting the necessary information and applying instruments and methods of collection of the same.

a. The factors that influence the development of sports talent in fencing have been explained.

b. The characteristics of the different stages in the development of sports life of a fencer have been analyzed to the achievement of high performance and the abandonment of sports life.

c. The characteristics of the different planning models (programming of the preparation cycles) have been analysed (sports life and the Olympic cycle) according to the performance models of the modality and the sports stage of the fencer and especially high performance.

d. The characteristics of the different models of planning of the annual cycles in fencing have been analyzed according to the objectives established, the dynamics of the loads involved, and their adaptation to the sports stage of the fencer and in high performance special.

e. The objectives of preparation and performance have been developed in an annual programming, depending on the programming model and the stage in the sports life of the fencer and in particular the high performance.

f. The characteristics of the annual and international competition calendar in fencing have been analyzed by linking it to the characteristics of the planning model.

g. The different stages, cycles or periods in which an annual programming is subdivided have been characterized.

h. The means and methods of preparation and performance control have been selected in a long-term programming, according to the objectives and the stage of the sports life of the fencer and in particular the high performance.

i. The type of information to be taken into account in the long-term programming has been identified.

j. Methods of collecting and analysing information on the fencer, and the environment, have been applied, to be taken into account in long-term programming.

k. The performance model in the fencer competition has been analyzed in the different stages of sports life and especially high performance.

l. The information on the environment, personnel, social or educational of the fencer/team has been identified/selected to be taken into account in the programming of the training in the long, medium and short term, depending on the sports stage and especially the high performance.

m. Tools for the collection of information on the environment have been developed: staff, social and education of the fencer.

n. The importance of establishing appropriate goals to: the evolution of the fencer, and the dynamics of fencing-specific loads, has been valued in the long, medium and short term programming.

2. Adapts and concretes the macrocycles, mesocycles, microcycles and fencing training sessions, analyzing the characteristics of the different cycles or periods of preparation and the criteria for the combination and evolution of the means and methods employees.

a. The characteristics of the different types of mesocycles, microcycles and medium-and short-term sessions and their relationship to the objectives of the annual cycle have been analysed.

b. The means of controlling performance factors in fencing have been selected, depending on the situation within the programming and the objectives of the fencing.

c. Training media and methods have been selected in accordance with the type of cycle or preparation period chosen.

d. The criteria for the evolution of the fencing training media have been justified in the different types of macrocycles, mesocillos and medium and short-term preparation microcycles.

e. The procedures for selecting the objectives to be achieved in the performance factors in fencing have been analysed, depending on the different types of macrocycles, mesocillos and microcyles used.

f. The criteria for the evolution and modification of the methods of training performance factors in the different types of different types of macrocycles, mesocillos and microcycles have been justified.

g. The organization and structure of the fencing training session has been analyzed in the different types of macrocycles, mesocillos and microcyclos

h. The criteria for combining the means and methods of training performance factors in the fencing session have been analyzed, depending on the type of cycle or period of preparation in the medium and short term and the time of preparation.

i. Medium-and short-term preparation programs have been designed in fencing, in line with long-term programming guidelines.

j. The importance of adapting programming to changes in the sports form of the fencer and to the degree of achievement of the proposed objectives has been justified.

3. Directs, organizes and schedules a concentration of fencing, building on the structure of this type of activities, and selecting the appropriate means and logistics.

a. The benefits and functions of the preparation concentration within an individual or collective planning in fencing have been analyzed.

b. The objectives that can be met in fencing preparation concentrations have been analysed.

c. The different types of preparation concentrations have been characterised according to the objective and timing of the preparation.

d. Intervention and care strategies have been based on athletes at the level of fencing preparation, depending on the objectives set.

e. The content and methods to be used in fencing preparation concentrations have been chosen in a justified manner, depending on the objectives set.

f. The program of a preparation concentration has been concretized in a practical preparation scenario.

g. The necessary means and logistics have been selected in the organisation of a concentration of preparation in fencing, according to the objectives and the existing conditions.

h. The importance of concentrations in fencing preparation programmes has been assessed.

4. Records and values the training load in fencing preparation, analyzing the factors that determine the load of fencing training, and applying instruments of quantification and processing of the information.

a. The indicators that allow the quantification of the technical and tactical workload, in fencing training, have been characterized.

b. Indicators that allow the quantification of the conditional workload in fencing training have been characterized.

c. The indicators that allow the quantification of the psychological burden in the training and the fencing competition have been characterized.

d. The methods or systems of quantifying the conditional workload in fencing training have been analyzed.

e. The dynamics of loads of different sports performance factors in fencing have been justified, of an annual programming according to the characteristics of the programming and the objectives set out.

f. Specific computer programs have been applied to the quantification of the workload in fencing training.

g. Graphical representation instruments of the workload have been applied in fencing training.

h. Statistical procedures have been selected for the processing and interpretation of the training load in fencing training.

i. The utilities of quantifying and tracking the load of training in the control and adjustment of fencing preparation have been analyzed.

j. The importance of quantifying and monitoring the training burden in the optimization of fencing preparation has been assessed.

Basic Contents

1. Program the long-term preparation of the fencer/team in the different weapons, analyzing the long-term models of preparation, selecting the necessary information and applying instruments and methods of collection of the same.

-Sports talent. Development factors.

-The different stages of fencer training, throughout their sports life.

-The different long-term planning models and the annual cycles in fencing, towards high performance.

-The fencing season, its different features and its relationship to different planning models.

-The methods and means of control of the long-term planning of the fencer.

-The high performance sportsman's environment. His influence on long-term planning.

2. Medium and short term programme preparation of the fencer. Adapts and concretes the macrocycles, mesocycles, microcycles and fencing training sessions, analyzing the characteristics of the different cycles or periods of preparation and the criteria for the combination and evolution of the means and methods employees.

-The timing of the annual high performance fencer training.

-The methods and means of control of the fencer planning in the middle and the term.

-The different methods and means of training of the high performance fencer, depending on the objectives during the short and medium term planning.

-The session in high performance fencer training, relative to the scheduling cycle or period spent in programming.

-The flexibility of the fencer planning.

3. Directs, organizes and schedules a concentration of fencing, building on the structure of this type of activities, and selecting the appropriate means and logistics.

-Sports concentrations in the planning of the fencer/team. Different types, objectives, strategies, content and methods of realization for the benefit of the high performance fencer.

-Practical use of a high performance-oriented fencing concentration.

-The logistics and organization of high performance sports concentration.

4. Records and values the training load in fencing preparation, analyzing the factors that determine the load of fencing training, and applying instruments of quantification and processing of the information.

-The quantification of technical-tactical training in the high-performance fencer.

-The usefulness and importance of it in optimizing the preparation of the fencer.

-The quantification of the psychological training in the high performance fencer.

-The application of statistical programs for the quantification of the workload in the high performance of the fencer.

Specific sports teaching module: COMPLEMENTARY PREPARATION IN FENCING

Code: MED-ESES302

Learning results and evaluation criteria

1. He knows the most frequent types of injuries in fencing and basic bandage techniques by performing exclusively primary care in case of urgency and being aware of the need to immediately go to a specialist in case of injury.

a. The characteristics and evolution of the most frequent pathologies, caused by high performance training and competition, have been described.

b. The most common and specific locomotor injuries have been classified in high performance fencing practice.

c. The causes of the most common lesions and the methods and procedures for preventing them have been identified.

d. The types of functional bandages, types of bandages, procedures and techniques have been described according to the materials used for the most frequent fencing injuries.

e. Practice has been demonstrated in the use of functional dressing techniques.

f. Treatment protocols for the most common lesions and standard phases in the recovery and/or motor adaptation process have been justified.

g. The guidelines for action in the process of recovery and motor rehabilitation of the injured fencer with the characteristics of the injury have been related.

h. The criteria for the elaboration of supplementary training with injured fencers have been based. The means and methods of control and monitoring of the fencer have been analyzed from the appearance of the injury to its integration into the standard training and the competition.

i. Awareness has been made of the need to immediately go to a specialist in case of injury.

j. Awareness has been taken of the importance, warming and stretching, as well as having good habits in sports practice for injury prevention.

k. Awareness has been taken of the presence of psychological variables involved in the prevention and re-adaptation processes of injury.

2. It supports the psychological preparation of the fencer, analyzing the specific characteristics of the competition that psychologically influence the fencer, and the guidelines of learning and psychological training.

a. The specific features of fencing competition that psychologically influence the fencer have been analyzed.

b. The decision-making process has been analyzed and how this process is specifically applied to the sport of fencing.

c. The guidelines for learning and training of the decision in the sport of fencing have been established.

d. Specific concentration systems have been analyzed according to the time of the competition in which the fencer is located.

e. Guidelines have been established for the learning and training of the concentration at specific times.

f. Strategies for memory utilization and visualization have been applied specifically to the fencing tactic.

g. Specific coordination-proprioctive training guidelines have been developed.

