Royal Decree 912/2012 Of 8 June, The Title Of Upper Sportive Technician In Fencing Set His Minimum Educations And Access Requirements Are Set.

Original Language Title: Real Decreto 912/2012, de 8 de junio, por el que se establece el título de Técnico Deportivo Superior en Esgrima y se fijan sus enseñanzas mínimas y los requisitos de acceso.

Read the untranslated law here: http://www.boe.es/buscar/doc.php?id=BOE-A-2012-7707

Law 10/1990 of 15 October, on Sport, instructed the Government regulation of the teachings of sports technicians according to the requirements set by the different educational levels.

The Organic Law 2/2006 of May 3, Education, provides in its article 64.6 that the Government, after consultation with the autonomous communities, establish the corresponding studies sports education qualifications, the basic aspects of the curriculum and the minimum requirements of the centers.

The Organic Law 5/2002 of 19 June, on Qualifications and Vocational Training, establishes the National System of Qualifications and Vocational Training as part of the training activities aimed at responding to the demands of the productive sector. Some forms of sports education characteristics that relate to the generic concept of vocational training without this we should give up its status as specific offer to the sports system and differentiated supply, within the vocational training system education, conducts the professional family of Physical and sports Activities for the rest of the sector. Therefore, the aforementioned Organic Law 2/2006 of May 3, Education, provides the possibility that sports education relating to the National Catalogue of Professional Qualifications.

This regulatory framework is necessary now to the Government, after consultation with the Autonomous Communities, set each of the titles that will form the catalog of sports education in the educational system, his minimum educations and those other aspects of academic organization that without prejudice to the powers attributed to the educational authorities in this matter, constitute the basic aspects of the curriculum to ensure a common training and guarantee the validity of certificates, in compliance with the provisions of Article 6.2 of the Organic Law 2/2006 of 3 May, Education.

Royal Decree 1363/2007, of 24 October, the general organization of sports education special regime, defined in Article 4 the structure of these teachings, placing the top grade sports education as part of higher education.

Moreover, likewise embodied in Article 6, the professional profile of such securities, including general competence, professional, personal and social skills, in order to achieve that, indeed, titles sports education responsive to the needs demanded by sports and productive systems, and personal and social values ​​to exercise democratic citizenship. To this end and as a reflection of the maturity of the sport, it is attributed to advanced ciclo those linked to training skills, team management and high-level athletes or performance and in some cases driving with high levels of difficulty the sport or specialty.

For these purposes should be determined for each title identification, professional profile, professional environment, the teachings of the cycles of Sports education and accreditation of modules due to the teaching experience, the sporting experience as well as the parameters basic formative context for each module sports education (spaces, necessary equipment, teacher qualifications and specialties). Also, in each title will also identify the specific access requirements, being characteristic of these securities identification of the workload that is credited through these requirements, linking with other studies, validations, exemptions and equivalents.

The marked technical nature of these teachings, as defined by the peculiarity of its procedures, materials, equipment and specific practices of each mode requires a development that ensures lowest common denominator, clear and guiding through a regulatory standard .

In order to facilitate the recognition of credits between Higher Sports Technician and university programs leading to degrees and vice versa, in the cycles of Sports education degree equivalence of each module will be established sports education credits European, ECTS, as defined in the Royal Decree 1125/2003, of September 5, establishing the European credit system and the grading system in official university degrees is established and valid throughout the territory national.


This royal decree is issued in development of Royal Decree 1363/2007, of 24 October, the general organization of sports education special regime, established and regulated in the aspects and elements basic indicated above, the title of Sportive Technician in Fencing.

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

In the process of preparing this Royal Decree they have been consulted the autonomous communities, within the Sectorial Conference on Education, and have issued report the State Board of Education and the Ministry of Finance and Public Administration.

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

DECREE:
CHAPTER
I
Object


Article 1. Purpose.

1. The purpose of this Royal Decree is the establishment of Técnico Deportivo Superior Fencing, with official and valid throughout the national territory and its corresponding minimum teaching.

2. In accordance with the provisions of Royal Decree 1363/2007, of 24 October, the general organization of sports education of special regime, the elements contained in the royal decree not constitute a regulation of the exercise of profession entitled any.
CHAPTER II


Id title and organization of teaching

Article 2. Identification of Superior Técnico Deportivo in Fencing.

The title of Upper Sportive Technician in Fencing is identified by the following elements:

A) Designation: Fencing.

B) Level 1: Superior Spanish Qualifications Framework for Higher Education Technical. Sports education degree.

C) Duration: 780 hours.

D) Regarding international: CINE-5b (International Standard Classification of Education).

Article 3. Organization of educations leading to the title of Upper Sportive Technician in Fencing.

Studies leading to the title of Upper Sportive Technician in Fencing are organized in the cycle Degree in Fencing and have a duration of 780 hours.

Article 4. Specializations Superior Técnico Deportivo in Fencing.

1. The title of Upper Sportive Technician Esgrima will specialties:

A) Fencing adapted.

B) Espada.

C) Sable.

D) floret.

2. The Ministry of Education, Culture and Sport, on the proposal of the Sports Council and after consultation with the relevant bodies in sports of the Autonomous Communities and the Royal Spanish Fencing Federation will establish the objectives, content and evaluation criteria of these specializations.
CHAPTER III


Professional profile sports and professional work environment, personal and cycle
Article 5. Professional profile
cycle Degree in Fencing.

The professional profile of higher degree cycle Fencing is determined by their general competence, their professional, personal and social competences, qualifications and relationship, if any, competence units of the National Catalogue of Professional Qualifications included in the title and the professional, labor and sports environment.
Article 6. General competence
cycle higher degree in Fencing.

The general competence of the cycle Degree in fencing is to schedule and conduct sports training geared towards achieving and maintaining performance fencers and equipment; to organize, protect and direct participation in these high level competitions; to coordinate the intervention of technical specialists; to schedule and coordinate the tasks of technicians in charge; organizing competitions and own events of initiation and sports technification; all in accordance with the objectives set, the optimal level of quality and safety conditions.

Article 7. professional, personal and social skills cycle higher degree in Fencing.

The professional, personal and social skills cycle higher degree Fencing are those listed below:


A) analyze available training conditions, the characteristics of the competition and the environment fencer, for planning training to high performance.

B) analyze and evaluate own fencing training for planning performance factors (functional, technical, tactical, psychological).

C) Set the medium and long term training objectives and means, from valuations and analyzes carried fencer or equipment and the initial conditions of the sporting environment.

D) Set short-term training, objectives and means, and specify the sessions, adapting them to the group and the conditions in accordance with general programming.

E) Conduct training session at the stage of high performance solving existing contingencies, to get the involvement and performance in accordance with the proposed objectives, and within safety margins required.

F) Direct the fencing lesson, mastering specific technical assistance-opposition cooperation situation and applying technical and tactical concepts associated with high performance in fencing.

G) Check safety fencing practice, overseeing facilities, means to use and intervening through assistance in risk situations detected.

H) Select and direct the fencers in high performance competitions, performing the guidance, taking the most suitable for the development of the competition and in accordance with the objectives decisions, all within the ethical values ​​related to fair play and respect for others and the body itself.

I) Accompany teams in high performance competitions, planning travel, taking steps in French, the official language of fencing, with the organizers and technical direction thereof.

J) To determine the formation of teams of multidisciplinary and coordinate their actions within the program.

K) Direct and coordinate human, material and financial resources in a fencing school setting schedules and making reference promotional campaigns, advertising and marketing of fencing.

L) To organize and manage own competitions and sports events in fencing modernization and collaborate in organizing own events of high competition.

M) To participate in the training of sports technicians, according to current regulations governing sports education in fencing.

N) To assess the preparation process and the results, programming collecting information and conducting analysis to get the fit and continuous improvement aimed at training high-performance sports.

O) transmit through the personal value ethical behavior associated with fair play, respect for others, and respect and care for the body.

O) Maintain a professional identity and a spirit of innovation and updating to facilitate adaptation to changes that occur in fencing and in their organizational environment.

Article 8. professional environment, labor and sports cycle higher degree in Fencing.

1. This professional develops his professional activity both in the public arena, whether the General Administration of the State, regional or local authorities, and private entities, whether large, medium or small companies, sports boards, municipal sports organizations, federations, centers of modernization, high performance centers and sports and social clubs, schools, service companies, offering sports and recreational activities high performance in fencing.

2. Occupations and positions most relevant work for these professionals are:

A) Coach fencing high level.

B) Technical Director.

C) Director of sports schools.

3. The development of these occupations and jobs in the public sector will be in accordance with the principles and requirements for access to public employment under current regulations.
CHAPTER IV


Structure of the teachings of the cycle top grade sports education leading to the title of Sport Technician in Fencing
Article 9. Structure
cycle higher degree of Fencing.

1. The cycle of higher degree of Fencing is structured in modules, grouped in a common block and a specific block.

2. Sports education modules cycle higher degree of Fencing are those that are listed below:


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 Planning high performance in fencing.

MED-ESES302 Additional preparation in fencing.
MED-ESES303
Technical management and event organization.
MED-ESES304
New technologies in fencing.

MED-ESES305 sword technique.

MED-Foil technology ESES306

MED-ESES307 Sable technique.

MED-ESES308 Project.
MED-ESES309
practical training.

3. The time distribution of the core curriculum cycle higher degree Fencing set out in Annex I.

4. The general objectives and sports education modules cycle higher degree in Fencing are developed in Annexes II.

Article 10. Ratio teacher / student.

1. To impart common block modules and learning outcomes conceptual module block specific cycle higher degree in Fencing, the teacher / student ratio is 1/30.

2. To impart learning outcomes of a procedural nature of modules specific block cycle higher degree in Fencing, the teacher / student relationship will be set out in Annex III.
Article 11.
practical training module.

To start practical training modules cycle higher degree in Fencing, will have to pass before the common and specific sports education modules set out in Annex IV.

Article 12. Determination of the curriculum.

The educational Administrations shall establish appropriate curricula respecting the provisions of this Royal Decree and in accordance with Article 16 of Royal Decree 1363/2007, of 24 October, the general organization of the teachings set sports special regime.

Article 13. Spaces and sports equipment.

Spaces and minimum equipment necessary for the development of the teaching cycle higher degree Fencing are set out in Annex V.
CHAPTER V


Access to advanced ciclo

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

To access the cycle Degree in Fencing will need to have a Bachelor's degree or equivalent for the purposes of access as well as the title of Sportive Technician in Fencing.

Article 15. Admission requirements cycle higher degree in Fencing for people without a Bachelor's degree.

Will be accessible to the teachings of the cycle Degree in Fencing, without the Bachiller, provided that the applicant holds the title of Sportive Technician corresponding, and also meet the conditions of age and exceeds the corresponding test in accordance with Article 31.1.b) of Royal Decree 1363/2007, of 24 October, the general organization of sports education special regime.
CHAPTER VI

Teachers


Article 16. Requirements for qualification of teachers in public schools in the educational administration.

The requirements for qualification of teachers in public schools will be determined based sports teaching block at which they impart teaching:

1. The teaching modules are common block that sports education cycle higher degree in Fencing, corresponds to the faculty of the bodies of professors and secondary school teachers, as set out in Annex VI.

2. Teaching in public centers specific block modules that make sports education cycle higher degree Fencing is specified in Annex VII A and corresponds to:

A) specialist teachers who have the title of Sportive Technician in Fencing, or those not entitled evidencing experience in the workplace and sports field, or teacher, experience detailed in Annex VII B.

B) Teachers of Physical Education specializing in the bodies of professors and secondary school teachers who have the title of Sportive Technician in Fencing.


3. The education authorities may authorize the teaching modules specific block attributed to specialist teachers, members of the Corps of professors and secondary school teachers with the specialty of Physical Education, when lacking the title of Sportive Technician in Fencing, always who they have the training designed for that purpose or those recognized by education authorities; or work, sports or teaching experience, detailed in Annex IX B.

Article 17. Requirements for qualification of teachers in private schools and public ownership other than educational administrations.

The qualifications required for the delivery of the modules of both the common block, and the specific block forming cycle higher education degree in sports Fencing, for teachers in private centers or public ownership of other administrations other than education, are specified in Annex VIII.
CHAPTER VII

Linking to other studies


Article 18. Access to other studies.

1. The title of Upper Sportive Technician in Fencing allows direct access to official university degree on the conditions of admission established.

2. To facilitate the validation regime has been allocated 62 ECTS credits in the core curriculum established in this royal decree between sports education modules of this cycle of higher grade.

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

Article 19. Recognition of these teachings.

1. The Ministry of Education, Culture and Sport, set validations appropriate to grant the general component of education regulated in this royal decree, those who prove studies or Bachelor of Science in Physical Activity and Sport regulated by the Royal Decree 1670/1993, of 24 September, Physical Education Diploma Degree in Physical Education, regulated by Royal Decree 790/1981 of 24 April on Physical Education Specialist Teacher regulated by Royal Decree 1440/1991, of August 30, Superior in Physical Activities and sports regulated by Royal Decree 2048/1995 of 22 December and Technician Driving Physical-sports in the Natural Environment Technical regulated by Royal Decree 2049 / 1995 of December 22 as well as high school subjects and titles established under Royal Decree 1913/1997 of 19 December.