3. Identifies the ergogenic and nutritional needs of the athlete, in training and in the competition, analyzing the specific demands, applying procedures for the production of diets and assessing the procedures and norms of anti-doping control.

a. The nutritional needs of the fencer have been identified.

b. Different types of nutritional support have been justified on the basis of the characteristics of the competition and the needs of the fencer.

c. The physiological aspects of hydration have been related: before, during and after physical activity, with the performance of the fencer.

d. The choice of specific diets for weight control in the fencers has been justified.

e. General guidelines for the production of diets mainly aimed at the weight control of the fencer have been described.

f. The list of "banned substances" established by the World Anti-Doping Agency (WADA) and the International Federation of Esgrima has been analysed.

g. The procedures established by the AMA as regards anti-doping controls, the application for therapeutic exemptions and the location of athletes have been explained and analysed.

h. A proposal for practical application has been made in the use of ergogenic aids in the practice of fencing in high performance.

4. It evaluates the physical condition of the fencer in training and in the competition, in all three modalities, Sword, Florete and Sable, analyzing the demands of high performance and applying specific valuation procedures.

a. The characteristics of the assessment process of the physical condition of the fencer have been described, as well as the factors when administering a test.

b. Methods and instruments have been selected for the assessment of physical abilities during training and competition in the High Performance stage of the fencers in the different modalities, Sword Florete and Sable.

c. The procedures for the assessment of the physical capabilities required during training and competition of the fencers have been applied in the different modalities, Sword Florete and Sable.

d. The evaluation process of the physical condition has been adapted in relation to the specific characteristics of each of the modalities, Sword Florete and Sable.

e. The physiological profile of the fencer has been justified in relation to the different specialties, Sword, Florete and Sable and the particularities of the competition (individual or equipment).

f. Valid tools have been determined for the control of morphological and structural variables of the fencers valid for the different modalities, Sword Florete and Sable.

g. The criteria for the design of specific field tests have been explained in the sport of fencing and in its different modalities, Sword Florete and Sable.

h. Models have been established for the collection of subjective information by the fencers, in relation to the level of physical performance and fatigue presented during training and competition, depending on the characteristics of the practice. of the different modes, Spada Florete and Sable and type of practice, individual or team.

i. Methods and techniques of processing the records obtained during the assessment of the physical performance of the fencer have been applied.

j. The relationship between the conditional performance factors and the result obtained in relation to the different specialties, Sword, Florete and Sable and the particularities of the competition (individual or equipment) has been justified.

k. The criteria for comparison between the data obtained in the evaluation process, with those foreseen in the planning and programming of the training of the fencer, have been analyzed.

l. The need to share information resulting from assessments with the fencer has been assimilated.

m. The obligation to respect the dignity of the fencer has been internalized when making any kind of assessment.

Basic Contents

1. He knows the most frequent types of injuries in fencing and basic bandage techniques by performing exclusively primary care in case of urgency and being aware of the need to immediately go to a specialist in case of injury.

-Types of most frequent injuries in fencing: classification, symptoms, causes, prevention.

-Type of bandage: the functional bandage.

-Elastic and inelastic Vendas. Techniques based on the type of bandage used.

-Bandage procedures: circular and spigot bandage.

-Treatment of injuries: phases in an injury. RICES Procedure (Rest, Ice, Compression, Lift, Stabilization).

-Injury recovery: Benefits of physical therapy in muscle injuries.

-Tour of sports practice.

-Planning for complementary workouts.

-Good habits for injury prevention: Warming, stretching, hydration, use of the right sports equipment.

2. He knows the specific features of fencing competition that psychologically influence the high-level fencer, establishing learning guidelines and training for performance improvement.

-Specific features of fencing competition that psychologically influence the fencer.

-Perceptive-interpretative-decision-making system: analysis, learning, training. Decision making in high fencing performance.

-Training of the coordination-proprioceptive system of the specific positions and movements in fencing.

-Decision training: first intention, second intention, third intention.

-Tactical memory.

-Concentration-specific systems: initials, between headdresses, breaks in the direct removal assault.

-Use of the tactical specific display: full assault, assault period, headdress, tactical decision by marker.

3. Identifies the ergogenic and nutritional needs of the athlete, in training and in the competition, analyzing the specific demands, applying procedures for the production of diets and assessing the procedures and norms of anti-doping control.

-High Performance fencer nutritional needs.

-Nutritional Aid: adequacy to the characteristics of the fencer and the competition.

-Dieting: Guidelines and standards. Specific diets for weight control.

-Hydration of the fencer.

-List of banned AMA substances.

-AMA procedures: anti-doping controls, therapeutic exemptions and location of athletes.

4. It evaluates the physical condition of the fencer in training and in the competition, in all three modalities, Sword, Florete and Sable, analyzing the demands of high performance and applying specific valuation procedures.

-Characteristics of the assessment process for the physical condition of the fencer.

-Physical capabilities of the fencers according to role and mode.

-Specific Aerobic Resistance.

-R. Anaerobics.

-R. Quick Force.

-Global offset speed.

-Segmental speed.

-Flexibility.

-Ability.

-Methods and instruments for assessing physical capabilities in training and competition:

-Test Specific.

-Log sheets.

-Control forms.

-Procedures for the assessment of the physical condition of the fencer in training and in competition:

-Cardiac Frequency Records.

-lactate records.

-Supplementary subjective information. Models and protocols.

-Scale of the perceived effort of Borg.

-Differences between women and men.

-Physical performance rating:

-Techniques and procedures applied to the three Spada Florete and Sable specialties.

-Analysis and discussion of the results.

Specific sports teaching module: TECHNICAL DIRECTION AND ORGANIZATION OF EVENTS IN FENCING

Code: MED-ESES303

Learning results and evaluation criteria

1. Performs the Technical Direction of a fencing club/federation, coordinating the work team, setting sports goals, and developing the sports planning of the season.

a. Work team members, their competencies and roles have been identified.

b. The activities of the fencing club/federation have been identified, as well as the needs of the facility to carry out these activities.

c. The tasks to be carried out daily have been established, depending on the programming established, as well as the persons responsible for carrying them out.

d. The roles of the work team members have been analyzed by linking them to the overall objectives.

e. A sports planning has been analyzed identifying the human, economic and material means necessary to carry out such planning.

f. The marketing and promotion campaigns of the fencing have been developed to analyze the characteristics of the market.

g. Awareness has been taken of the importance of promoting the sport of fencing as a product of quality and social importance.

2. Plans to travel to fencing competitions, carrying out administrative procedures and the selection of athletes, choosing the means of transport and accommodation, all adjusting to the budget.

a. The calendar has been analyzed and competitions have been selected where the Club/Federation will participate in the event of established sporting and economic objectives.

b. The necessary economic resources have been analysed on the basis of the place, selected athletes and the characteristics of the competition.

c. The selection criteria for athletes have been justified on the basis of sporting, economic and competition rules.

d. The most appropriate means of transport and accommodation have been selected to ensure the good performance of the athletes in the competition and to meet the established budgets.

e. The criteria for the preparation of a travel plan as well as the permits and the communication with the families of underage athletes have been specified.

f. The selection criteria for an expedition manager and the functions to be developed have been analysed.

g. Awareness has been taken of the responsibility to travel with athletes, especially if they are minors, taking the security measures and facilitating communication with families.

3. Manages technical competitions and collaborates in the organization of high level competitions, analyzing the conditions of technical organization of the competition, the registration processes and the competition rules.

a. Planning and organizing protocols for a fencing technology competition have been designed, identifying the necessary institutions and permits.

b. The human and material resources required in the organization of a fencing technology competition have been selected.

c. The budget has been made for a fencing technology competition, identifying public and private funding routes.

d. The means of dissemination of the event and its results have been selected, in compliance with the institutional and sponsorship agreements.

e. The characteristics of a high level fencing competition have been identified to be taken into account during the organization of the same.

f. The types of competitions of the high level in fencing and their formulas have been explained.

g. The basic characteristics of the organization (applicable federative regulations and regulations, objectives, stages of development) of the different types of competitions of the high level of fencing have been analyzed.

h. The registration processes have been specified in competitions of the high level of fencing, their deadlines and the mandatory contributions of referees described in the federative regulations.

i. The human and material resources required for high level fencing competition have been selected.

j. The basic protocol has been applied at the trophy delivery ceremony in a high level fencing competition.

k. A critical attitude to the poorly understood practice of competition and fair play has been shown.

l. Awareness has been taken of the magnitude and difficulty of the organization of technology competition to fencing, valuing teamwork and the diversification of tasks.

Basic Contents

1. Performs the Technical Direction of a fencing club/federation, coordinating the work team, setting sports goals, and developing the sports planning of the season.

-Technical team: Professionals associated with the fencing world (trainer, physical trainer, psychologist, material technician). Profiles and competencies.

-Coordination of work teams. Task-sharing.

-Planning for a season. Sporting objectives.

-Activities of a Club/Federation. Material needs to carry out these activities. Preparation and adequacy of facilities.

-Marketing on fencing.

2. Plans to travel to fencing competitions, carrying out administrative procedures and the selection of athletes, choosing the means of transport and accommodation, all adjusting to the budget.

-The expedition officer: roles and tasks.

-Competition Calendar.

-Establishment of economic and sporting criteria.

-Travel expense forecast.

-Planning for a trip. Preliminary preparations, selection of the delegation. Choice of accommodation and means of transport.

-Current competition rules. Registration and licensing processes. Share of arbitrators.

-Peculiarities of travel with minors.

3. Manages technical competitions and collaborates in the organization of high level competitions, analyzing the conditions of technical organization of the competition, the registration processes and the competition rules.

-Planning the organization of a fencing technology competition. Protocols for action. Deadlines.

-Selection of human and material resources.

-Financing paths. Public subsidies and private aid.

-Broadcast of the event. Contact with media and organizing institutions.

-Features of a high level fencing competition.

-Types of competitions of the high level of fencing. Formulas.

-Process of licensing and registration in competitions of the high level of fencing.

-Human resources and materials needed to develop high level fencing competition.

-Protocol rules in high level fencing competitions.

Specific sports teaching module: NEW TECHNOLOGIES IN FENCING

Code: MED-ESES304

Learning results and evaluation criteria

1. It designs and adapts data collection instruments, applying the observational method in the analysis of the technique and the tactic in the high performance of fencing.

a. The use of the observational method has been justified as a means for the analysis of the technique and the tactic in the high performance in fencing.

b. The procedures for analysis and evaluation of the technique have been selected through observation.

c. The procedures for analysis and evaluation of the tactic have been interpreted through observation.

d. The selection of tools used in data collection during the observation process has been justified.

e. The existing tools used in the data collection have been adapted for their specific use of the analysis of the technique and the tactic of high level fencing.

f. Specific tools for data collection have been designed by applying the observational method.

g. Awareness has been taken of the importance of the analysis of technique and tactics through observation in improving sports performance.

2. It uses video editing and processing tools in tactical technical observation and analysis, justifying the use of the same and applying specific imaging database processing procedures.

a. The selection of the audiovisual tools used in the analysis of the technique and tactics has been justified.

b. Video editing and processing tools have been selected and used in the analysis of the observable and quantifiable parameters of high performance fencer technical execution.

c. Editing and editing tools have been selected and used in the comparison of high performance fencer technical execution, with reference patterns.

d. Video editing and processing tools have been selected and used in the analysis of the observable parameters of the high performance fencer tactical system.

e. The procedures for the elaboration of data bases for images of fencers have been chosen and applied.

f. The correct use of the audiovisual tools has been demonstrated in the observation, and analysis of the technique and tactics in high performance fencers.

g. Awareness has been taken of the importance of the use of new technologies as a tool for observation and analysis of technique and tactics.

3. Processes the information linked to high performance in fencing, applying spreadsheets, justifying the selection of variables to be studied, applying management procedures the databases of information, generation of graphs and results reports.

a. The selection of spreadsheets in the statistical processing of information has been justified.

b. Databases have been generated from the information gathered in the observation process.

c. The selection of variables to be submitted for study has been justified.

d. Filtering tools have been applied to the data obtained.

e. Spreadsheets have been used in the generation of statistical results, in percentages calculations, and in the comparison of results.

f. Spreadsheets have been used in the elaboration of result charts.

g. Spreadsheets have been used in the presentation of results reports.

h. Awareness has been taken of the importance of the statistical study of information, which provides greater insight into the rivals and on the fencer itself, helping to improve sports performance.

Basic Contents

1. It designs and adapts data collection instruments, applying the observational method in the analysis of the technique and the tactic in the high performance of fencing.

-The observational method: Fases of the observational method. General criteria for observation. Advantages, limitations and difficulties of the observations.

-Data Collection Instruments: Control Lists, Classification Scales, Descriptive Scales.

-Analysis of the technique through observation. Observation of the technical action General observation of the technique. Methodology of the observation. Evaluation of the technique.

-Analysis of the tactic through observation. Selection and recording of tactical indicators in fencing. Indicators of the sports tactic. Record of the tactical indicators.

-Adaptation and design of specific instruments.

2. It uses video editing and processing tools in tactical technical observation and analysis, justifying the use of the same and applying specific imaging database processing procedures.

-Audiovisual tools available on the market, useful for the observation and analysis of the technique and tactics.

-quantifiable parameters with the video editing and processing tools. Methods of measurement. Influence on sports performance.

-Image comparison methods using video editing and processing tools.

-Observation of the parameters for the analysis of the tactic.

-Design and Generation of image databases.

3. Processes the information linked to high performance in fencing, applying spreadsheets, justifying the selection of variables to be studied, applying management procedures the databases of information, generation of graphs and results reports.

-Calculation sheets available on the market. Basic features, familiarisation with the interface.

-Generating databases from Sheets.

-Managing the Sheets. Sort rows/columns. Show/hide. Data selection.

-Variable-to-study selection criteria.

-Performing calculations using spreadsheets. Using the formulas.

-Generation of Graphics using spreadsheets. Chart types, properties, customization.

-Generating Reports using spreadsheets. Presentation of the results.

Specific sports teaching module: Sword Technique

Code: MED-ESES305

Learning results and evaluation criteria

1. It elaborates a tactical combat system and prepares the spadeer for execution, analyzing the existing strategic and tactical systems and applying practical sequences for its consolidation.

a. The different strategic and tactical systems of the different most influential schools in the high level sword have been analyzed.

b. A tactical system of application has been developed in the face of the different adverse strategies and the tactical variations, taking into account the characteristics of the spradists in charge.

c. The characteristics of the spradists have been analyzed for adaptation to the tactical system and to establish the roles in the team competition.

d. The characteristics that make up a strategic system, a tactical system, a tactical performance, etc. have been justified.

e. The instruments of observation of technical execution have been developed within the tactical system of high level sword during the lesson, the training and the competition of this level.

f. The method of execution of each of the technical elements of the high level of sports in the sword according to the ideal model has been analysed.

g. A verification protocol has been developed for the implementation of the actions envisaged within the previously developed tactical system.

h. The convention governing the practice of the sword and the hierarchical order of each of the actions within the tactical system has been explained.

i. The most frequent errors in the application of the tactical system have been identified, relating them to the possible causes, proposing tasks for their solution.

j. Practical sequences have been developed to reinforce the learning of appropriate reactions to the tactical system of their own.

k. The need to involve the spradists in the development of the tactical system at the level of high sports performance has been internalized as a factor in obtaining the proposed objectives.

2. He directs and dynamizes the sprat training session, assisting him during the individual fencing lesson by adapting to the features of the spadeer and the timing of the season in an appropriate manner.

a. The parts in which the technical gestures and qualities (strength, speed, rhythm, sensitivity, movement of the tip, fluency, etc.) of their execution mode are divided into the high sports level.

b. The principles and stimuli used in technical assistance in the individualized work of high level sword actions have been justified.

c. A behavior adjusted in mode and time has been demonstrated to the actions of the student assisting him in situations of collaboration opposition, in the work of the technical-tactical actions characteristic of the individual lesson of this level.

d. The technical-tactical training and development method has been adapted to the individual characteristics and qualities of each spadeer.

e. The characteristics of the performance of the swordsport technician during the high performance training session have been analyzed.

f. A top-level sword coach roll verification protocol has been developed during the training session, from application to sprats in charge.

g. The different training lessons of greater potential have been designed, relating to the time of the season, the level of the athlete and his/her situation/stage of training.

h. The most frequent errors in attendance have been identified, relating them to possible causes, proposing tasks for their solution.

i. Capacity and dynamism have been demonstrated in the direction of a high level sports group in the sport of sword.

3. It values the technical-tactical execution of the spadeer in the actions of the technique of composite legs, displacement and distance of the high level, in the lesson and in the competition, analyzing the technical elements identifying the errors more common and corrective tasks, applying assistive techniques for their learning and consolidation.

a. Composite leg technique actions, and side-sidesteps, have been analyzed, and described the most frequent errors in their sword execution.

b. The most frequent errors in the execution of the composite leg technique actions, and the side dodging with the causes and the correction tasks, have been related.

c. The parts in which the elements of the composite leg technique are divided, and the side-sidesteps and the qualities (strength, speed, rhythm, sensitivity) of their sword-execution mode have been analyzed.

d. The technical-tactical reinforcement exercises corresponding to the technical actions of composite legs, and side-sidesteps have been listed.

e. A behavior adjusted in mode and time has been demonstrated to the student's actions, assisting him in situations of collaboration opposition, in the work of the actions of the composite legs technique, and the sidesteps.

f. The use of specific training means (plastron, mirror, and others) has been described in the learning of composite leg technique actions and sidesteps.

g. The importance of training of the techniques of legs and displacement and distance has been internalized as a determining factor in the development of the high sports level in the sword.