2. They will be subject to validation the common and specific sports education modules with the same name and code.

3. Overcoming all the modules of the common block top grade in any of the forms or sport specialties of the titles established under the Organic Law 1/1990 of 3 October on the General Organisation of the Educational System, is he validate by all modules common block cycle higher education degree in sport fencing. Overcoming all of the modules of the common block cycle sports education higher grade in fencing, it will be validated by all the modules of the common block, top grade, titles established under the Organic Law 1 / 1990 3 October on the General Educational System.

Article 20. Exemption practical training module.

You can be totally or partially exempt practical training module cycle higher degree in Fencing, based on his correspondence with experience in sports or work, detailed in Annex IX field.
Article 21. Correspondence
training modules sports education with teaching experience.

1. The training modules correspondence between sports education cycle higher degree Creditable fencing and teaching experience of previous coaches formations referred to the first transitional provision of Royal Decree 1363/2007, of 24 October, that the general organization of sports education of special regime and coaches formations to which the transitional provision refers first of Royal Decree 1913/1997, of December 19, is set out in Annex X. || |
2. The training correspondence will be applied by the centers following the procedure established by the relevant education authority.

First additional provision. Reference title in the European framework.


Once the national qualifications framework, according to the European recommendations, the Minister of Education, Culture and Sport will determine the appropriate level of these qualifications in the national framework and its European equivalent.

Second additional provision. Offer Remote sports teaching modules of this title.

Sports education modules set out in Annex XI, distance may be submitted provided that ensures that students can achieve learning outcomes thereof, in accordance with the provisions of the Royal Decree. To this end, education authorities, within their respective powers, adopt the measures they deem necessary and dictate the precise instructions.

Third additional provision. generic references.

All references to students, faculty and degree to which this royal decree the generic male form is used interchangeably be understood to apply to women and men.

Single derogatory provision. Repeal of rules.

Are repealed all and any other provisions of equal or lower rank opposing the provisions of this royal decree.

First final provision. competential title.

The present royal decree has character and basic rule is issued, under the powers conferred upon the State Article 149.1. 30th of the Constitution which grants the State the power to regulate the conditions for obtaining, issuing and recognition of academic and professional qualifications and basic rules for the development of Article 27 of the Constitution, in order to ensure compliance with the obligations of public authorities in this matter.

Second final provision. Implementation of the title.

Education authorities may implement the new curriculum for this training from the school year 2012-2013.

Final disposition third. Authorization for development.
You
In order to update the profiles of teachers to new degrees regulated by Royal Decree 1393/2007, of 29 October, establishing the planning of official university education, to the Minister is authorized Education, Culture and Sports for the modification and updating of Annexes VI, VIIA, and VIII of this decree.

Fourth final provision. Entry into force.

The Royal Decree shall enter into force on the day following its publication in the "Official Gazette" day.

Given in Madrid, on 8 June 2012.
JUAN CARLOS R.


The Minister of Education, Culture and Sports,


ORTEGA José Ignacio Wert ANNEX I


Time distribution of the core curriculum and equivalence in ECTS credits




Cycle Degree in fencing








ECTS equivalence






common block





Minimum teaching












Physiological factors MED-C301 high performance.





35 h





5






Psychosocial Factors MED-C302 high performance.





25 h





3






MED-C303 Formation of sports trainers.





30 h





4






MED-C304 Organization and management applied to high performance





20 h





4






TOTAL





H 110/200





16






specific block





Minimum teaching





ECTS equivalence






MED-ESES301 Planning high performance in fencing.





10 hours





2






MED-ESES302 Additional preparation in fencing.





25 h





3






MED-ESES303 Technical management and event organization.





15 h





2






MED-ESES304 New technologies in fencing.





15 h





2







MED-ESES305 sword technique.





35 h





5






MED-ESES306 Foil technique.





35 h





5






MED-ESES307 Sable technique.





35 h





5






MED-ESES308 Project.





40 h





6






MED-ESES309 practical training.





110 h





16






TOTAL





320 h





46






TOTAL





430 h





62




ANNEX II


General objectives and sports education modules cycle Degree in fencing
General objectives
:

A. Select and justify the assessment procedures of the fencer, the material means and facilities available and the regulations of the mode environment, identifying their characteristics and procedures applying to analyze the conditions of high performance.

B. Select and justify the procedures for analysis of performance factors and criteria for selection of athletes, identifying their characteristics and applying established procedures to analyze and evaluate own performance factors 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 training and motor learning applicable, to schedule training short, medium and long term.

D. Analyze the complexity of the tasks and factors related to workload, designing activities assumptions set and applying the principles and methods of training, to set short-term and specify the sessions.

E. Describe, choose and demonstrate techniques and management strategies session, control of contingencies own high performance in fencing, applying procedures observation, promotion and control, solving sessions supposed to lead fencers in high demand.

F. Select and demonstrate specific technical assistance, applying technical and tactical high performance schemes to direct the fencing lesson

G. Evaluate or assess the security of the facilities and high-performance sports media, applying established procedures and current legislation, to control security in practice at this level.

H. Analyze the competition high performance and selection criteria for athletes, applying established procedures and taking into account the characteristics of the participants and the regulations, to select and direct fencers in high performance competitions.

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

J. Analyze and justify intervention needs of other specialists in preparing high performance, describing the functions and objectives to develop, to determine the constitution and coordination of multidisciplinary teams.

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

L. Analyze and develop the organizational structure of competitions and own events of sports modernization and analyze the organizational characteristics of high fencing competition, enumerating the human and administrative requirements, the material means necessary, applying the legal framework that regulates and tools specific software to organize and manage competitions and events high competition.

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


N. Develop procedures and tools for collecting information and assessment of high performance, using audiovisual technologies, interpreting the data by the statistical study and analyze them to assess the preparation process and the results of competition.

Ñ describe the characteristics of the acquisition of values ​​and attitudes, being aware and arguing the effects they cause fencers, to transmit values ​​of sporting activity through personal ethical behavior.

Or. Recognizing the need for continuous training in sports, maintaining curiosity and interest in continuous learning, describing the observable aspects of behavior that reflect these values, to maintain a professional identity and a spirit of innovation and continuous updating.

Common sports education Module: HIGH PERFORMANCE physiological factors

Code: MED-C301

Learning outcomes and assessment criteria

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

A. They have identified the major physiological adaptations to training.

B. We analyzed the main concepts related to energy metabolism.

C. We analyzed metabolic pathways during exercise.

D. We analyzed the different types of metabolism.

E. We analyzed the main physiological adaptations to training.

F. They have been identified and described the types of aerobic and anaerobic metabolism.

G. We analyzed the short-term adaptations of the major systems of the human body (circulatory, respiratory, renal, endocrine and hormonal).

H. We analyzed the long-term adaptations of the major systems of the human body (circulatory, respiratory, renal, endocrine and hormonal).

I. It has been identified and described the concept of energy efficiency or economy.

J. It has been identified and described the concept of maximum aerobic power and its most important features.

K. It has been identified and described the concept of aerobic and anaerobic threshold and its most important features.

L. We analyzed the relationship between VO2max, anaerobic and aerobic threshold and metabolic training zones.

M. It analyzed the neuromuscular system and physiological determinants and mechanical strength, power, flexibility and muscle elasticity.

N. It has been identified and described the concept of maximum dynamic and isometric strength, explosive strength, power, force time curve and 1RM.

Ñ. We analyzed the specific needs of joint flexibility and muscle elasticity in relation to the resistance and strength.

Or. It has identified and analyzed the physiological adaptations to training women.

P. We evaluate the importance of individual physiological adaptations to training.

2. Select the athlete for top competition analyzing the physiological factors that influence high performance.

A. They have justified the main limiting factors of performance.

B. Defined physiological factors that demand high performance sports training and competition.

C. We analyzed the foundations of the assessment of the functional capacity for the high performance.

D. They have interpreted the results of the assessment of functional capacity taking into account the differences between men and women.

E. Data have been interpreted an assessment of body composition in response to the differences between men and women.

F. It has identified the right technology at the physiological assessment of the athlete in a practical course.

G. They described the characteristics and performance of the technology used in the physiological assessment of the athlete.

H. It analyzed the technical team of specialists related to sports performance by identifying their functions.

I. They have been identified and organized teams in the high-performance sports.

J. We evaluate the importance of the physiological assessment of the athlete as an element of selection.

K. They have identified key physiological conditions to the training of athletes with disabilities.


3. She collaborates with the specialist in determining diet and prescription aids ergonutricionales analyzing the main concepts of sports nutrition and the harmful health effects of doping substances.

A. We have identified the main concepts of sports nutrition.

B. They have interpreted the results of the nutritional assessment of the athlete.

C. We analyzed the fundamental principles of sports nutrition.

D. They have identified the main ergo-nutritional aids and their effects.

E. They have identified major doping substances and their harmful effects on health.

F. Concepts have been applied in water sports nutrition replenishment.

G. Concepts have been applied for recovering physiology carbohydrate deposits.

H. It has collaborated with the specialist in determining the diet of athletes.

I. It has collaborated with specialists in prescribing ergo-nutritional aids.

J. They have been interpreted diets of athletes in pre-competitive, competitive and postcompetitivas situations.

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

L. It has been justified teamwork with nutritionists identifying their functions.

M. We evaluate the importance of collaboration with the specialist in the formulation of diets and weight control.

4. Directs the preparation of the athlete principles relating loading and training monitoring and comparing the mainstream media and sports recovery methods.

A. They have been analyzed and classified the different types of fatigue.

B. We analyzed the main mechanisms of sports fatigue.

C. We analyzed the effects of sports fatigue in neuromuscular, endocrine and immune system.

D. Different methods have been applied recovery, according to the production mechanism of sports fatigue.

E. They have organized different sports recovery programs.

F. It has valued the importance of load and control training.

G. They have been identified as important parameters related to control of the training load.

H. Different tools have been developed training control.

I. It has differentiated acute fatigue overload.

J. Sport has differentiated overload overtraining.

K. It has been justified control training within the training management process.

5. And directs the training program under special conditions by identifying the bases and its most important features.

A. We analyzed the foundations of training in special conditions of extreme temperature (heat and cold) and moisture

B. We analyzed the foundations of training in special conditions of moderate altitude.

C. They have analyzed and compared the advantages and disadvantages of physiological training at moderate altitude training with respect to sea level.

D. We analyzed the foundations of training in situations of great time changes.

E. They are designed workouts in situations of moderate altitude.

F. They are designed workouts in situations of time changes.

G. They are designed workouts in situations of heat, cold or moisture.

H. They are designed adaptation strategies at moderate altitude.

I. They are designed adaptation strategies to big time changes.

J. They are designed heat adaptation strategies.

K. They are designed cold adaptation strategies.

L. It has collaborated with management specialist training in special conditions (altitude, time changes, cold, heat, humidity).


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

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

- Main metabolic pathways.

- Functional short- and long-term adaptations.

- Functional adaptations in sports training: circulatory, respiratory, musculoskeletal, renal, endocrine and hormonal. Gender differences.

- Efficiency or energy economy.

- Maximum Aerobic Capacity: concept and characteristics.

- Aerobic / anaerobic transition.

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


- Hormonal Changes to strength training.

- Evaluation of the aerobic and anaerobic metabolism.

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

- Assessment of physiological adaptations to training. Gender differences.

- The sarcomere: concept and characteristics.

- Fiber and muscle myofibril: characteristics and types.

- The drive unit: concept and characteristics.

- The 1RM: concept, characteristics and identification.

- Maximum muscle power: concept, characteristics and identification.

- Force-time curve: concept, characteristics and identification.

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

- Muscle spindles and OTG: concept and characteristics.

- Measurement and evaluation of the flexibility and elasticity specific sports.

2. Select the athlete for top competition analyzing the physiological factors that influence high performance.

- Main factors limiting the training.

- Physiological factors in high performance.

- Advanced development of conditional and coordinative physical capacities Systems.

- Coordination of work teams in high performance sports.

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

- Main physiological conditions in athletes (physical, intellectual and sensory) disability.

- Determination of advanced methods for high performance sports

- Determination of teams in the high-performance sports.

- Identification of technology for physiological assessment of athletes.

- Interpretation of results of functional assessments.

- Determination of body composition by measuring skinfold and bone diameters.

- Considerations in prescribing exercise in relation to people with disabilities.

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

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

3. She collaborates with the specialist in determining diet and prescription aids ergonutricionales analyzing the main concepts of sports nutrition and the harmful health effects of doping substances.

- Ergonutricionales Aids: supplements, metabolic intermediates, and other substances.

- Determination of the need for prescription ergogenic aids.