4. It values the technical-tactical execution of the spadeer in the actions of blow thrown and cut, own of the high level, in the lesson and in the competition, analyzing the technical elements identifying the most common errors and the tasks of correction, applying assistive techniques for learning and consolidation.

a. The hit and cut (coupe) actions have been analyzed, and described the most frequent errors in their sword execution.

b. The most frequent errors in the execution of the dealt and cut (coupe) hit technical actions have been related to the causes and correction tasks.

c. The cut (coupe) has been analyzed within the indirect simple offensive actions and used as finta, and described the most frequent errors in their execution on the sword.

d. The coup launched inside the direct and indirect simple offensive actions and used as finta has been analyzed, and described the most frequent errors in their execution in the sword.

e. The parts in which the technical elements of the shot thrown and the cut and the qualities (the force, the speed, the rhythm, the sensitivity) of its execution mode are divided into the sword.

f. The technical-tactical reinforcement exercises corresponding to the direct and indirect launched strike actions and the cut and also used as finta in the sword have been listed.

g. A behavior adjusted in mode and time has been demonstrated to the student's actions assisting him in situations of collaboration opposition, in the work of the coup actions launched direct and indirect and of the cut and also used as finta in sword.

h. The use of the specific training means (plastron, mirror, and others) has been described in the learning of the technical actions of direct and indirect launched blow and of the cut and also used as finta in sword.

i. The need to reinforce the most outstanding qualities of the spradists has been internalized by minimizing the errors, as a factor for improvement of the technique.

5. It values the technical-tactical execution of the spadeer in the use of the stops according to distance, by cession in 1st and lateral of 7ª and 8th in the lesson and in the competition, describing the technical elements identifying the most common errors and the correction tasks, applying assistive techniques for their learning and consolidation.

a. The actions of the technique of stopping according to distance, by cession in 1st and lateral of 7ª and 8th, and described the most frequent errors in their execution in sword have been analyzed.

b. The most frequent errors in the execution of the actions of the stopping technique according to the distance, by cession in 1st and lateral of 7ª and 8th with the causes and the tasks of correction have been related.

c. The parts in which the elements of the actions of the stopping technique are divided according to the distance, by cession in 1st and lateral of 7ª and 8th and the qualities (the force, the speed, the rhythm, the sensitivity) of its mode of execution have been analyzed sword.

d. The technical-tactical reinforcement exercises corresponding to the actions of the stopping technique according to the distance, by cession in 1st and lateral of 7ª and 8th have been listed.

e. A behavior adjusted in mode and time has been demonstrated to the actions of the student assisting him in situations of collaboration opposition, in the work of the actions of technical stop according to the distance, by cession in 1st and lateral of 7ª and 8th.

f. The use of the specific training means (plastron, mirror, and others) has been described in the learning of the actions of the stopping technique according to the distance, by cession in 1st and lateral of 7ª and 8th.

g. The hierarchical order of the stopping actions has been justified according to their effectiveness, internalized the need to reinforce these actions in the defensive system of the sprats in charge.

6. It values the technical-tactical execution of the spadeer in the use of the second intention at the high level in the lesson and in the competition, describing the technical elements identifying the most common errors and the tasks of correction, applying assistance techniques for their learning and consolidation.

a. The actions of second intent have been analyzed, and described the most frequent errors in their execution on the sword.

b. The most frequent errors in the execution of the second intent actions have been related to the causes and correction tasks.

c. The parts in which the elements of the second intention actions are divided and the qualities (strength, speed, rhythm, sensitivity) of their sword execution mode are analyzed.

d. The technical-tactical reinforcement exercises corresponding to the second-intention actions in the sword have been listed.

e. A behavior adjusted in mode and time has been demonstrated to the student's actions assisting him in situations of collaboration opposition, in the work of the actions of second intention.

f. The use of specific training means (plastron, mirror, and others) has been described in the learning of the second intention.

g. The importance of the teaching of the second intention actions to obtain the high level of sport in the high competition in the sword has been internalized.

Basic Contents

1. It elaborates a tactical combat system and prepares the spadeer for execution, analyzing the existing strategic and tactical systems and applying practical sequences for its consolidation.

-Major strategic systems used in the top-level spadeer: most influential schools. Historical evolution.

-Main tactical systems used in the high-level spadeer.

-Alternative models of tactical action (different solutions to obtain priority according to the convention of the spadeer to a sports problem).

-Strategic models, tactical systems, and reasons for their evolution.

-The characteristics of the spadeer and its influence on the elaboration of the tactical system.

-The technical-tactical skills of the fencers according to their role in the team.

-Valuation of fencers according to their capabilities for the development of a tactical system for team competition.

-Procedures for the assessment of the tactical system of the fencers in training and competition.

-Valuation of the performance of the tactical system for obtaining the high level (statistics of effectiveness of tactical performances within the interpretation of the convention).

-Applied techniques and procedures.

-Analysis and discussion of the results.

2. He directs and dynamizes the sprat training session, assisting them during the individual fencing lesson, adapting to the level of the spadeer and the time of the season in an appropriate manner.

-The demonstration of high level Sword techniques as a means of teaching-learning and training. Assistance.

-The technical gestures and execution qualities in the top-level spadeer.

-Assist techniques in the individual sword lesson at the high performance level.

-The performance of the technician during the direction of the training.

-Global sprat training strategy.

-Training lessons according to the abilities of the athletes, at the time of the season or their level of training.

-Assessment and evaluation of the performance of the specific training for high level procurement.

-Analysis and discussion of the results.

3. It values the technical-tactical execution of the spadeer in the actions of the technique of composite legs, displacement and distance of the high level, in the lesson and in the competition, analyzing the technical elements identifying the errors more common and corrective tasks, applying assistive techniques for their learning and consolidation.

-Composite leg techniques:

-Side Esquives.

-Patinating.

-Passed Hungarian step.

-Cualities of the manner of execution of the actions of composite legs: strength, speed, rhythm, sensitivity, movement of the tip, fluidity, etc.

-Verification and observation of composite leg technique actions: Protocols and application techniques.

-Assistance in collaboration-opposition situation of composite leg technique actions.

-Specific training media for sports technology to the sword: Features of use:

-Plastron: training of hand and leg technique combinations.

-Mirror: Viewing the execution of the scheduled actions.

4. Values technical-tactical execution of the spadeer in the actions of blow thrown and cut, own of the high level, in the lesson and in the competition, analyzing the technical elements identifying the most common errors and the tasks of correction, applying assistance techniques for their learning and consolidation.

-Direct and indirect simple attack techniques with a stroke and its use as finite.

-Cut-hit techniques (coupe), and their use as finite.

-Cualities of the execution manner of the actions with blow thrown and with cut blow: the force, the speed, the rhythm, the sensitivity, the movement of the tip, the fluidity, etc.

-The verification and observation of techniques of the actions with blow thrown and with blow cut): Protocols and techniques of application.

-Assistance in situation of collaboration-opposition of the actions with blow thrown and with blow cut.

-Specific sword training media: Usage characteristics:

-Plastron: training of hand and leg technique combinations.

-Mirror: Display the execution of the scheduled actions.

5. It values the technical-tactical execution of the spadeer in the use of the stops according to distance, by cession in 1st and lateral of 7ª and 8th in the lesson and in the competition, describing the technical elements identifying the most common errors and the correction tasks, applying assistive techniques for their learning and consolidation.

-Distance-Based Techniques: Short and Long:

-Cortes.

-Means.

-Long.

-Paradas techniques according to the path of the tip:

-Lateral (7th and 8th), circular (7th), semicircular (4th and 7th), and 8ª diagonals.

-Stop Techniques according to their way of execution:

-1st and counter-staging of 1st.

-All positions minus the 4th (view already at the previous level) and the change-stops.

-Cualities of the manner of execution of the actions of stops according to the distance, according to their way of execution, and according to the trajectory of the tip: the force, the speed, the rhythm, the sensitivity, the movement of the tip, fluency, etc.

-The verification and observation of techniques of the actions of stops according to the distance, according to their way of execution, and according to the trajectory of the tip: Protocols and techniques of application.

-Assistance in collaboration-opposition of the actions of stops according to the distance, according to their way of execution and according to the trajectory of the tip.

-Swordspecific training media: Features of use:

-Plastron: training of hand and leg technique combinations.

-Mirror: Display the execution of the scheduled actions.

6. It values the technical-tactical execution of the spadeer in the use of the second intention at the high level in the lesson and in the competition, describing the technical elements identifying the most common errors and the tasks of correction, applying assistance techniques for their learning and consolidation.

-Second intention actions techniques: the preparations with the leg actions, the hand and the combinations of both.

-Second Intent actions:

-Defensive counter-time.

-Counter-offensive counter.

-End in time: Composed counter-attack.

-Cualities of the manner of execution of the actions of second intention: the force, the speed, the rhythm, the sensitivity, the movement of the tip, the fluidity, etc.

-Verification and observation of techniques for second-intention actions: Protocols and application techniques.

-Assistance in collaboration-opposition situation of second intent actions.

-Swordspecific training media: Features of use:

-Plastron: Training of hand and leg technique combinations.

-Mirror: Viewing the execution of the scheduled actions.

Specific sports teaching module: Florete technique

Code: MED-ESES306

Learning Results and Assessment Criteria

1. It develops a tactical combat system and prepares the Flotist for execution, analyzing the existing strategic and tactical systems and applying practical sequences for its consolidation.

a. The different strategic and tactical systems of the different most influential schools in the high level flower have been analyzed.

b. A tactical system of application has been developed in the face of the different adverse strategies and the tactical variations, taking into account the characteristics of the Flotists in their position.

c. The characteristics of the Flotists have been analyzed for their adaptation to the tactical system and to establish the roles in the team competition.

d. The characteristics that make up a strategic system, a tactical system, a tactical performance, etc. have been justified.

e. The instruments of observation of technical execution have been developed within the tactical system of high level flossing during the lesson, the training and the competition of this level.

f. The method of execution of each of the technical elements of the high level of sport in flossing according to the ideal model has been analysed.

g. A verification protocol has been developed for the implementation of the actions envisaged within the previously developed tactical system.

h. The convention governing the practice of the flowered and the hierarchical order of each of the actions within the tactical system has been explained.

i. The most frequent errors in the application of the tactical system have been identified, relating them to the possible causes, proposing tasks for their solution.

j. Practical sequences have been developed to reinforce the learning of appropriate reactions to the tactical system of their own.

k. The need to involve the Flotists in the development of the tactical system at the level of high sports performance has been internalized as a factor in obtaining the proposed objectives.

2. He directs and dynamizes the training session of the Flotists, assisting him during the individual fencing lesson, adapting to the characteristics of the Flotist and at the time of the season in an appropriate manner.

a. The parts in which the technical gestures and qualities (strength, speed, rhythm, sensitivity, movement of the tip, fluency, etc.) are divided in their way of execution in the high level of sport.

b. The principles and stimuli used in technical assistance in the individualized work of high level flossing actions have been justified.

c. A behavior adjusted in mode and time has been demonstrated to the actions of the student assisting him in situations of collaboration opposition, in the work of the technical-tactical actions characteristic of the individual lesson of this level.

d. The technical-tactical training and development system has been adapted to the individual characteristics and qualities of each Flotist.

e. The characteristics of the behavior of the florete sports technician during the high performance training session have been analyzed.

f. A top-level flossing coach roll verification protocol has been developed during the training session, from application to the Flotists in charge.

g. The different training lessons of greater potential have been designed, relating to the time of the season, the level of the athlete and his/her situation/stage of training.

h. The most frequent errors in attendance have been identified, relating them to possible causes, proposing tasks for their solution.

i. Capacity and dynamism have been demonstrated in the direction of a high level sports group in the sport mode of flossing.

3. He directs the fencer in high-level competitions, analyzing the factors that condition performance, selecting the intervention strategies, mediating in the registration and reclamation processes in the official language of the FIE.

a. The functions of the sport technician have been based on high level fencing competitions.

b. The characteristics of the performance of the fencing sports technician have been justified during the high level competition.

c. The basic characteristics and requirements of high level fencing competitions have been analysed.

d. The criteria for the analysis of high level fencing competitions have been chosen.

e. An assumption of high level fencing competitions has been analyzed, identifying the technical, tactical, physical and psychological demands for the fencer.

f. The criteria for the selection and training of equipment in high level fencing competitions have been justified on the basis of technical, strategic, tactical, physical and psychological reasons.

g. It comprises the phrases of weapons in the official language of the FIE.

h. In a practical case, an official French licensure has been made to the Technical Directory of the competition using the appropriate terms.

i. The strategic systems and the tactical variations of the adversaries in the high level competition have been recognized.

j. The adaptations of personal and collective materials in a high level of fencing competition have been selected and specified.

Basic Contents

1. It develops a tactical combat system and prepares the Flotist for execution, analyzing the existing strategic and tactical systems and applying practical sequences for its consolidation.

-Major strategic systems used in the high level flower: most influential schools. Historical evolution.

-Main tactical systems used in the high-level flowered.

-Alternative models of tactical action (different solutions to get priority according to the Florete convention in the face of a sporting problem).

-Strategic models, tactical systems, and reasons for their evolution.

-The characteristics of the Floretist and its influence on the elaboration of the tactical system.

-The technical-tactical skills of the fencers according to the role of the team.

-Valuation of fencers according to their capabilities for the development of a tactical system for team competition.

-Procedures for the assessment of the tactical system of the fencers in training and competition.

-Valuation of the performance of the tactical system for obtaining the high level (statistics of effectiveness of tactical performances within the interpretation of the convention).

-Applied techniques and procedures.

-Analysis and discussion of the results.

2. He directs and dynamizes the training session of the Flothetists, assisting him during the individual fencing lesson adapting to the level of the Flotist and at the time of the season in an appropriate manner.

-The demonstration of high level Florete Techniques as a means of teaching-learning and training. Assistance.

-The technical gestures and performance qualities in the top-level foil.

-Assist techniques in the individual flower lesson at the high performance level.

-The performance of the technician during the direction of the training.

-Global training strategy for the Flothetists.

-Selection of lessons according to the abilities of the athletes, the time of the season or their level of training.

-Assessment and evaluation of the performance of the specific training for high level procurement.

-Analysis and discussion of the results.

3. He directs the Floretist in high-level competitions, analyzing the factors that condition the performance, selecting the intervention strategies, mediating in the registration and reclamation processes in the official language of the FIE.

-Features of the top sports technician. Analysis and assessment of the performance of the technician during the competition.

-Physical, technical, tactical, physiological, psychological, etc., in the individual and team high level competition.

-The French language in fencing. Weapons phrases and complaint mechanisms in the official language of the FIE.

-Claim and registration protocols in competitions.

-International standards on identification labels for the type-approval of the competitive material. Updated regulations on advertising and logos on the shooter's suit.

Specific sports teaching module: Sable Technique

Code: MED-ESES307

Learning results and evaluation criteria

1. Prepares a tactical combat system and prepares the sablist for execution by analyzing the existing strategic and tactical systems and applying practical sequences for their consolidation.

a. The different strategic and tactical systems of the different most influential schools in the high level saber have been analyzed.

b. A tactical system of application has been developed in the face of the different adverse strategies and the tactical variations, taking into account the characteristics of the sablists.

c. The characteristics of the savlists have been analyzed for adaptation to the tactical system and to establish the roles in the team competition.

d. The characteristics that make up a strategic system, a tactical system, a tactical performance, etc. have been justified.

e. The tools for observation of technical execution have been developed within the tactical system of high-level sabre during the lesson, training and competition of this level.

f. The method of execution of each of the technical elements of the high level of sport in saber according to the ideal model has been analysed.

g. A verification protocol has been developed for the implementation of the actions envisaged within the previously developed tactical system.

h. The convention governing the practice of the saber and the hierarchical order of each of the actions within the tactical system has been explained.

i. The most frequent errors in the application of the tactical system have been identified, relating them to the possible causes, proposing tasks for their solution.

j. Practical sequences have been developed to reinforce the learning of appropriate reactions to the tactical system of their own.

k. The need to involve the sablists in the development of the tactical system at the level of high sports performance has been internalized as a factor in obtaining the proposed objectives.

2. He directs and dynamizes the training session of the savlists, assisting him during the individual fencing lesson, adapting to the characteristics of the sablist and the timing of the season in an appropriate manner.

a. The parts in which the technical gestures and qualities (strength, speed, rhythm, sensitivity, movement of the tip, fluency, etc.) are divided in their way of execution in sabre at the high level of sport.

b. The principles and stimuli used in technical assistance in the individualised work of high-level saber actions have been justified.

c. A behavior adjusted in mode and time has been demonstrated to the actions of the student assisting him in situations of collaboration opposition, in the work of the technical-tactical actions characteristic of the individual lesson of this level.

d. The technical-tactical training and development method has been adapted to the individual characteristics and qualities of each sablist.

e. The characteristics of the saber sports technician's behavior during the high performance sports training session have been analyzed.

f. A protocol of verification of the role of the high level saber trainer during the training session has been developed, from application to the sablists in charge.

g. The different training lessons of greater potential have been designed, relating to the time of the season, the level of the athlete and his/her situation/stage of training.

h. The most frequent errors in attendance have been identified, relating them to possible causes, proposing tasks for their solution.

i. Capacity and dynamism have been demonstrated in the direction of a high level sports group in the sport of saber.

3. It values the technical-tactical execution of the sablist in the actions of the technical of the composite legs, displacement and distance of the high level, in the lesson and in the competition, analyzing the technical elements identifying the errors more common and corrective tasks, applying assistive techniques for their learning and consolidation.

a. Composite leg technique actions, and side sidesteps, have been analyzed, and described the most frequent errors in their saber execution.

b. The most frequent errors in the execution of the composite leg technique actions, and the side dodging with the causes and the correction tasks, have been related.

c. The parts in which the elements of the composite leg technique are divided, and the side-sidesteps and the qualities (strength, speed, rhythm, sensitivity) of their saber-run mode have been analyzed.

d. The technical-tactical reinforcement exercises corresponding to the technical actions of composite legs, and side-sidesteps have been listed.

e. A behavior adjusted in mode and time has been demonstrated to the student's actions assisting him in situations of collaboration opposition, in the work of the actions of the composite legs technique, and the lateral sidesteps in the sabre.

f. The use of specific training means (plastron, mirror, and others) has been described in the learning of composite leg technique actions and sidesteps.

g. The most frequent errors have been identified, relating to possible causes, proposing tasks for your solution.

h. The importance of the training of leg and distance techniques has been internalized as an important factor in the development of the high sports level in the saber.