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

- The doping control: organisms and methods.

- Awareness of the importance and impact of doping on the health of athletes.

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

- Determination of body composition of athletes: identification of aspects to be evaluated in relation to body composition, selection of tests or means of valuation, application or means of assessment tests. The variable sex as a differentiator.

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

- Diet and hydration in practice needs of physical activity.

- Basis of sports nutrition.

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

- Control of the nutritional status of athletes: determining aspects to evaluate, test selection or means of valuation, application or means of assessment tests.

- Collaboration with the specialist in dieting and ergonutricionales aid.

- Preparation of pre-competitive, competitive and postcompetitiva diet.

- Acceptance of work with the specialist.

4. Directs the preparation of the athlete principles relating loading and training monitoring and comparing the mainstream media and sports recovery methods.

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

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

- Recovery: concept, patterns of recovery, active and passive techniques recovery.

- Physical recovery in high yield: physiological processes.

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


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

- The valuation of conditional and coordinative capabilities in high performance sports.

- Tools for evaluating the process and results in high performance sports.

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

- Selection of training methods and means depending on the objectives of the training and competition in sports performance, the characteristics of athletes and their adaptation to the effort.

- Identification of indicators of fatigue, recovery and overtraining.

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

- Design and selection of tools and resources for assessing and monitoring training and own high-performance sports competition. (Daily training, physical tests, physiological tests).

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

- Assessment of the importance of proper recovery from fatigue.

5. And directs the training program under special conditions by identifying the bases and its most important features.

- Environmental factors that influence performance training: altitude, thermal stress, hour, humidity.

- Physiology altitude training: effects, general adaptations, responses to stress (cardiovascular, respiratory, gastrointestinal, renal, endocrine, metabolic, neurological, dermatological and infectious).

- Physiological effects of the time change.

- Thermoregulation and intense exercise. Exercise in heat. Exercise cold. Exercise moisture.

- Programming moderate altitude training, hour and in extreme temperature.

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

- Design and development of programming in a changing schedule, extreme temperature and humidity (hot and cold) and moderate altitude.

- Design and development of training sessions at times situations change, extreme temperatures (hot and cold) and moderate altitude.

- Acceptance of work with the specialist.

Common sports education module: PSYCHOLOGICAL FACTORS HIGH PERFORMANCE

Code: MED-C302

Learning outcomes and assessment criteria

1. Select the athlete for top competition, analyzing the psychological characteristics of athletes and teams of high psychological demands and high performance.

A. They defined the psychological characteristics that demand high performance sports training and competition.

B. They described the psychological characteristics of athletes and high-level teams.

C. They have been specifically analyzed psychological peculiarities of women athletes in high performance.

D. We analyzed the psychological conditions and the specific considerations of athletes with disabilities in high performance.

E. Contributions have been established psychological aspects to the progression and performance of high-level athletes.

F. They have been proposed psychological criteria for selecting high-level athletes, depending on the demands of training and high level competition.

G. They have been applied psychological methods of detecting high-level athletes, by conducting interviews and observation of athletes in simulated competitions.

H. They have been applied psychological assessment procedures in simulated situations of training and competition.

I. It has been argued the need to integrate the psychological characteristics in evaluating the performance of top athletes.

J. It has promoted the incorporation of psychological protocols in the detection of high-level athletes.

2. Rate the environment of the athlete, analyzing the social aspects that affect their athletic performance and facilitate their education and personal development.

A. They have recognized the social aspects of the high-level athlete that affect their performance environment.

B. They defined the social aspects of the athlete that facilitate their education environment.


C. We analyzed the specific characteristics of the disabled athlete in high performance environment.

D. They described the interactions between psychological characteristics of high-level athletes and social aspects of their environment.

E. They have been applied assessment procedures affecting athlete's performance in a practical course environment.

F. They have been applied in simulated situations the means available to coach management environment, so it does not interfere in the process of sports and academic training of the athlete.

G. It has been argued the desirability of the coach provide athletes an opportunity to combine career with academic training and the reconciliation of family and sporting life.

H. Have been located aids and information sources available to top athletes to facilitate their integration into working life, once their sports career.

I. It has recognized the importance of incorporating the analysis of the social aspects of the athlete environment in assessing performance.

J. It has valued the positive attitude of the coach towards recognizing and preventing employment problems more common in high-level athletes.

K. It has been argued the relationship between sports performance stagnation and uncertainty in the future prospects of the athlete by the lack of personal and social support.

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

A. Processes have been identified own motivation high-level athletes.

B. Psychological procedures have been proven keeping motivation high-level athletes throughout the sports season.

C. They have been integrated into a practical course of sports training psychological procedures necessary in maintaining the motivation of top athletes throughout the season.

D. They described processes related to how the high-level athlete faces competition.

E. Methods have been applied psychological training in improving coping athletes make high-level competition in simulated situations.

F. Plans are designed sports and training sessions that include enhancing coping processes of the competition.

G. They described aspects of sports training that can be referred to a professional psychologist.

H. It has recognized the relevance of integrating psychological preparation in the general preparation of the athlete.

4. Coordinates the team of specialist technical personnel in sports sciences, identifying the functions of the psychologist and applying techniques of human resource management.

A. They defined the roles of professional psychology, differentiating them from the coach's functions.

B. They described the different styles of leadership available to the coach to optimize the performance of specialist technical staff team.

C. Those have been identified communication patterns that you can use to generate credibility coach team of technical specialists.

D. They have been applied leadership styles and patterns of communication in order to manage human resources of technical personnel in simulated situations of teamwork.

E. They described the necessary guidelines on the incorporation of specialized professional contributions of psychology to the preparation of the athlete.

F. They are designed sports schedules that provide the specialized professional sports psychology, assigning work objectives and means to develop their work contribution.

G. It has justified the desirability of teams of specialist technical personnel in sports science.


Basic contents
1. Select the athlete for top competition, analyzing the psychological characteristics of athletes and teams of high psychological demands and high performance.

- Psychological Determinants of high performance sports and psychological athletes and teams high-level features.

- Psychological Determinants and specific considerations of / athletes with disabilities in high performance.


- Psychological Determinants and specific considerations woman high performance athlete.

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

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

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

- Psychological criteria in the selection of high-level athletes.

- Implementation of procedures of psychological selection of top athletes.

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

- Recording and analysis of psychological performance of athletes in training and competition.

- The need to integrate psychological aspects in the assessment of athletic performance.

2. Rate the environment of the athlete, analyzing the social aspects that affect their athletic performance and facilitate their education.

- Social aspects of the high-level athlete sports related and academic performance (family, social and emotional relationships, school and / or work, club, federation, sponsors, representatives and media) environment.

- Specific features of environment female athletes.

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

- Evaluation of the social aspects of the athlete progression related to their sport and academic training environment.

- Specific features disabled athlete in high performance environment.

- The management of the environment by the coach not to interfere in sports, academic or athletic performance athlete preparation:

- The psychological training of parents of athletes,

- Education media.

- The preparation of regulations governing the relationship of athletes with their environment.

- Development of an attitude on the trainer to provide the athlete to combine their studies with sports.

- Personal-family and sports Conciliation expectations Maternity athletes during the sporting life. Attitude of the coach.

- Problems frequently employment in high-level athletes. Identification of the aid and information sources that facilitate the integration of high-level athletes working life.

- The positive attitude of the coach towards recognizing and preventing problems of employment in high-level athletes.

- The integration of the social aspects of the athlete environment in assessing performance.

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

- Processes own motivation high-level athletes.

- Psychological Procedures for maintaining the motivation of top athletes throughout the season.

- Coping processes of competition involved in high performance sport.

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

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

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

- The need to integrate psychological preparation in the general preparation of the athlete.

4. Coordinates the team of technical personnel in sports sciences, identifying the functions of the psychologist and applying techniques of human resource management.

- Functions of professional psychology applied to sport.

- Leadership styles in leading teams.

- Analysis of communication to build credibility in the group of specialists in sports sciences.

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

- Sports design plans that address the specialized work of professional psychology.

- Styles of leadership and communication patterns to optimize human resources technical team.

- The need for multidisciplinary technical teams.


Common sports education module: SPORTS TRAINING TRAINERS.
MED-C303 Code


Learning outcomes and assessment criteria

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

A. We analyzed the psychosocial characteristics of adult learners and their implications for learning.

B. They have been applied valuation methods of psychosocial characteristics of adult students.

C. They described the most suitable to explain learning of adults cognitive theories of learning.

D. They have been linked to the characteristics of different learning styles and learning strategies of students and their implications for learning.

E. We analyzed the characteristics of the technical model, and cognitive-reflective model of teacher training in relation to the acquisition of professional skills in the field of physical activity and sport.

F. Described and applied in practical cases, the type of intervention best suited for training teachers of adults.

G. They described and implemented in practical cases the methodological guidelines of the styles most appropriate education for adults in situations and distance learning.

H. It has promoted the assessment of individual learning characteristics and possibilities of attention to diversity as a basis for the adaptation of the teaching faculty.

2. Elaborate educational programming modules sports education, analyzing the rules of management of these areas, their programming, sequencing and evaluation, and specifying the elements of programming.

A. We analyzed the basic organization of sports education in relation to the education system and its relation to training offers the National System of Qualifications and Vocational Training.

B. It analyzed the professional profile of Sports education cycles and their relationship to the overall objectives of their core curriculum.

C. They have identified the characteristics of conceptual, procedural and attitudinal areas in the objectives of sports education cycles.

D. We analyzed the concepts, procedures and attitudes that support the learning outcomes of a specific module sports education.

E. They described the elements of the educational programming of specific modules and practical training of the different cycles and module final draft of upper sports education.

F. We compared the differences in programming between classroom teaching and distance learning a specific module of sports education.

G. They described the characteristics of the evaluation of professionals in the field of physical activity and sport competitions.

H. They have interpreted the characteristics of the evaluation criteria of a learning outcome in a specific module sports education.

I. We analyzed the regulations affecting the assessment, certification and registration of sports education.

J. They have been explained and exemplified tools for curriculum adaptation attention to diversity.

K. It explained and analyzed the importance of the principle of equal opportunities between women and men as a key element in the attention to diversity.

L. Have finalized the elements of the educational program of a specific block module, according to their management regulations, the characteristics of students, including students with disabilities and the sports context.

M. It has been argued the importance of educational programming in the training of sports technicians.

3. Program and conducts training sessions sports technicians analyzing the characteristics and developing own teaching resources sports education.

A. We analyzed the characteristics of teaching resources that enable the development of own training of trainers and distance methodological strategies.

B. They have been identified technical specifications and guidelines for teaching (audiovisual, computer, multimedia, etc.), own resources classroom and distance learning for their optimal use in the sessions.


C. They have been selected and used teaching resources to facilitate a better understanding of the contents to be addressed in the training of trainers, identifying use in training and distance.

D. They have developed teaching materials and media (print, audiovisual, multimedia, etc.) in order to develop theoretical and practical contents themselves of the training of trainers, and distance.

E. It has been designed and made a presentation (of tasks and content), depending on their structure, and using teaching resources effectively, in a practical course of theoretical and practical class.

F. We evaluate the need to plan and prepare teaching resources prior to use.

G. We evaluate the need to provide alternative teaching resources against possible incidents, including care for people with disabilities, and identified those that may be more appropriate in each case.

H. We evaluate the need for educational resources and methodology to implement and effectively convey the principle of equal opportunities between women and men strategies.

I. They have exemplified the possibilities of adaptation of teaching resources to be used in response to a special educational need.

4. Provide tutoring sports technicians in the process of specific training (specific modules, practical training and final project) identifying strategies and procedures for monitoring and evaluation.

A. They have been identified conditions monitoring and mentoring of various specific modules, and distance established in current regulations block.

B. We evaluate the need to establish a line of continuous and consistent work between different training modules specific block, and between this and the common block.

C. We analyzed the existing resources for the establishment of contacts and agreements with partners in the practical training module.

D. We used specific applications on assumptions management and monitoring practical training module.

E. They have been proposed, analyzed and compared different work dynamics for conducting group tutorials in practical training module.

F. They described the key elements for reporting assessment module practical training

G. They described the key to establishing a script processing memory module practical training elements.

H. We analyzed different patterns of action, interview advice and control and customized project management, depending on their thematic tutorials.

I. We analyzed the criteria of relevance and feasibility of a project in relation to the purpose of it, assessing the need for a document to rationalize / justify the actions to be carried out.

J. They described the key sections of the script for a project of upper, depending on your theme.

K. They have been chosen so reasoned elaboration and evaluation criteria for the oral and written presentation projects.

L. It has justified the role of mentoring and monitoring in achieving learning outcomes of practical training modules and project.

M. It has valued the importance of collecting in a field journal memory module practical training as an element of reflective learning by students.

5. Promotes ethical and moral development of technical and high performance athletes assessing the impact that their behavior and attitudes are socially, especially through the media.

A. We analyzed the literature identifying and describing the most important values ​​related to high performance.

B. They have identified the values ​​and attitudes that transmit technical and high-performance athletes, especially through the media.

C. We analyzed the characteristics that must have the treatment of sports information in the media to implement the equal treatment between men and women.

D. We analyzed the media coverage of sports and unsportsmanlike behaviors technical and high-performance athletes and their social influence.

E. It has been argued the importance of high-performance technical assume ethical responsibilities of their behavior when transmitting personal and social values.


F. It has been identified and valued the importance of prejudices and gender stereotypes of athletes and coaches in their interaction with the media.

G. It has been argued the importance of attention to diversity in the valuation of sporting success, making room for other groups normally underrated, especially women and people with disabilities.

6. Participates in the organization of the training of sports technicians, analyzing the characteristics of schools and teacher liability rules.

A. They have identified the functions of the different organs of a school.

B. We analyzed the scope of the purpose and objectives of sports education, with special attention to the promotion of equal opportunities between men and women, as well as care for people with disabilities.

C. They have identified the different types of centers which can impart sports education special regime.

D. We analyzed the rules governing the operation and organization of an educational institution providing sports education.

E. We analyzed the different forms of collaboration between education authorities and sports federations to impart sports education.

F. We analyzed the basic rules of assessment for sports education

G. They described the requirements of the educational administration specialist teachers.

H. They have been identified responsibilities attributable to specialist teachers in the teaching of sports education.


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

- Psychosocial characteristics of adult learners:

- Implications for learning.

- Psychosocial assessment methods.

- Cognitive learning theories future trainers: styles and strategies.

- Teacher training models:

- Technical model.

- Reflective cognitive model.

- Intervention teacher with adult learners:

- Teaching styles in teaching in the classroom and distance learning system.

- Individualization of the teaching-learning process.

- The principles of standardization and attention to diversity.

2. Elaborate educational programming modules sports education, analyzing the rules of management of these areas, their programming, sequencing and evaluation, and specifying the elements of programming.

- Sports education in the educational system:

- Organisation, structure and basic organization.

- The National System of Qualifications and Vocational Training: training offer regarding sports education.

- Characteristics of conceptual, procedural and attitudinal areas where objectives of different cycles.

- Concepts, procedures and attitudes Learning Outcomes specific block modules.

- Analysis of the professional profile of Sports education cycles in relation to the overall objectives of their core curriculum.

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

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

- Elements of educational programming specific sports education modules.

- Elements of the educational program of practical training module.

- Elements of educational programming module upper end project cycle.

- Differential characteristics of classroom and distance teaching program.

- Evaluation in the field of sports education:

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

- Characteristics of evaluation criteria learning outcomes own modules specific block.

- Reference standards in the evaluation, qualification, certification and registration.

- Specification of the elements of educational programming modules specific block.

- Tools for curriculum adaptation: modifications to the curriculum elements:

- Examples of curricular adaptation for physical and sensory disabilities.


- Principle of equal opportunities for women and men.

3. Program and conducts training sessions sports technicians analyzing the characteristics and developing materials, media and teaching resources own sports education.

- Features, comfort guidelines and selection criteria of different teaching resources to be used in the training of trainers:

- Traditional Resources:

- Slate.

- The flip chart.

- The overhead projector.

- Print media: Notes, sheets, poster.

- New technologies:

- Audiovisual: Playing digital media.

- Computer Media: Canyon projection. Computer-assisted instruction: The PC and tablet.

- Interactive Media: Slate Digital (Touch and portable) .Videoconferencia.

- Develop own teaching materials and media technician training, and distance.

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

- Structuring of content.

- Strategies for connecting with the audience.

- Strategies for efficient use of educational resources and alternatives in case of technical failure.

- Strategies for closing presentation.

- Assessment of the session.

- Special educational needs: causes and educational implications.

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

4. Provide tutoring sports technicians in the process of specific training (specific modules, practical training and final project) identifying strategies and procedures for monitoring and evaluation.

- Monitoring and mentoring of specific modules, and distance block:

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

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

- Practical Training Module:

- Identification of existing contacts to establish agreements with collaborating organizations and resources.

- Use of specific software applications for managing and monitoring practical training module.

- Group tutorials: Analysis of dynamic physical working and distance learning.

- Evaluation Criteria script writing and evaluation criteria applicable to the reports, field notes and other documents assessment module practical training.

- Final Project Module:

- Address and mentoring of projects: action guidelines, advice and control monitoring.

- Criteria for relevance and feasibility of a project: Questions to consider in its formulation (reasons, aims, beneficiaries, resources, activities, timing, ...).

- Structure and basic content in the formulation of projects. Adaptations based on their subject matter.

- Rating: Choice of criteria development and evaluation of oral and written presentations.

5. Promotes ethical and moral development of technical and high performance athletes assessing the impact that their behavior and attitudes are socially, especially through the media.

- Impact of high performance sport:

- Attitudes and values ​​of high performance sport.

- Sport and media.

- Content analysis of sports information in the media.

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

- Importance of prejudices and gender stereotypes of athletes and coaches in their interaction with the media.

6. Participates in the training of sports technicians, analyzing the characteristics of schools and teacher liability rules.

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

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

- Teachers specialist. Characteristics.

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

Code: MED-C304

Learning outcomes and assessment criteria


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

A. We analyzed the requirements to be met by high-performance facilities for the practice of the activity under current regulations.

B. They have been linked working conditions in high-performance facility with staff health.

C. Described risk situations, occupational diseases and accidents common in work environments of facilities dedicated to high performance.

D. We analyzed the control procedures applicable safety in facilities dedicated to sports performance, especially in the emergency action plan.

E. It has valued the importance of a preventive attitude in all areas of management of a facility dedicated to sports performance.

F. They have identified the basic organizational elements of facilities dedicated to high performance.

G. We analyzed the procedures required by the regulations in force in the request for funding of a sports facility dedicated to high performance.

H. We have characterized the parts of a Plan of Occupational Health and Safety of a facility dedicated to high-performance sports, including functions and actions linked to each party.

I. It has been argued the need and importance of establishing a Plan of Prevention of Occupational Risks in a high-performance sports facility, including the sequencing of actions to be performed in an emergency.

J. It has been analyzed and exemplified the regulations on accessibility in sports facilities by people with disabilities or reduced mobility.

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

A. We analyzed the different legal forms and structure of sports organizations or companies.

B. They have implemented the necessary steps in building a sports organization in terms of its scope.

C. It specified the degree of liability of the owner and managing people, depending on the legal form chosen for the sports organization or company.

D. We analyzed the possible ways of existing financial support for the creation and management of a sports organization or company depending on the characteristics of it.

E. In practical cases, they have performed the procedures required by the rules governing the request for aid for the creation and management of sports organizations or companies.

F. They have made necessary arrangements for the application for recognition of public utility entity

3. Runs a sports organization applying procedures for financial and accounting management.

A. They described the concepts and basic techniques of management and accounting record.

B. We analyzed the basic administrative procedures relating to the management of a sports organization.

C. They have completed basic commercial and accounting documents of a sports organization.

D. Procedures have been applied in the preparation of administrative and commercial documentation from the development of the sport.

E. We evaluate the importance of organization and order in procedures for financial and accounting management.

F. They have identified major fiscal and tax obligations of a sports organization or company in relation to its performance objective.

G. They have completed protocols settlement declaration IAE tax, VAT, personal income tax and corporate tax.

H. They have argued the problems arising from failure to comply with fiscal and tax obligations of a sports organization or company.

I. Assumptions have been made application of the various tax exemptions provided for the sports industry.

4. Organizes and manages competitions and own events Sport Tecnificación level, analyzing the administrative requirements, material and human resources in relation to the legal framework that regulates and sustainability criteria.

A. It described the organizational structure having a competition sport modernization.

B. They have identified the functions to be performed in the organization of a competition sport modernization.


C. It has analyzed the impact of holding a competition or sporting event on the environment in which it develops.

D. They have been listed sustainability criteria applicable to the organization of a competition or sporting event.

E. We analyzed the responsibilities of the organization of a competition or sporting event.

F. They described the aid as women's sports sponsorship strategy in organizing a competition or sporting event in this area.

G. They described the main ways of financing the organization of a sports competition.

H. They described the different alternatives for management and dissemination of results during a sports competition.

I. They have been implemented organizational procedures in practical cases of official events opening and closing delivery of a sports competition.

J. They described safety requirements and emergency care which should include the organization of a sporting event.

5. Accompany athletes in competitions of high performance, identifying the legislative and organizational framework in which these competitions are framed and analyzing regulations that may apply to professional athletes and high-level athletes (DAN) and high-performance athletes (DAR).

A. We analyzed the sports rules at international level, relating to the administrative structure of the sport.

B. They described the structures and functions of the most important international sports bodies and their functions.

C. It has been linked international administrative structure with the rules of competition.

D. Described functions and disciplinary / penalty system of the World Anti- Doping Agency and its relations with national and international sports bodies.

E. They described the advantages granted by the Spanish legislation to professional athletes.

F. We analyzed the characteristics of professional sports in Spain.

G. We analyzed the regulations affecting high-level athletes and high performance in Spain.

H. We analyzed the characteristics of aid programs to the preparation of high-level athletes of Olympic and Paralympic sports. and especially in sports disciplines where there is still a small female representation.

6. Selects job opportunities, identifying their chances of employability and lifelong learning alternatives.

A. It has valued the importance of lifelong learning as a key factor in employability and adaptation to the demands of the labor market and sport.

B. They have been identified professional training routes that complete their professional profile and increase their employability.

C. We have determined the techniques used in the job search process.

D. Described self-employment opportunities relating them with their professional profile.

E. Self-assessment has been made of the personality, aspirations, attitudes and proper training for decision-making.


Basic contents
1. Supervises the security of facilities and own means of high performance sports, applying established procedures and relating them to current regulations.

- High Performance Centres (CAR) and sports technification (CTD). Types, characteristics and applicable regulations.

- Structure and organization of CAR and CTD Applicable regulations. Grants and subsidies.

- Prevention and safety in the facilities. Applicable regulations. Evaluation of Occupational Hazards.

- Phases Prevention Plan. Identification and characteristics. Basics organization of risk prevention bodies that are part of the prevention plan.

- Emergency Plan. Development 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 sports facilities relating to physical accessibility and communication requirements.

- State and the autonomous community of reference Regulations.

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

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


- Legal requirements for establishment of sports organizations and businesses.

- Choice of legal form.

- Ways of financing of sports organizations and sports companies. Grants and subsidies. Processing of applications for grants and subsidies.

- Organic Law 3/2007, 22 March, for the effective equality of women and men in the management and creation of a sports organization:

3. Runs a Sports Organization procedures applying financial and accounting management of it.

- Accounting Concept. 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 own events Sport Tecnificación level, analyzing the administrative requirements, material and human resources in relation to the legal framework that regulates and sustainability criteria.

- Sports competitions. Basic organizational structure. Functions and responsibilities.

- Routes of economic and material support.

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

- Organization acts of Protocol.

- Safety competitions / sporting events.

- Management and dissemination of the results of sporting competitions.

- Sustainability in competitions and sporting events.

- Measures to minimize the impact on biodiversity and to contribute to the restoration of affected areas. Preservation of fragile areas, archaeological, historical and cultural heritage.

- Saving measures and efficient water use.

- Waste management and cleaning.

- Minimize the use of energy, promotion of renewable energies.

5. Accompany athletes in competitions of high performance, identifying the legislative and organizational framework in which these competitions are framed and analyzing regulations that may apply to professional athletes and adeportistas high level (DAN) and high performance athletes (DAR).

- International Sport.

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

- International Organizations. Structure and Functions: International Paralympic Committee, IOC, TAS, AMA

- RDD.

- Professional Sport. Concept.

- Special Labour Regulation. RD 1006-1085

- Spanish professional leagues. Characteristics.

- Sport high-level and high performance.

- Applicable regulations Dan DAR

- Plan ADO Features.

- Plan ADOP. Characteristics.

- Support programs and DAR DAN athletes in different sports where they are underrepresented.

6. Selects job opportunities, identifying their chances of employability and lifelong learning alternatives.

- Assessment of the importance of lifelong learning for employment and career of top sports technical staff.

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

- Identification of training pathways related to sport senior technical staff.

- The job search process.

- Techniques and tools job search.

- The decision-making process.

Specific sports education module PLANNING HIGH PERFORMANCE IN FENCING

Code: MED-ESES301

Learning outcomes and assessment criteria

1. Program preparing long-term fencer / team in the different weapons, analyzing models of long-term preparation, selecting the necessary information and applying tools and methods for collecting it.

A. They have explained the factors that influence the development of sporting talent in fencing.

B. We analyzed the characteristics of the different stages in the development of the sporting life of a fencer to achieve high performance and abandonment of the sporting life.


C. We analyzed the characteristics of the different models of planning (programming cycles preparation) supraanual (sporting life and Olympic cycle) depending on performance models of the mode and the sports stage fencer and especially high performance.