4. Values the technical-tactical execution of the sablist in the actions of counter-attack techniques, continuation of attack and simple attacks diagonals and on the preparation, own of the high level, in the lesson and in the contest, analyzing the elements technicians identifying the most common errors and correction tasks, applying assistive techniques for their learning and consolidation.

a. Counterattack actions, continuation of attack and simple diagonal attacks and on the preparation have been analyzed, and the most frequent errors in their execution in sabre are described.

b. The parts in which the technical elements of the counter-attacks, the continuation of attack and the simple diagonal attacks and on the preparation and the qualities (the force, the speed, the rhythm, the sensitivity) are divided have been analyzed enforcement in saber.

c. The most frequent errors have been identified, relating to possible causes, proposing tasks for your solution.

d. The technical-tactical reinforcement exercises corresponding to the actions of the counter-attacks, the continuation of attack and the simple diagonal attacks and the preparation in saber have been justified.

e. A behavior adjusted in mode and time has been demonstrated to the actions of the student assisting him in situations of collaboration opposition, in the work of the actions of the counter-attacks, continuation of attack and simple attacks diagonals and on the preparation of the saber.

f. The use of specific training means (plastron, mirror, and others) has been described in the learning of counter-attack technique actions, continuation of attack and simple diagonal attacks and on the preparation.

g. The need to reinforce the most outstanding qualities of the savlists has been internalized by minimizing the errors, as a factor for improvement of the technique.

5. It values the technical-tactical execution of the sablist in the use of the complementary stops at the high level in the lesson and in the competition, analyzed the technical elements identifying the most common errors and the tasks of correction, applying assistance techniques for their learning and consolidation.

a. The actions of complementary stops (the cons of 2nd, 3rd, 4th and 5th) have been analyzed, and described the most frequent errors in their execution in saber.

b. The parts in which the actions of the complementary stops are divided and the qualities (strength, speed, rhythm, sensitivity) of their execution mode have been analyzed.

c. A behavior adjusted in mode and time has been demonstrated to the student's actions assisting him in situations of collaboration opposition, in the work the actions of the complementary stops.

d. The actions of the complementary stops have been analyzed, and the most frequent errors in their saber execution have been described.

e. A behavior adjusted in mode and time has been demonstrated to the student's actions assisting him in situations of collaboration opposition, in the work of the complementary stops.

f. The technical-tactical reinforcement exercises corresponding to the actions of the complementary stops have been listed.

g. The use of specific training means (plastron, mirror, and others) has been described in the learning of the actions of the complementary stops.

h. The most frequent errors have been identified, relating to possible causes, proposing tasks for your solution.

i. The hierarchical order of the stopping actions has been justified according to their effectiveness, internalized the need to reinforce these actions in the defensive system of the sablists in charge.

6. It values the technical-tactical execution of the sablist in the use of the second intention at the high level in the lesson and in the competition, describing the technical elements identifying the most common errors and the tasks of correction, applying assistance techniques for their learning and consolidation.

a. The second intent actions have been analyzed, and the most frequent errors in their saber execution are described.

b. The most frequent errors in the execution of the second intent actions have been related to the causes and correction tasks.

c. The parts in which the elements of the second intention actions are divided and the qualities (strength, speed, rhythm, sensitivity) of their saber-run mode have been analyzed.

d. The technical-tactical reinforcement exercises corresponding to the second-intention actions in the saber have been listed.

e. A behavior adjusted in mode and time has been demonstrated to the student's actions assisting him in situations of collaboration opposition, in the work of the actions of second intention.

f. The most frequent errors have been identified, relating to possible causes, proposing tasks for your solution.

g. The use of specific training means (plastron, mirror, and others) has been described in the learning of counter-attack technique actions, continuation of attack and simple diagonal attacks and on the preparation.

h. The importance of the teaching of the second intention actions for obtaining the high level of sport in the high competition in sabre has been internalized.

Basic Contents

1. Prepares a tactical combat system and prepares the sablist for execution by analyzing the existing strategic and tactical systems and applying practical sequences for their consolidation.

-Major strategic systems used in the high-level sabre: most influential schools. Historical evolution.

-Main tactical systems used in the high-level saber.

-Alternative models of tactical action (different solutions to obtain the priority according to the saber convention to a sports problem).

-Strategic models, tactical systems, and reasons for their evolution.

-The characteristics of the sablist and its influence on the elaboration of the tactical system.

-The technical-tactical skills of the fencers according to the role of the team.

-Valuation of fencers according to their capabilities for the development of a tactical system for team competition.

-Procedures for the assessment of the tactical system of the fencers in training and competition.

-Valuation of the performance of the tactical system for obtaining the high level (statistics of effectiveness of tactical performances within the interpretation of the convention).

-Applied techniques and procedures.

-Analysis and discussion of the results.

2. He directs and dynamizes the training session of the savlists, assisting him during the individual fencing lesson, adapting to the level of the sablist and at the time of the season in an appropriate manner.

-The demonstration of high-level sabre techniques as a means of teaching-learning and training. Assistance.

-Technical gestures and performance qualities in the high-level saber.

-Assist techniques in the individual saber lesson at the high performance level.

-The performance of the technician during the direction of the training.

-Global training strategy for the savlists.

-Training lessons according to the abilities of the athletes, at the time of the season or their level of training.

-Assessment and evaluation of the performance of the specific training for high level procurement.

-Analysis and discussion of the results.

3. It values the technical-tactical execution of the sablist in the actions of the technical of the composite legs, displacement and distance of the high level, in the lesson and in the competition, analyzing the technical elements identifying the errors more common and corrective tasks, applying assistive techniques for their learning and consolidation.

-Composite leg techniques: the changing of the guard back and the redoubling; the dodging.

-Counterattacks: composite counter-offensive actions: finite in time.

-Cualities of the manner of execution of actions of composite legs techniques: strength, speed, rhythm, sensitivity, movement of the tip, fluidity, etc.

-Verification and observation of composite leg techniques: Protocols and application techniques.

-Assistance in collaboration-opposition in the actions of composite leg techniques.

-Sport-specific training media to the sabre: Features of use:

-Plastron: Training of hand and leg technique combinations.

-Mirror: Viewing the execution of the scheduled actions.

4. It values the technical-tactical execution of the sablist in the actions of counter-attack technique, continuation of attack and simple attacks diagonals and on the preparation, own of the high level, in the lesson and in the contest, analyzing the elements technicians identifying the most common errors and correction tasks, applying assistive techniques for their learning and consolidation.

-Simple attack techniques: diagonals below with pronation, with supination and in tip. The attacks on the preparation: with background and with saber arrow.

-Counter-attack techniques:

-Direct counter-offensive actions.

-Indirect counter-offensive actions.

-Attack continuations: simple and compound.

-Cualities of the execution of the simple attack actions (diagonals below with pronation, with supination and in point), of the attacks on the preparation (with background and with arrow of saber), of the actions Composite counter-offensives (the finite in time, and of the attack continuations (simple and composed): the force, the speed, the rhythm, the sensitivity, the movement of the tip, the fluidity, etc.

-The verification and observation of simple attack techniques (diagonals below with pronation, with supination and in tip), of the attacks on the preparation (with background and with arrow of saber), of the counter-offensive actions compound (the finite in time), and the attack continuations (simple and composite): Protocols and application techniques.

-Assistance in the situation of collaboration-opposition of the actions of simple attack (diagonals below with pronation, with supination and in point), of the attacks on the preparation (with background and with arrow of saber), composite counter-offensive actions (the finite in time), and the attack continuations (simple and composite).

-Sport technification specific training media in the saber: Features of use:

-Plastron: training of hand and leg technique combinations.

-Mirror: Display the execution of the scheduled actions.

5. It values the technical-tactical execution of the sablist in the use of the complementary stops at the high level in the lesson and in the competition, analyzed the technical elements identifying the most common errors and the tasks of correction, applying assistance techniques for their learning and consolidation.

-Complementary stops: against 2nd, 3rd, 4th, and 5th.

-Cualities of the manner of execution of the actions of complementary stops: from against 2nd, 3rd, 4th and 5th: strength, speed, rhythm, sensitivity, movement of the tip, fluidity, etc.

-The verification and observation of techniques of the actions of complementary stops: against 2nd, 3rd, 4th and 5th: Protocols and techniques of application.

-Assistance in collaboration-opposition of the actions of complementary stops: against 2nd, 3rd, 4th and 5th.

-Sport technification specific training media in the saber: Features of use:

-Plastron: Training of hand and leg technique combinations.

-Mirror: Viewing the execution of the scheduled actions.

6. It values the technical-tactical execution of the sablist in the use of the second intention at the high level in the lesson and in the competition, describing the technical elements identifying the most common errors and the tasks of correction, applying assistance techniques for their learning and consolidation.

-Second intention actions techniques: the preparations with the leg actions, the hand and the combinations of both.

-Second Intent actions:

-Defensive counter-time.