D. We analyzed the characteristics of the different models of planning the annual cycles in fencing according to the objectives set, the dynamic loads involved, and its adaptation to the sports stage fencer and especially high performance.

E. Objectives have been developed preparation and performance in an annual program, depending on the programming model and stage in the sporting life of the fencer and especially high performance.

F. We analyzed the characteristics of schedule annual international competition in fencing relating to the characteristics of planning model.

G. We have characterized the different stages, cycles or periods as an annual program is divided.

H. They have been selected means and methods of preparation and control performance in a long-term programming, depending on the objectives and the stage of the sporting life of the fencer and especially high performance.

I. It has identified the type of information that should be considered in the long-term programming.

J. They have applied methods of collecting and analyzing information on the fencer, and the environment, to consider the long-term programming.

K. We analyzed the performance model in the competition fencer at different stages of the sporting life and particularly high performance.

L. Has been identified / selected information from the environment, personal, social or educational fencer / team to consider in scheduling training long, medium and short term, depending on the sporting stage and especially high performance.

M. They have developed tools for collecting information about the environment: personal, social and educational fencer.

N. It has valued the importance of establishing appropriate goals: the development of the fencer, and dynamics of specific loads of fencing, programming long, medium and short term.

2. Adapta and concrete macrocycles, mesocycles, microcycle and training sessions in fencing, analyzing the characteristics of the different cycles or periods of preparation and criteria for combination and evolution of the means and methods employed.

A. We analyzed the characteristics of the different types of mesocycles, Microcycles and sessions short and medium term and its relation to the objectives of the annual cycle.

B. They have been selected media control performance factors in fencing, depending on the situation within the program and objectives of it.

C. They have been selected means and training methods in line with the type of cycle or period of preparation chosen.

D. They have been justified criteria evolving media training in fencing, in different types of macrocycles, mesocycles and preparation microcycle short and medium term.

E. We analyzed the selection procedures of the objectives to be achieved in the performance factors in fencing, depending on the different types of macrocycles, mesocycles and Microcycles used.

F. They have justified the criteria of evolution and modification of training methods performance factors in different types of different types of macrocycles, mesocycles and Microcycles.

G. We analyzed the organization and structure of the training session fencing in different types of macrocycles, mesocycles and Microcycles

H. We analyzed the criteria combination of means and training methods performance factors fencing session, depending on the type of cycle or period of preparation in the medium and short term and the time of preparation.

I. They are designed preparation programs short and medium term fencing, according to the guidelines of the long-term programming.

J. It has justified the importance of adapting to changes in programming sports fencer form and degree of achievement of the objectives.

3. He directs, organizes and concentration fencing program, basing the structure of such activities, and selecting appropriate media and logistics.

A. We analyzed the benefits and functions that have the preparation concentration within an individual or collective planning in fencing.


B. We analyzed the goals that can be met in the concentrations of preparation in fencing.

C. It has characterized the different types of concentrations of preparation according to the purpose and time of preparation.

D. They have been based intervention strategies and care for athletes in preparation fencing concentrations, depending on the objectives set.

E. Have chosen justifiably, contents and methods to be used in concentrations of preparation in fencing, according to the established objectives.

F. The program has resulted in a concentration of preparation in a practical course of preparation.

G. They have been selected media and logistics required to organize a concentration of preparation in fencing, depending on the objectives and existing conditions.

H. It has valued the importance of concentrations preparation programs in fencing.

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

A. We have characterized the indicators that allow quantification of the burden of technical and tactical work, in training fencing.

B. We have characterized the indicators that allow the quantification of the burden conditional job in training fencing.

C. We have characterized the indicators that allow the quantification of the psychological burden in training and competition fencing.

D. We analyzed the methods or systems load quantification conditional job in training fencing.

E. It has justified the dynamic loads of the different factors of sports performance in fencing, an annual programming based on the characteristics of programming and objectives.

F. They have been applied to specific quantification of workload in fencing training software.

G. Instruments have been applied graphical representation of the workload in training fencing.

H. They have been selected statistical procedures for processing and interpretation of the training load in training fencing.

I. We analyzed the profits of quantification and monitoring of training load control and adjustment of the preparation in fencing.

J. It has valued the importance of quantification and monitoring of training load in the optimization of the preparation in fencing.


Basic contents
1. Program preparing long-term fencer / team in the different weapons, analyzing models of long-term preparation, selecting the necessary information and applying tools and methods for collecting it.

- The sporting talent. Developmental factors.

- The different stages of formation fencer, throughout his sporting life.

- Different models of long-term planning and annual cycles in fencing, to high performance.

- Fencing season, their different characteristics and their relation to the different planning models.

- Methods and control means planning long-term fencer.

- The environment of high performance athlete. Their influence on long-term planning.

2. Program short and medium term preparation fencer. Adapta and concrete macrocycles, mesocycles, microcycle and training sessions in fencing, analyzing the characteristics of the different cycles or periods of preparation and criteria for combination and evolution of the means and methods employed.

- The annual periodization training fencer high performance.

- Methods and means of planning control and preserve fencer medium term.

- Different methods and means of training fencer high performance, depending on the objectives during the planning and Mede short term.

- The training session fencer high performance in relation to the planning cycle or period used in programming.

- The flexibility of planning fencer.

3. He directs, organizes and concentration fencing program, basing the structure of such activities, and selecting appropriate media and logistics.


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

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

- The logistics and organization of the high-performance sports concentration.

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

- Quantification of technical and tactical training in high performance fencer.

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

- Quantification of psychological training in high performance fencer.

- The application of statistical programs to quantify the workload in the high-performance fencer.

Specific sports education module: OTHER PREPARATION IN FENCING

Code: MED-ESES302

Learning outcomes and assessment criteria

1. Learn about the most common types of injuries in fencing and basic bandaging techniques exclusively performing primary care in emergencies and being aware of the need to see a specialist immediately in case of injury.

A. They described the characteristics and evolution of the most common diseases, caused by competition training and high performance in fencing.

B. They have been classified most common lesions and specific in the practice of fencing locomotor high performance.

C. They have identified the causes of the most common injuries and prevention methods and procedures thereof.

D. They described the types of functional bandaging, types of bandages, procedures and techniques depending on the materials used for the most common injuries in fencing.

E. It has been shown in practice using techniques taping.

F. They have been justified treatment protocols of the most common injuries and standard steps in the recovery process and / or motor adaptation.

G. They have been related guidelines for action in the recovery process and motor rehabilitation of injured fencer with the characteristics of the lesion.

H. They have been based criteria development of complementary training fencers injured. We analyzed the means and methods of controlling and monitoring the fencer from the occurrence of the injury until their integration into standardized training and competition.

I. It has become aware of the need to see a specialist immediately in case of injury.

J. It has become aware of the importance of warm-up and stretching, as well as having good habits in sports to prevent injuries.

K. It has become aware of the presence of psychological variables involved in the processes of prevention and rehabilitation of injuries driving.

2. Supports the psychological preparation of the fencer, analyzing the specific characteristics of the competition that influence psychologically on the fencer, and patterns of learning and psychological training.

A. We analyzed the specific characteristics of the fencing competition psychologically influencing the fencer.

B. It analyzed the decision-making process and how this process applies specifically to the sport of fencing.

C. They have established guidelines for learning and training of the decision in the sport of fencing.

D. They have been analyzed specific concentration systems depending on the time of the competition in which the fencer is.

E. Guidelines have been established for learning and concentration training at specific times.

F. Strategies have been implemented using memory and display specifically tactics of fencing.

G. They have developed guidelines specific coordinative-proprioceptive training.

3. Identifies ergogenic nutritional needs and ergo athlete in training and competition, analyzing the specific demands, applying procedures for developing and evaluating diets procedures and standards for doping control.

A. They have been identified fencer's nutritional needs.


B. They have justified different types of aid nutritional ergo depending on the characteristics of the competition and fencer needs.

C. They have been linked to the physiological aspects of hydration before, during and after physical activity, fencer performance.

D. It has justified the choice of specific diets aimed at weight control fencers.

E. They described the general guidelines for the preparation of diets mainly aimed at weight control fencer.

F. We analyzed the list of "prohibited substances" established by the World Anti-Doping Agency (WADA) and the International Fencing Federation.

G. They have been explained and analyzed the procedures established by WADA in regard to doping controls, the application of therapeutic exemptions and location of athletes.

H. It has made a proposal for practical application in the use of ergogenic aids in the practice of fencing in high performance.

4. Evaluates the physical condition of the fencer in training and competition, in the three modes, epee, foil and saber, analyzing the demands of high performance and applying specific valuation procedures.

A. They described the characteristics of the process of evaluating the physical condition of fencer as well as factors when administering a test.

B. Have been selected methods and tools for assessing physical abilities during training and competition at the stage of High Performance fencers in different ways, Foil epee and saber.

C. Procedures have been implemented for evaluation of physical abilities required during training and competition fencers in different ways, Foil epee and saber.

D. It has adapted the process of evaluation of the physical condition in relation to the specific needs of each of the modalities, epee and saber Foil characteristics.

E. Has justified the physiological profile of the fencer in relation to the different specialties, epee, foil and saber and the particularities of the competition (individual or teams).

F. They have been determined valid for the control of morphological and structural variables fencer fencers valid for different modalities, epee and saber Foil tools.

G. They have explained the criteria for the design of specific field tests in the sport of fencing and in its various forms, Foil epee and saber.

H. They have been established models for the collection of subjective information by 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 types, Foil Sword and Sable and type of practice, individual or team.

I. They have applied methods and processing techniques records obtained during the assessment of physical performance of the fencer.

J. It has justified the relationship between the conditional factors of performance and the result obtained in relation to the different specialties, epee, foil and saber and the particularities of the competition (individual or teams).

K. They have been analyzing the criteria comparison between the data obtained in the evaluation process, as foreseen in the planning and scheduling training fencer.

L. It has assimilated the need to share information resulting from the reviews with the fencer.

M. It has internalized the obligation to respect the dignity of the fencer when making any assessment.


Basic contents
1. Learn about the most common types of injuries in fencing and basic bandaging techniques exclusively performing primary care in emergencies and being aware of the need to see a specialist immediately in case of injury.

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

- Bandage types: functional bandage.

- Elastic and inelastic Bandages. Techniques depending on the type of band used.

- Procedures bandage: bandage circular herringbone.

- Treatment of injuries: injury phases. RICES procedure (Rest, Ice, Compression, Elevation, Stabilization).

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

- Return to sports.

- Planning of additional training.


- Good Habits for injury prevention: heating, stretching, hydration, proper use of sports equipment.

2. Know the specific characteristics of the fencing competition that influence psychologically on high-level fencer, establishing learning standards and training for performance improvement.

- Specific fencing competition psychologically influencing the fencer Features.

- Perceptual-interpretive-decisional system: analysis, training, training. Decision making in high performance fencing.

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

- Training of the decision: first intention, second intention, third intention.

- Memory tactic.

- Specific concentration systems: initials, including headdresses, breaks in the direct elimination assault.

- Using specific tactical display: full assault, assault period, touched, tactical decision as marker.

3. Identifies ergogenic nutritional needs and ergo athlete in training and competition, analyzing the specific demands, applying procedures for developing and evaluating diets procedures and standards for doping control.

- Nutritional Needs of High Performance fencer.

- Aid nutritional ergo: adaptation to the characteristics of the fencer and competition.

- Preparation of diets: Guidelines and Standards. specific diets for weight control.

- Hydrate the fencer.

- List of prohibited substances WADA.

- Proceedings of the AMA: antidoping controls, therapeutic exemptions and location of athletes.

4. Evaluates the physical condition of the fencer in training and competition, in the three modes, epee, foil and saber, analyzing the demands of high performance and applying specific valuation procedures.

- Characteristics of the evaluation process of the physical condition of the fencer.

- Physical capabilities fencers by role and mode.

- Specific Aerobic Resistance.

- R. Anaerobic.

- R. Quick Force.

- Global displacement speed.

- Segmental speed.

- Flexibility.

- Skill.

- Methods and tools for assessing physical abilities in training and competition:

- Specific Test.

- Registration sheets.

- Forms control.

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

- Heart Rate Records.

- Records lactate.

- Additional Subjective information. Models and protocols.

- Scale Borg perceived exertion.

- Differences between women and men.

- Assessment of physical performance:

- Techniques and procedures applied to the three specialties Foil epee and saber.

- Analysis and discussion of results.

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

Code: MED-ESES303

Learning outcomes and assessment criteria

1. Technical Direction performs a club / federation fencing, coordinating the team, establishing sporting goals, planning and developing sports season.

A. They have been identified team members working, their powers and functions.

B. Have identified the activities of the club / federation fencing and installation needs to carry out these activities.

C. They have been established to develop daily tasks, according to the set schedule, as well as persons responsible for carrying them out.