-Counter-offensive counter.

-End in time: Composed counter-attack.

-Cualities of the manner of execution of the actions of second intention: the force, the speed, the rhythm, the sensitivity, the movement of the tip, the fluidity, etc.

-Verification and observation of techniques for second-intention actions: Protocols and application techniques.

-Assistance in collaboration-opposition of actions actions of second intention.

-Sport-specific training media to the sabre: Features of use:

-Plastron: training of hand and leg technique combinations.

-Mirror: Display the execution of the scheduled actions.

Specific sports teaching module: PROJECT

Code: MED-ESES308

Learning results and evaluation criteria

1. It designs projects related to the competences of the superior sports technician in fencing, basing the project on the information collected, developing the phases that compose it and making the forecasts of human and material resources.

a. A theme has been chosen that allows you to integrate the knowledge acquired in the different blocks and modules of the top cycle in fencing.

b. Information has been collected regarding the aspects to be addressed in the project.

c. The phases or parts that make up the project and its contents have been identified.

d. The objectives to be achieved by identifying their scope have been set.

e. The aspects that can facilitate or hinder the development of the project have been assessed.

f. The necessary material and personal resources have been planned and prioritized, in line with project objectives.

g. The corresponding economic budget has been made.

h. Potential sources of project funding have been identified, based on the project's needs.

i. The aspects to be controlled have been identified and the quality of the project depends on them.

j. The relevance and feasibility of the project has been justified.

k. The rigour in the collection of the information used in the preparation of the project has been assessed.

2. Schedules and schedules project execution, determining the phases or cycles of preparation, the methodology used, and the resources required.

a. Activities are sequenced and timed by ordering them based on project implementation needs.

b. Project planning has been developed, with the training and resources needed, when the project is aimed at the high performance of sports in fencing.

c. The required resources and logistics have been determined for each activity.

d. The required permissions and authorizations have been identified in each of the activities.

e. The procedures for the performance or implementation of the activities have been determined.

f. The risks inherent in the development of the activities have been identified, defining the risk prevention plan and the necessary means and equipment.

g. The allocation of material and human resources, and runtimes, have been planned.

h. The necessary economic assessment has been made in the execution of the project.

i. The necessary documentation has been defined and elaborated in the project's forecasts and execution.

j. The concepts and procedures acquired in the different modules of the top cycle in fencing have been related/used in an integrative and synergistic manner.

k. Sustainability criteria have been taken into account when choosing the activities, methodology and resources used in the project.

3. It selects the procedures for monitoring and monitoring the design and execution of the project, justifying the functions within the project, the selection of variables and instruments used.

a. The procedure for evaluating activities has been defined, using and combining different assessment instruments.

b. The quality indicators used in the project evaluation have been defined.

c. The procedures for evaluating the incidents that may be presented during the implementation of the project, their possible solution and registration have been defined.

d. The procedure for managing potential changes in resources, activities or load dynamics has been defined in the case of high performance training, including the system of recording them.

e. The necessary documentation has been defined and elaborated in the evaluation of the project activities.

f. The procedure for participation in the assessment of the fencers has been established and the specific documents have been prepared.

g. A guarantee system for compliance with the project specification has been established when it exists.

h. Consideration has been given to the project's tutor/director considerations during the preparation of the project.

i. The project has been followed up according to the procedure established by the tutor/director.

j. An attitude of respect and acceptance of the contributions made by the tutor/director has been shown, integrating in a constructive way the assessments received in the project.

4. It presents the project, selecting the relevant aspects of the project, justifying the decisions taken and using the most appropriate didactic and technical resources in each case.

a. The necessary documentation has been defined and elaborated in the presentation and communication of the project.

b. The most appropriate didactic and technical resources have been used for the presentation and communication of the project, including new technologies, in a manner consistent with project objectives.

c. The project has been presented in a clear, synthetic form, including the key aspects to be included in the presentation.

d. Updated bibliography has been used in the foundation of the work, referencing it appropriately.

e. Questions about the project's characteristics and rationale have been accurately and accurately answered.

f. The project has been sufficiently justified and its implementation has been argued.

g. It has been adjusted in the presentation of the project to the structure set out in the evaluation criteria.

h. The project has been submitted, adjusting to the formal characteristics, structure and sections established by the court.

i. The project presentation has justified the existing relationships between the different learning outcomes acquired in the different modules of the top cycle in fencing.

j. It has been shown to have an overview of the project, relating the argument to the purpose and the conclusions of the project.

Sports lessons: PRACTICAL TRAINING IN FENCING

Code: MED-ESES309

Learning results and evaluation criteria

1. Identifies the organisational structure and the functioning of the practice sports centre (sports school, club, federation, company, ...), relating to its offer of high performance sports activities and management activities same, applying the security procedures and protocols in practice.

a. The relations of the Royal Spanish Federation of Esgrima with the International Federation of Esgrima have been founded.

b. The organisational structure and operation of the various areas of the practice sports centre has been categorised.

c. Hierarchical relationships have been classified within the practice sports center.

d. The offer of activities linked to high fencing sports performance has been revided.

e. The characteristics of the practice sports centre have been linked to the rules of responsibility of the technicians working on the sport centre.

f. The offer of activities aimed at the high performance of fencing in women has been founded.

g. The values present in the club's fencing activities or sports entity have been recognised.

h. The emergency action plan for the facilities of the practice sports centre has been revised.

i. The Occupational Risk Prevention Plan of the practice sports center has been identified and analyzed.

j. The working conditions of sports technicians at the practice sports centre have been revised in relation to the regulations on occupational health.

2. Identifies the organizational structure and the functioning of the sports technical training center, linking it with its training offer, analyzing the implementing regulations, applying the procedures and safety protocols in the practice.

a. The relations of the training center of fencing technicians with the corresponding educational administration have been founded.

b. The organisational structure and operation of the sports technical training centre has been categorised.

c. Hierarchical relationships have been classified within the training center of sports technicians.

d. The offer of activities related to the training of Sports Technicians in sports modality has been reviewed.

e. The characteristics of the training center for sports technicians, and the regulations on the responsibility of teachers, have been analyzed.

f. The current educational and curricular regulations on training of fencing sports technicians have been schematized.

g. It has collaborated in the organization of the economic activities of the center of work.

h. The values present in the club's fencing activities or sports entity have been recognised.

3. Collaborates in the administration of the sports centre (sports school, club, federation, company, ...), applying economic and accounting management procedures.

a. It has collaborated in the organization of the economic activities of the center of work.

b. The legal form used in the establishment of the sports centre of practice has been identified, and the degree of legal responsibility of the owners and managers.

c. The basic administrative procedures for the management of the practice sports centre have been worked out.

d. Requests for assistance have been made for the management of the practice sports centre.

e. You have collaborated in the management of financial support that you use or you can use the practice sports centre.

f. The necessary administrative and commercial documentation has been developed in the development of sports activities.

g. Tax and tax obligations and exemptions from the practice sports centre have been identified.

h. The practice sports center tax return has been made.

i. An attitude of respect and compliance with the rules and procedures for the economic management of the sports centre has been carried out.

4. It acts with autonomy, initiative and responsibility in the workplace, demonstrating ethical behavior, personal communication skills, teamwork, applying the procedures established by the company (sports entity, club).

a. The action requirements of the workplace have been identified.

b. The instructions received and held responsible for the assigned work have been interpreted and fulfilled.

c. Commitment to the job well done and the quality of the service has been demonstrated, as well as respect for the club's own procedures and principles or sports entity.

d. Team work capacity has been demonstrated and respect for the hierarchy established at the club or sports entity.

e. Effective communication and relationship have been established with the technician responsible for the activity and team members, maintaining a smooth and smooth deal.

f. It has been coordinated with the rest of the team, reporting any changes, relevant or unforeseen need to be present in the activity.

g. Ethical behavior has been demonstrated with athletes and adversaries, especially in the presence of the media.

5. Organizes and manages competitions and events of the level of Initiation and Sports Technology, and collaborates in the High Performance, participating in the management and design of the competition, applying sustainability criteria.

a. The structure and functions to be performed in the organisation of a competition or sports event in fencing have been proposed.

b. The sustainability criteria have been defined and applied in the organization of a competition or sports event in fencing.

c. Potential aid to the sponging of the sport of fencing has been located and managed.

d. The financing of the organization of a competition or sports event of technology in fencing has been managed.

e. The management and dissemination of the results of a competition or sport event of technology or high performance in fencing has been carried out.

f. Has participated in the management of personnel and material means of the different areas or committees of the organization of a competition or event of technology or high performance in fencing.

g. It has collaborated in the organization and realization of protocols of opening, delivery and closing of a competition or sports event of technification or high performance in fencing.

h. Security and emergency measures have been taken in the organization of a competition or sports event in fencing.

i. It has been flexible and adaptable to the circumstances in the organization of the competition, respecting the established protocols and guidelines.