D. We analyzed the roles of team members work relating them with the overall objectives.

E. It has analyzed a sports planning by identifying the human, financial and material resources necessary to carry out such planning.

F. Have developed promotional campaigns and marketing of fencing analyzed the characteristics of the market.

G. It has become aware of the importance of promoting the sport of fencing as a quality product and social importance.

2. Plan shifts the fencing competitions, performing administrative procedures and the selection of athletes, by selecting the means of transport and accommodation, all within budget.


A. We analyzed the calendar and have been selected competitions where the club / Federation will participate depending on sports and economic objectives set.

B. We analyzed the financial resources necessary basis of the place, selected athletes and characteristics of the competition.

C. They have justified the selection criteria of athletes attending sporting, economic and rules of competition criteria.

D. They have been selected transport and accommodation appropriate to ensure the smooth performance of athletes in the competition and meet the established budgets.

E. They have been specified criteria for developing a travel plan and permits and communication with families of athletes minors.

F. We analyzed the selection criteria of responsible for issuing and functions that have to develop.

G. It has become aware of the responsibility to perform movements with athletes, especially if they are minors, taking extreme security measures and facilitating communication with families.

3. Competitions manages modernization and collaborates in organizing high-level competitions, analyzing the conditions of technical organization of the competition, registration processes and the competition regulations.

A. They are designed protocols planning and organizing a fencing competition of modernization, identifying the institutions and permissions.

B. They have been selected human and material resources in organizing a competition of modernization of fencing.

C. It has made the budget a fencing competition of modernization, identifying ways public and private funding.

D. They have been selected media event and its results, fulfilling the institutional and sponsorship agreements.

E. They have identified the characteristics of a high-level competition fencing to keep in mind during the organization of it.

F. They have explained the types of own high level competitions in fencing and formulas.

G. We analyzed the basic characteristics of the organization (rules and regulations federative, objectives, stages of development) of different types of high-level competitions own fencing.

H. They have been specified enrollment processes in high level competitions own fencing, deadlines and mandatory fees of arbitrators contribution described in the federal regulations.

I. They have been selected human and material resources in conducting high-level competition fencing.

J. It has been applied basic protocol in the trophy ceremony at a high level competition fencing.

K. It has shown a critical attitude to the misunderstood competition and fair play friendly practice.

L. It has become aware of the magnitude and difficulty of the organization of competition fencing modernization, valuing teamwork and diversification of tasks.


Basic contents
1. Technical Direction performs a club / federation fencing, coordinating the team, establishing sporting goals, planning and developing sports season.

- Services: Professional associated with the world of fencing (coach, trainer, psychologist, technical material). Profiles and competencies.

- Coordination of teams. Homework distributions.

- Planning a season. athletic goals.

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

- Marketing in fencing.

2. Plan shifts the fencing competitions, performing administrative procedures and the selection of athletes, by selecting the means of transport and accommodation, all within budget.

- The head of dispatch functions and duties.

- Calendar of competition.

- Establishing economic and sporting criteria.

- Anticipating a trip expenses.

- Planning a trip. advance preparation, selection of the delegation. Choice of accommodation and transportation.

- Competition regulations in force. Registration and licensing processes. Fee contribution of arbitrators.

- Peculiarities travel with minors.


3. Competitions manages modernization and collaborates in organizing high-level competitions, analyzing the conditions of technical organization of the competition, registration processes and the competition regulations.

- Planning organizing a fencing competition of modernization. Action protocols. Deadlines.

- Selection of human and material resources.

- Financing routes. public grants and private aid.

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

- Characteristics of a high-level competition fencing.

- Types of high level competitions own fencing. Formulas.

- Processes licensing and registration processing in high level competitions own fencing.

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

- Etiquette in high level competitions fencing.

Specific sports teaching module: NEW TECHNOLOGIES IN FENCING

Code: MED-ESES304

Learning outcomes and assessment criteria

1. Designs and adapts data collection instruments, applying the observational method in the analysis of the technique and tactics in high performance fencing.

A. It has justified the use of the observational method as a means for analyzing the technique and tactics in high performance in fencing.

B. They have been selected analysis procedures and evaluation of the technique through observation.

C. They have been interpreted analysis procedures and evaluation of tactics through observation.

D. It has justified the selection of the tools used in collecting data during the observation process.

E. They have adapted existing tools used in collecting data for their specific use of the analysis of the technical and tactical fencing high level.

F. Specific tools are designed for data collection by applying the observational method.

G. It has become aware of the importance of analyzing the technique and tactics through observation in improving athletic performance.

2. Use the editing tools and video processing on observation and tactical technical analysis, justifying the use thereof and applying specific processing procedures database of images.

A. It has justified the selection of audiovisual tools used in the analysis of technique and tactics.

B. They were selected and used editing tools and video processing in the analysis of observable and measurable parameters of the technical implementation of high performance fencer.

C. They were selected and used tools for editing and processing editing comparing the technical implementation of high performance fencer with reference standards.

D. They were selected and used editing tools and video processing in the analysis of observable parameters Fencer tactical system of high performance.

E. They have been chosen and applied processing procedures database of images of fencers.

F. It has been proven correct use of audiovisual tools in the observation and analysis of technique and tactics in high-performance fencers.

G. It has become aware of the importance of using new technologies as a tool of observation and analysis of technique and tactics.

3. Processes information related to high performance in fencing, using spreadsheets, justifying the selection of variables to study, applying management procedures databases of information, generating graphs and reports results.

A. It has justified the selection of the worksheets in the statistical processing of information.

B. They have generated databases from information collected in the observation process.

C. It has justified the selection of variables to be subjected to study.

D. Tools have been applied filtering the data.

E. We used spreadsheets in generating statistical results, percentage calculations and comparison of results.

F. We used spreadsheets graphics processing results.

G. We used spreadsheets in the reporting of results.


H. It has become aware of the importance of statistical study of information that provides a better understanding of rivals and the fencer himself, helping improve athletic performance.


Basic contents
1. Designs and adapts data collection instruments, applying the observational method in the analysis of the technique and tactics in high performance fencing.

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

- Data collection instruments: checklists, rating scales, descriptive scales.

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

- Analysis of tactics through observation. Selection and registration of tactical indicators in fencing. Indicators sport tactics. Registration tactical indicators.

- Adaptation and design of specific instruments.

2. Use the editing tools and video processing on observation and tactical technical analysis, justifying the use thereof and applying specific processing procedures database of images.

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

- Measurable parameters with the editing tools and video processing. Measuring methods. Influence on athletic performance.

- Methods for comparing images using editing tools and video processing.

- Observing the parameters for analysis of tactics.

- Design and Generation of image databases.

3. Processes information related to high performance in fencing, using spreadsheets, justifying the selection of variables to study, applying management procedures databases of information, generating graphs and reports results.

- Spreadsheets available in the market. Basic characteristics, familiarity with the interface.

- Generation of databases from Spreadsheets.

- Management Spreadsheets. Sort rows / columns. Show / hide. Data selection.

- Selection Criteria variables to study.

- Making calculations using spreadsheets. Using formulas.

- Generation Graphics using spreadsheets. Chart types, properties, personalization.

- Generation of reports using spreadsheets. Presentation of results.

Specific sports teaching module: Sword Technique

Code: MED-ESES305

Learning outcomes and assessment criteria

1. Prepares a tactical combat system and prepares the espadista for implementation, analyzing the existing strategic and tactical systems and implementing practical sequences for consolidation.

A. We analyzed the different strategic and tactical systems of different schools in the most influential high-level sword.

B. It has developed its own tactical application system to the different strategies and tactics adverse variations, taking into account the characteristics of the fencers in charge.

C. We analyzed the characteristics of the fencers to adapt to the tactical system and establish the roles in the team competition.

D. They have justified the characteristics that make a strategic system, a tactical system, a tactical performance, etc.

E. Instruments have been developed observing the technical implementation within the tactical system of high-level sword during the lesson, training and competition of this level.

F. It analyzed the execution mode each own technical elements in high-level sports sword as the ideal model.

G. It has developed a verification protocol of the implementation of measures envisaged in the tactical system previously developed.

H. It explained the convention governing the practice of sword and hierarchical order of each tactical actions within the system.

I. They have identified the most common mistakes in implementing the tactical system, relating to possible causes, proposing tasks for their solution.

J. Practices have been developed to reinforce learning of appropriate reactions to own tactical system sequences.


K. It has internalized the need to involve the fencers in the development of the tactical system at the level of high performance sport as a factor in achieving the objectives.

2. He directs and energizes the training session of the fencers, assisting during individual fencing lesson adapting to the characteristics of espadista and when the season properly.

A. Have exposed the parties that the technical gestures and attributes (strength, speed, pace, sensitivity, movement of the tip, fluidity, etc.) of their mode of execution sword fall into the high sporting level.

B. They have justified the principles and stimuli used in technical assistance in individualized work of the shares of high-level sword.

C. It has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition in the work of the technical and tactical actions specific to the individual lesson of this level.

D. It has adapted the method of training and technical and tactical to the characteristics and qualities of each individual epee development.

E. We analyzed the performance characteristics of sports technician sword during training session high performance sports.

F. It has developed a verification protocol roll coach sword high level during the training session, apply to epee charge.

G. Are designed different training lessons greatest potential, relating to the time of the season, the level of the athlete and their situation / formation stage.

H. They have identified the most frequent errors in attendance, relating to possible causes, proposing tasks for their solution.

I. It has been demonstrated capacity and dynamism in the direction of a sports HLG in the sport of sword.

3. Rate the technical and tactical execution of espadista in the actions of technical composite legs, displacement and own distance from the high level in the lesson and competition, analyzing the technical elements identifying the most common errors and correction tasks, using techniques support for learning and consolidation.

A. They have been analyzing the actions of composite technique legs, and dodges side, and described the most frequent errors in their execution sword.

B. the most common mistakes in implementing the actions of composite technique legs, and dodges side with the causes and correction tasks have been linked.

C. They have been analyzing the parties that the elements of composite technique legs are divided, and the lateral dodges and qualities (strength, speed, pace, sensitivity) of its mode of execution sword.

D. They have listed the technical and tactical exercises reinforcement corresponding to shares of composite technique legs, and the elusive side.

E. It has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition in the work of technical composite actions legs, and the elusive side.

F. They described the use of specific training means (plastron, mirror, etc.) in learning actions composite technique legs and side elusive.

G. It has internalized the importance of training techniques and legs and travel distance as a factor in the development of high-level sports in sword.

4. Rate the technical and tactical execution of espadista in the actions of punch thrown and cut, own the high level in the lesson and competition, analyzing the technical elements identifying the most common errors and correction tasks, applying technical assistance learning and consolidation.

A. They have been analyzing the actions of punch thrown and cut (coupe), and described the most frequent errors in their execution sword.

B. They have been linked to the most common mistakes in implementing the actions of technical punch thrown and cut (coupe) with the causes and correction tasks.

C. He has been analyzing the cut (coupe) within hints and used as a feint, and described the most frequent errors in simple sword execution in offensive actions.

D. Analyzing the coup has thrown into direct and indirect and used as a feint, and described the most frequent errors in simple sword execution in offensive actions.


E. They have been analyzing the parts in the technical elements of the punch thrown and cut and attributes (strength, speed, pace, sensitivity) of its mode of execution sword fall.

F. They have listed the technical and tactical exercises reinforcement for the shares of direct and indirect punch thrown and cut and used as a sword feinting.

G. It has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition in the work of the coup launched direct and indirect actions and cut and used as a sword feinting.

H. They described the use of specific training means (plastron, mirror, etc.) in learning technical actions of direct and indirect punch thrown and cut and used as a sword feinting.

I. It has internalized the need to strengthen the outstanding qualities of the fencers minimizing errors as a factor in improving the technique.

5. Rate the technical and tactical execution of espadista in the use of stops by distance, by assignment in 1st and side of 7th and 8th in the lesson and competition, describing the technical elements identifying the most common errors and correction tasks applying technical assistance for learning and consolidation.

A. They have been analyzing technical stop actions by distance, by assignment in 1st and sides 7 and 8, and described the most frequent errors in their execution sword.

B. the most common mistakes in implementing actions stop technique by distance, by assignment in 1st and 7th and 8th sides of the causes and correction tasks have been linked.

C. Have been analyzing the parties that the elements of the actions of technical stop are divided by distance, by assignment in 1st and side of 7th and 8th and attributes (strength, speed, pace, sensitivity) of your execution mode sword.

D. Have listed the technical and tactical exercises reinforcement for the shares technical stop by distance, by assignment in 1st and 7th and 8th side.

E. It has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition in the work of technical stop actions by distance, by assignment in 1st and 7th and 8th side.

F. They described the use of specific training means (plastron, mirror, etc.) in learning the technique of stop actions by distance, by assignment in 1st and 7th and 8th side.

G. Has justified the hierarchical order of actions according to their effectiveness stop, internalized the need to strengthen these actions in the defense system of the fencers in charge.