6. It guides high level athletes, and organizes, accompanies and directs athletes in their participation in activities, competitions and other international or high-level events in fencing, applying the related regulations.

a. High level sportsmen have been informed of the rules affecting them and the support programmes that exist at national and regional level.

b. High-level athletes have been targeted on the professional outings of their sporting activities, and the importance of maintaining an academic or professional training parallel to sports life.

c. Sportsmen and women have been reviewed and informed of the anti-doping rules in the international or high level competitions in which they are involved.

d. The registration of the fencer or group of fencers has been performed in an international or high level competition in fencing, using the official language (French) and according to the established protocols and standards.

e. The accident and activity insurance management operations of a group of fencers participating in an international or high level competition have been performed in accordance with the instructions and standards received.

f. The responsibility of a technician on the travel of the fencers to attend an international or high level competition has been recognised and justified.

g. The travel plan of a fencer or group of fencers has been developed for participation in an international or high-level competition, applying the instructions and procedures laid down.

h. The fencer has been informed of the characteristics of the international competition or high level, interpreting the documentation on the same.

i. The technical and tactical instructions for international or high-level competition have been transferred to the fencer, taking into account the characteristics of the competition and the sportsman.

j. Athletes have been joined at international or high level competitions, applying the procedures and following the instructions and rules established.

k. Respect for the values of fair play, respect for personal health and for others, during participation in international or high level competition, has been ensured by applying appropriate procedures and respecting the rules. of the same.

l. Claim procedures have been applied in an international or high level competition in fencing, using the French language, applying established protocols and standards.

7. Participates in the training of sports technicians, reviewing the academic and curricular organization of the center, teaching classes and collaborating in the tutoring of the modules of practical training and final project.

a. The type of teacher training centre has been identified, the type of link with the administration and the rules that apply to it for the purposes of organisation and operation.

b. The responsibilities of the specialist in fencing and the superior sports technician in fencing have been identified in the training of the technicians in the modality.

c. The elements of the didactic programming of a module of the specific block have been concretized, taking into account their regulations of ordination, the characteristics of the students, and the context of the teaching center of practices.

d. It has been designed and collaborated in the performance of a presentation (of tasks and contents), taking into account the characteristics of the specific module and the learning result to be developed, taking into account the characteristics of the students of the teacher training centre.

e. The design and direction of a practical or procedural work session has been worked out, taking into account the characteristics of the specific module and the learning result to be developed, taking into account the characteristics of the students. teacher training centre.

f. It has been involved in the evaluation process of the trainees of the traineeship centre.

g. The effective implementation of the principle of equal opportunities for women and men has been taken into account when selecting the teaching resources in the teaching of the specific module of sports teaching in fencing.

h. Alternative didactic resources have been planned and prepared in advance in the face of possible incidents, including attention to persons with disabilities, in the direction of the session of the specific module of sports teachings in fencing.

i. The conditions for monitoring and tutoring the different modules of the specific block of the initial and final cycles of medium grade in fencing, in-person and distance, established in the teaching center of practices have been identified.

j. It has participated in the establishment of contacts and agreements with the collaborating entities in the module of practical training in the teaching center of practices.

k. Specific IT applications have been used in management scenarios and follow-up of the practical training module in the training centre.

l. There has been collaboration in the development of evaluation reports on the practical training module.

m. Participated in the advice and control of interviews and personalized tutoring in the direction of Projects within the teaching center of practices.

8. Collaborates in the direction of the fencer/team during participation in activities, competitions and other international events or high level of fencing, valuing the possible tactical situations of the fencer/team and their opponents, arbitration decisions, the characteristics of the environment, and the application of established procedures.

a. The influence of the environmental conditions and the environment of the high level competition in the fencer has been evaluated.

b. It has collaborated in the direction of the fencer/team in high performance competitions, using different strategies effectively and taking into account the characteristics of the opponent and the environment.

c. The regulation has been used in the choice and application of the management strategies of the fencer/team in the high level competition.

d. The evaluation of the technical-tactical execution of the fencer/team and its opponents in the high level competition has been involved, using appropriate techniques and observation procedures.

e. There has been collaboration in the making of claims in an international competition or high level of fencing, using the official language (French) and applying established protocols and standards.

f. The importance of the use of a fencer/team management strategy according to the regulations, the characteristics of the competition environment and the arbitrary trends in the high competition has been valued.

g. They have collaborated in coordinating the activities of the different members of the technical team before, during and after the high level competitions in fencing.

h. Empathy has been shown and generated credibility in the team during management in high level fencing competitions.

9. Plans the long, medium and short term training of the fencers, interpreting the information of the athlete and the environment, coordinating the team of specialists, and applying the most appropriate models, procedures and techniques.

a. The information of the fencer/team of the sports centre of practices and their environment has been selected and interpreted, necessary in the preparation of the long-term programming.

b. The short, medium and long-term planning of the fencer or equipment has been developed, according to the models used in the sports centre of practice and identifying the load dynamics of the different sports performance factors in fencing.

c. Instruments of assessment of the physical or conditional condition of the high level fencer/team have been applied, interpreting and, where appropriate, dealing with the resulting information.

d. Instruments for recording the technical-tactical behaviour in training and competition of the high level fencer, interpreting and, where appropriate, treating the resulting information have been developed and applied.

e. Instruments have been applied to assess the psychological profile of the fencer and its behaviour during the competition, interpreting and, where appropriate, dealing with the resulting information.

f. The short, medium and long-term planning of the different performance factors (conditional, technical, psychological, etc.) of the fencer has been developed according to the planning of the practice centre and the objectives and characteristics of the fencer.

g. The programme has been prepared for a concentration of preparation, adapting it to the specific needs of the fencers and the practical training centre.

h. Information about the training load of a practice sports centre fencer has been recorded, quantified and processed.

i. Objectives and means of work have been assigned to the team of specialists in science applied to the sport, within the planning and programming of the training of the fencer.

j. The contributions of specialists in science applied to sport in the planning and programming of the training of the fencer have been incorporated.

k. An attitude of rigour and objectivity has been shown in the application of the valuation instruments used.

10. Adapts, concretely, programs and directs high-level technical training sessions on all three weapons, interpreting the information received, applying the techniques and procedures in accordance with the instructions and rules established.

a. The necessary resources and resources for the development of the activity have been identified and selected

b. The fencer has been received following the established protocol and identifying its demands and needs.

c. Technical assessment techniques and protocols have been applied and the driving condition of the high level fencer in all three weapons, assessing their initial state, the degree of achievement of the proposed objectives and the mistakes made.

d. The technical objectives and preparation of the driving condition of the fencer have been identified and selected from the sports centre's reference programming.

e. The high level learning session has been achieved in all three weapons, including the technical elements of fencing theory using the appropriate terminology, defining them and recognizing the parts in which they are divided, following the programming Reference to the group and to the existing material conditions.

f. The proposed tasks have been exemplified by executing the technical actions according to the standards of the high level to the three weapons and the established procedures.

g. Technical assistance was performed during the individual lesson to the three weapons, in collaboration-opposition situation using the stimuli conforming to the reference model.

h. Control and quantification protocols have been applied to the training load of a fencer or group of fencers in high performance sessions in fencing.

11. Organizes and directs the training (and preparation concentrations) of the fencer/team by coordinating teams of specialist technicians, applying the specific training methods and means of each of the performance factors in the field. fencing and applying new technologies to the training and competition registry.

a. Credibility has been generated in the team of specialist technicians who collaborate with the technician at the practice sports centre.

b. The team of specialist technicians has been managed, demonstrating leadership and empowering communication between the team of the practice sports centre and the technician.

c. Means and methods of training have been applied to all performance factors affecting fencing and choosing tasks according to the programming of the practice sports center.

d. The session has been addressed, taking into account the variety and integration of different media and training methods, according to the programming of the practice sports center.

e. The contingencies that have arisen during the training session of the fencer have been identified and resolved.

f. The session's work has been adapted to the real conditions of the fencer.

g. The most frequent injuries in fencing and their preventive measures have been taken into account in the direction of the training session.

h. Audiovisual recording instruments of the technical-tactical behaviour have been developed and applied: in training and competition, of the high level fencer, interpreting and, where appropriate, editing the records made.

i. The audiovisual records of training or competition have been used during the training session of the fencer.

j. The organisation and management of a concentration of preparation have been involved, selecting the appropriate means and logistics to the situation of the sports centre of practice.

k. A motivating and empathetic attitude has been maintained with the fencer during the direction of the preparation concentration or the training session.

12. It collaborates in the establishment of ergogenic aids and the supplementary work plans of the injured fencer, applying the means, methods and procedures established.

a. The complementary work of an injured fencer has been scheduled, taking into account the programming of the practice sports centre.

b. The food guidelines of the practice sports centre have been assessed.

c. Training measures on sports food have been proposed for the fencers of the practice sports centre.

d. Fatigue manifestations have been identified during training and the practice of the practice sports center.

e. Fatigue recovery measures have been proposed and implemented in accordance with the possibilities of the practice sports centre.

f. There has been collaboration on the prescription and administration of ergogenic aids in the field of practice sports center.

g. The fencer has been informed of the health risks and consequences of the use of doping substances.

h. A fair play attitude and respect for the health of the fencer has been shown in particular regarding the use of doping substances.

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