6. Rate the technical and tactical execution of espadista in the use of the second intention at the highest level in the lesson and competition, describing the technical elements identifying the most common errors and correction tasks, applying technical support for learning and consolidation.

A. They have been analyzing the actions of second intention, and described the most frequent errors in their execution sword.

B. They have linked more frequent in the implementation of the actions of second intention with the causes and correction tasks errors.

C. Have been analyzing the parties that the elements of second intention actions and attributes (strength, speed, pace, sensitivity) of its mode of execution sword fall.

D. They have listed the technical and tactical exercises reinforcement for the shares of second intention sword.

E. It has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition in the work of the actions of secondary intention.

F. They described the use of specific training means (plastron, mirror, etc.) in learning the second intention.

G. It has internalized the importance of teaching secondary intention actions for obtaining high-level sports in high competition in epee.


Basic contents
1. Prepares a tactical combat system and prepares the espadista for implementation, analyzing the existing strategic and tactical systems and implementing practical sequences for consolidation.

- Major strategic systems used in high-level espadista: most influential schools. Historical evolution.


- Main tactical systems used in high-level espadista.

- Alternative models of tactical performance (different solutions for the priority according to the convention espadista to a sports problem).

- Strategic models, tactical systems and the reasons for its evolution.

- Espadista characteristics and their influence on the development of the tactical system.

- Technical and tactical capabilities of fencers based on their role in the team.

- Rating fencers according to their abilities for the development of a tactical system for the team competition.

- Procedures for assessing the tactical system / fencers in training and competition.

- Performance Rating tactical system for obtaining high level (statistical effectiveness of tactical actions within the interpretation of the convention).

- Techniques and procedures applied.

- Analysis and discussion of results.

2. He directs and energizes the training session of the fencers, assisting during individual fencing lesson espadista adapting to the level and time of the season properly.

- Demonstrating techniques Espada high level as a teaching-learning and training. Assistance.

- The technical gestures and qualities of execution in the espadista high level.

- Technical assistance in individual lesson sword at the high performance level.

- The technical performance during training guidance.

- Global Strategy training of fencers.

- Training lessons depending on the capabilities of athletes, in time of the season or their level of training.

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

- Analysis and discussion of results.

3. Rate the technical and tactical execution of espadista in the actions of technical composite legs, displacement and own distance from the high level in the lesson and competition, analyzing the technical elements identifying the most common errors and correction tasks, using techniques support for learning and consolidation.

- Techniques composed legs:

- Esquivas side.

- Skating.

- Step slipped Hungarian.

- Qualities of the manner of execution of the actions of composite technique legs: strength, speed, pace, sensitivity, movement of the tip, fluidity, etc.

- Verification and observing the actions of composite technique legs: Protocols and application techniques.

- Attendance at-collaboration-opposition actions composite technique legs.

- Means of specific training of sports technification the sword: Use features:

- Plastron: training combinations actions of the hand and leg technique.

- Mirror: Viewing the execution of scheduled actions.

4. Valora technical and tactical execution of espadista in the actions of punch thrown and cut, own the high level in the lesson and competition, analyzing the technical elements identifying the most common errors and correction tasks, applying technical assistance for learning and consolidation.

- Direct and indirect techniques simple punch thrown attacks and their use as fake.

- Technical suddenly cut (coupe), and its use as fake.

- Qualities of the way of implementing the actions and cut punch thrown blow: strength, speed, pace, sensitivity, movement of the tip, fluidity, etc.

- Verification and observation techniques shares with punch thrown and cut once): Protocols and application techniques.

- Attendance at-collaboration-opposition actions with punch thrown and cut once.

- Specific training means sword: Use features:

- Plastron: training combinations actions of the hand and leg technique.

- Mirror: display the execution of the planned activities.

5. Rate the technical and tactical execution of espadista in the use of stops by distance, by assignment in 1st and side of 7th and 8th in the lesson and competition, describing the technical elements identifying the most common errors and correction tasks applying technical assistance for learning and consolidation.

- Stops techniques according to the distance: short and long:


- Short.

- Sox.

- Long.

- Techniques Stops along the path of the tip:

- Sides (7th and 8th), round (7th), semi-circular (4th and 7th) and diagonals 8th.

- Stops techniques by way of performance:

- Assignment of 1st and 1st contrarespuesta.

- All positions except the 4th (view as in the previous level) and change-stops.

- Qualities of the manner of execution of the actions of stops by distance, by way of execution, and according to the path of the tip: strength, speed, pace, sensitivity, movement of the tip , fluidity, etc.

- Verification and observation techniques actions stops by distance, by way of execution, and according to the path of the tip: Protocols and application techniques.

- Attendance at-collaboration-opposition actions stops by distance, by way of implementation and according to the path of the tip.

- Media training specific to the sword: Use features:

- Plastron: training combinations actions of the hand and leg technique.

- Mirror: display the execution of the planned activities.

6. Rate the technical and tactical execution of espadista in the use of the second intention at the highest level in the lesson and competition, describing the technical elements identifying the most common errors and correction tasks, applying technical support for learning and consolidation.

- Techniques second intention actions: actions preparations leg, hand and combinations of both.

- Shares of second intention:

- Defensive Contratiempo.

- Contratiempo counteroffensive.

- Finta time: Counterattack compound.

- Qualities of the manner of execution of the actions of second intention: strength, speed, pace, sensitivity, movement of the tip, fluidity, etc.

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

- Attendance at-collaboration-opposition actions secondary intention.

- Media training specific to the sword: Use features:

- Plastron: Training of combinations of actions of the hand and leg technique.

- Mirror: Viewing the execution of scheduled actions.

Specific sports teaching module: Foil Technical

Code: MED-ESES306

Learning Outcomes and Evaluation Criteria

1. Prepares a tactical combat system and prepares the foil fencer for implementation, analyzing the existing strategic and tactical systems and implementing practical sequences for consolidation.

A. We analyzed the different strategic and tactical systems of different schools in the most influential high-level floret.

B. It has developed its own tactical application system to the different strategies and tactics adverse variations, taking into account the characteristics of the foil fencers in charge.

C. We analyzed the characteristics of the foil fencers to adapt to the tactical system and establish the roles in the team competition.

D. They have justified the characteristics that make a strategic system, a tactical system, a tactical performance, etc.

E. Instruments have been developed observing the technical implementation within the tactical system slanging high level during the lesson, the training and competition of this level.

F. It analyzed the execution mode each own technical elements of high-level sports in foil as the ideal model.

G. It has developed a verification protocol of the implementation of measures envisaged in the tactical system previously developed.

H. It explained the convention applies in practice floret and the hierarchical order of each tactical actions within the system.

I. They have identified the most common mistakes in implementing the tactical system, relating to possible causes, proposing tasks for their solution.

J. Practices have been developed to reinforce learning of appropriate reactions to own tactical system sequences.

K. It has internalized the need to involve the foil fencers in the development of the tactical system at the level of high performance sport as a factor in achieving the objectives.


2. He directs and energizes the training session foil fencers, assisting during individual fencing lesson adapting to the characteristics of the foil fencer and when the season properly.

A. They have exposed the parties that the technical gestures and attributes (strength, speed, pace, sensitivity, movement of the tip, fluidity, etc.) from its embodiment in foil are divided into high sporting level.

B. They have justified the principles and stimuli used in the technical assistance work in individualized actions slanging high level.

C. It has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition in the work of the technical and tactical actions specific to the individual lesson of this level.

D. It has adapted the system of training and technical and tactical to the individual characteristics and qualities of each fencer development.

E. We analyzed the performance characteristics of sport technician foil during the training session high performance sports.

F. It has developed a verification protocol roll coach slanging high level during the training session, apply to foil fencers in charge.

G. Are designed different training lessons greatest potential, relating to the time of the season, the level of the athlete and their situation / formation stage.

H. They have identified the most frequent errors in attendance, relating to possible causes, proposing tasks for their solution.

I. It has been demonstrated capacity and dynamism in the direction of a sports HLG in the sport of foil.

3. He directs the fencer in high level competitions, analyzing the factors that affect performance, selecting intervention strategies, mediating processes registration and claim in the official language of the FIE.

A. It has been based sports training functions in high-level competitions fencing.

B. They have justified the performance characteristics of sport fencing coach during high-level competition.

C. We analyzed the basic features and requirements of high-level competitions fencing.

D. They were chosen criteria analysis of high-level competitions fencing.

E. We analyzed a case of high-level competitions fencing, identifying the technical demands, tactics, physical and psychological fencer.

F. They have justified the criteria for the selection and training of teams in high level competitions fencing, based on technical, strategic, tactical, physical and psychological reasons.

G. Weapons includes phrases in the official language of the FIE.

H. It was performed in a practical course in French official unareclamación before the Technical Board of the competition using the right terms.

I. They have recognized the strategic and tactical systems variations opponents in high-level competition in fencing.

J. They have been selected and specified the adaptations of personal and collective material in a course of high-level competition fencing.


Basic contents
1. Prepares a tactical combat system and prepares the foil fencer for implementation, analyzing the existing strategic and tactical systems and implementing practical sequences for consolidation.

- Major strategic systems used in high-level floret: most influential schools. Historical evolution.

- Main tactical systems used in high-level floret.

- Alternative models of tactical performance (different solutions for the priority according to the convention Floret to a sports problem).

- Strategic models, tactical systems and the reasons for its evolution.

- The characteristics of the foil fencer / as and their influence on the development of the tactical system.

- Technical and tactical capabilities according fencers role on the team.

- Rating fencers according to their abilities for the development of a tactical system for the team competition.

- Procedures for assessing the tactical system / fencers in training and competition.

- Performance Rating tactical system for obtaining high level (statistical effectiveness of tactical actions within the interpretation of the convention).

- Techniques and procedures applied.


- Analysis and discussion of results.

2. He directs and energizes the training session foil fencers, assisting during individual fencing lesson foil fencer adapting to the level and time of the season properly.

- Demonstrating Techniques Foil high level as a teaching-learning and training. Assistance.

- The technical gestures and qualities of performance in high-level floret.

- Technical assistance floret individual lesson in the high performance level.

- The technical performance during training guidance.

- Global Strategy foil fencers training.

- Selected lessons depending on the capabilities of athletes, the time of the season or their level of training.

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

- Analysis and discussion of results.

3. He directs the foil fencer in high level competitions, analyzing the factors that affect performance, selecting intervention strategies, mediating processes registration and claim in the official language of the FIE.

- Features top sports coach. Analysis and evaluation of the technical performance during the competition.

- Requirements physical, technical, tactical, physiological, psychological, etc., in the competition of high individual and team level.

- The French language in fencing. Phrases weapons and grievance mechanisms in the official language of the FIE.

- Protocols complaint and registration in competitions.

- International regulations on seals of approval identification of competitive material. Updated regulations on advertising and logos on the suit shooter.

Specific sports teaching module: Sable technique

Code: MED-ESES307

Learning outcomes and assessment criteria

1. Prepares a tactical combat system and prepares the sablista for implementation, analyzing the existing strategic and tactical systems and implementing practical sequences for consolidation.

A. We analyzed the different strategic and tactical systems of different schools most influential in the saber high level.

B. It has developed its own tactical application system to the different strategies and tactics adverse variations, taking into account the characteristics of the saber fencers charge.

C. We analyzed the characteristics of the saber fencers to adapt to the tactical system and establish the roles in the team competition.

D. They have justified the characteristics that make a strategic system, a tactical system, a tactical performance, etc.

E. Instruments have been developed observing the technical implementation within the tactical system saber high level during the lesson, the training and competition of this level.

F. It analyzed the execution mode each own technical elements of high-level sports saber as the ideal model.

G. It has developed a verification protocol of the implementation of measures envisaged in the tactical system previously developed.

H. It explained the convention governing the practice of saber and the hierarchical order of each tactical actions within the system.

I. They have identified the most common mistakes in implementing the tactical system, relating to possible causes, proposing tasks for their solution.

J. Practices have been developed to reinforce learning of appropriate reactions to own tactical system sequences.

K. It has internalized the need to involve the saber fencers in the development of the tactical system at the level of high performance sport as a factor in achieving the objectives.

2. He directs and energizes the training session of spongers, assisting during individual fencing lesson adapting to the characteristics of the saber fencer and when the season properly.

A. They have exposed the parties that the technical gestures and attributes (strength, speed, pace, sensitivity, movement of the tip, fluidity, etc.) of its embodiment in saber are divided into high sporting level.

B. They have justified the principles and stimuli used in the technical assistance work in individualized actions saber high level.


C. It has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition in the work of the technical and tactical actions specific to the individual lesson of this level.

D. It has adapted the method of training and technical and tactical to the characteristics and qualities of each individual saber fencer development.

E. We analyzed the performance characteristics of sport technician saber during the training session high performance sports.

F. It has developed a verification protocol of the role of coach saber high level during the training session, apply to saber fencers charge.

G. Are designed different training lessons greatest potential, relating to the time of the season, the level of the athlete and their situation / formation stage.

H. They have identified the most frequent errors in attendance, relating to possible causes, proposing tasks for their solution.

I. It has been demonstrated capacity and dynamism in the direction of a sports HLG in sport saber.

3. Rate the technical and tactical execution of saber fencer in the actions of technical composite legs, displacement and own distance from the high level in the lesson and competition, analyzing the technical elements identifying the most common errors and correction tasks, using techniques support for learning and consolidation.

A. They have been analyzing the actions of composite technique legs, and dodges side, and described the most frequent errors in execution in saber.

B. the most common mistakes in implementing the actions of composite technique legs, and dodges side with the causes and correction tasks have been linked.

C. They have been analyzing the parties that the elements of composite technique legs are divided, and the lateral dodges and qualities (strength, speed, pace, sensitivity) of its embodiment in saber.

D. They have listed the technical and tactical exercises reinforcement corresponding to shares of composite technique legs, and the elusive side.

E. It has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition in the work of technical composite actions legs, and dodges side saber.

F. They described the use of specific training means (plastron, mirror, etc.) in learning actions composite technique legs and side elusive.

G. They have identified the most frequent errors, relating to possible causes, proposing tasks for their solution.

H. It has internalized the importance of training techniques and legs and moving away as important in the development of high-level sports saber factor.

4. Rate the technical and tactical execution of saber fencer in the actions of techniques counterattack, then attack and simple attacks diagonals and on the preparation, own the high level in the lesson and competition, analyzing the technical elements identifying the most common errors and correction tasks, applying technical assistance for learning and consolidation.

A. We analyzed the actions of counter-attack and then simple attacks diagonals and on the preparation, and described the most frequent errors in execution in saber.

B. We analyzed the parties that the technical elements counterattacks, continuing attack and simple attacks diagonals and on the preparation and the qualities (strength, speed, pace, sensitivity) of its running mode is divided into sable .

C. They have identified the most frequent errors, relating to possible causes, proposing tasks for their solution.

D. They have justified the technical and tactical exercises reinforcement corresponding to shares of counterattacks, continuing attack and simple attacks diagonals and on the preparation saber.

E. Has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition in the work of the actions of counterattacks, continuing attack and simple attacks diagonals and on the preparation saber.

F. They described the use of specific training means (plastron, mirror, etc.) in learning technique actions counterattacks, continuing attack and simple attacks diagonals and preparation.


G. It has internalized the need to strengthen the most outstanding qualities of spongers minimizing errors as a factor in improving the technique.

5. Rate the technical and tactical execution of saber fencer in the use of complementary stops at the highest level in the lesson and competition, analyzed the technical elements identifying the most common errors and correction tasks, applying technical support for learning and consolidation.

A. We analyzed the actions of complementary stops (cons of 2nd, 3rd, 4th and 5th), and described the most frequent errors in execution in saber.

B. We analyzed the parties that the actions of complementary stops and attributes (strength, speed, pace, sensitivity) of its embodiment in saber are divided.

C. It has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition, work actions complementary stops.

D. We analyzed the actions of supplementary stops, and described the most frequent errors in execution in saber.

E. It has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition in the work of the complementary stops.

F. They have listed the technical and tactical exercises corresponding to shares of complementary stops reinforcement.

G. They described the use of specific training means (plastron, mirror, etc.) in learning actions complementary stops.

H. They have identified the most frequent errors, relating to possible causes, proposing tasks for their solution.

I. Has justified the hierarchical order of actions according to their effectiveness stop, internalized the need to strengthen these actions in the defense system of the saber fencers charge.

6. Rate the technical and tactical execution of saber fencer in the use of the second intention at the highest level in the lesson and competition, describing the technical elements identifying the most common errors and correction tasks, applying technical support for learning and consolidation.

A. They have been analyzing the actions of second intention, and described the most frequent errors in execution in saber.

B. They have linked more frequent in the implementation of the actions of second intention with the causes and correction tasks errors.

C. They have been analyzing the parties that the elements of second intention actions and attributes (strength, speed, pace, sensitivity) of its embodiment in saber are divided.

D. They have listed the technical and tactical exercises reinforcement for the shares of second intention in saber.

E. It has demonstrated an adjusted behavior mode and time to the student's actions assisting in collaborative situations opposition in the work of the actions of secondary intention.

F. They have identified the most frequent errors, relating to possible causes, proposing tasks for their solution.

G. They described the use of specific training means (plastron, mirror, etc.) in learning technique actions counterattacks, continuing attack and simple attacks diagonals and preparation.

H. It has internalized the importance of teaching secondary intention actions for obtaining high-level sports in high competition in saber.


Basic contents
1. Prepares a tactical combat system and prepares the sablista for implementation, analyzing the existing strategic and tactical systems and implementing practical sequences for consolidation.

- Major strategic systems used in high-level saber: most influential schools. Historical evolution.

- Main tactical systems used in high-level saber.

- Alternative models of tactical performance (different solutions for the priority by convention saber to a sports problem).

- Strategic models, tactical systems and the reasons for its evolution.

- The characteristics of sablista / as and their influence on the development of the tactical system.

- Technical and tactical capabilities according fencers role on the team.

- Rating fencers according to their abilities for the development of a tactical system for the team competition.

- Procedures for assessing the tactical system / fencers in training and competition.


- Performance Rating tactical system for obtaining high level (statistical effectiveness of tactical actions within the interpretation of the convention).

- Techniques and procedures applied.

- Analysis and discussion of results.

2. He directs and energizes the training session of spongers, assisting during individual fencing lesson sablista adapting to the level and time of the season properly.

- Demonstration of techniques saber high level as a teaching-learning and training. Assistance.

- The technical gestures and qualities of execution saber high level.

- Technical assistance in the individual saber lesson in the high performance level.

- The technical performance during training guidance.

- Global Strategy training saber fencers.

- Training lessons depending on the capabilities of athletes, in time of the season or their level of training.

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

- Analysis and discussion of results.

3. Rate the technical and tactical execution of saber fencer in the actions of technical composite legs, displacement and own distance from the high level in the lesson and competition, analyzing the technical elements identifying the most common errors and correction tasks, using techniques support for learning and consolidation.

- Techniques composed legs: the changing of the guard and roll back; dodges.

- Counterattacks: composite counteroffensive actions: feinting in time.

- Qualities of the manner of execution of the actions of techniques of composite legs: strength, speed, pace, sensitivity, movement of the tip, fluidity, etc.

- Verification and observation techniques composed legs: Protocols and application techniques.

- Attendance at-collaboration-opposition actions legs composite techniques.

- Means of specific training of sports technification saber: Use features:

- Plastron: Training of combinations of actions of the hand and leg technique.

- Mirror: Viewing the execution of scheduled actions.

4. Rate the technical and tactical execution of saber fencer in the actions of technique counterattacks, continuing attack and simple attacks diagonals and on the preparation, own the high level in the lesson and competition, analyzing the technical elements identifying the most common errors and correction tasks, applying technical assistance for learning and consolidation.

- Techniques of simple attacks: diagonal below with pronation, supination and with tip. Attacks on the preparation: with background and arrow saber.

- Techniques counterattacks:

- Direct Actions counteroffensive.

- Indirect Actions counteroffensive.

- The continuations of attack: simple and compound.

- Qualities of the manner of execution of the actions of simple attack (below diagonal with pronation, supination and with tip), attacks on the preparation (bottom and arrow saber) of the counteroffensive actions Compound (feinting in time, and continuations of attack (simple and compound): strength, speed, pace, sensitivity, movement of the tip, fluidity, etc.

- the verification and observation techniques simple attack (diagonal below with pronation, with supination and tip), attacks on the preparation (bottom and arrow saber) of the counteroffensive actions composed (feinting in time) and continuations of attack (simple and compound): Protocols and application techniques

- attendance at-collaboration-opposition actions simple attack (below diagonal with pronation, supination and with. tip), attacks on the preparation (bottom and arrow saber) of composite counteroffensive actions (feinting in time), and continuations of attack (simple and compound).

- Means of specific training of sports modernization in saber: Use features:

- Plastron: training combinations actions of the hand and leg technique.

- Mirror: display the execution of the planned activities.


5. Rate the technical and tactical execution of saber fencer in the use of complementary stops at the highest level in the lesson and competition, analyzed the technical elements identifying the most common errors and correction tasks, applying technical support for learning and consolidation.

- Technical stops complementary: counter 2nd, 3rd, 4th and 5th.

- Qualities of the manner of execution of the actions of complementary stops: counter 2nd, 3rd, 4th and 5th: strength, speed, pace, sensitivity, movement of the tip, fluidity, etc. .

- Verification and observation techniques complementary actions stops: counter 2nd, 3rd, 4th and 5th: Protocols and application techniques.

- Attendance at-collaboration-opposition stops complementary actions: counter 2nd, 3rd, 4th and 5th.

- Means of specific training of sports modernization in saber: Use features:

- Plastron: Training of combinations of actions of the hand and leg technique.

- Mirror: Viewing the execution of scheduled actions.

6. Rate the technical and tactical execution of saber fencer in the use of the second intention at the highest level in the lesson and competition, describing the technical elements identifying the most common errors and correction tasks, applying technical support for learning and consolidation.

- Techniques second intention actions: actions preparations leg, hand and combinations of both.

- Shares of second intention:

- Defensive Contratiempo.

- Contratiempo counteroffensive.

- Finta time: Counterattack compound.

- Qualities of the manner of execution of the actions of second intention: strength, speed, pace, sensitivity, movement of the tip, fluidity, etc.

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

- Attendance at-collaboration-opposition actions actions secondary intention.

- Means of specific training of sports technification saber: Use features:

- Plastron: training combinations actions of the hand and leg technique.

- Mirror: display the execution of the planned activities.

Specific sports teaching module: PROJECT

Code: MED-ESES308

Learning outcomes and assessment criteria

1. Designs projects related to the powers of the top sports coach in fencing, basing the project on information collected, developing constituting stages and making forecasts of human and material resources.

A. It has chosen a theme that can integrate the knowledge acquired in the different blocks and modules of upper fencing.

B. It has collected information on aspects that will be addressed in the project.

C. Phases have been identified or component parts of the project and its contents.

D. Have been established objectives to be achieved by identifying its scope.

E. They were valued aspects that can facilitate or hinder the development of the project.

F. They are planned and prioritized the necessary material and human resources, according to the project objectives.

G. It has made the corresponding economic budget.

H. They have identified possible sources of funding for the project, based on the needs of the same.

I. They have identified the issues to be controlled and which depends the quality of the project.

J. It has justified the relevance and feasibility of the project.

K. It has been valued rigor in the collection of information used in developing the project.

2. Program planning and project implementation, determining the phases or cycles of preparation, the methodology and resources.

A. Have been sequenced and activities temporalized the sorting them according to the needs of project implementation.

B. It has been developed project planning, programming and periodisation of training and resources necessary, when the project is aimed at high-performance sports in fencing.

C. They have been determined and logistics resources required for each activity.

D. They have identified the necessary permits and authorizations in each of the activities.

E. They have been determined action procedures or implementation of activities.


F. They have identified the risks inherent in the development of activities, defining the risk prevention plan and the necessary means and equipment.

G. They are planned allocation of material and human resources, and runtimes.

H. It has made the necessary economic assessment in project implementation.

I. It defined and prepared the necessary documentation forecasts and project implementation.

J. They have been linked / used in an integrated and synergistic concepts and procedures acquired in the different modules of upper fencing way.

K. Have been taken into account sustainability criteria when choosing activities, methodology and resources used in the project.

3. Select the monitoring and control procedures for the preparation and execution of the project, justifying the functions within the project, the selection of variables and instruments used.

A. It defined the procedure for evaluation of activities, using and combining different assessment instruments.

B. Defined quality indicators used in the evaluation.

C. They defined assessment procedures of any incidents that may arise during the project, possible solutions, and registration.

D. It defined the management procedure of possible changes in resources, activities or dynamic loads, in the case of high performance training, including the registration system thereof.

E. It defined and prepared the necessary documentation in the evaluation of project activities.

F. It has established the procedure for participation in the evaluation of fencers and have developed specific documents.

G. It has established a guarantee system compliance with the specifications of the project when it exists.

H. It has served considerations tutor / project manager during preparation.

I. It has met monitor the project according to the procedure established by the tutor / manager.

J. It has shown an attitude of respect and acceptance of the contributions made by the tutor / director constructively integrating the evaluations received in the project.

4. It presents the project, selecting the relevant aspects, justifying the decisions taken and using appropriate teaching and technical resources in each case.

A. It defined and prepared the necessary documentation in the presentation and communication of the project.

B. We used the most appropriate teaching and technical resources for project presentation and communication, including new technologies, consistent with the objectives of the project.

C. It has presented the project, clearly, synthetic, including the fundamental aspects that should include the presentation.

D. Updated bibliography has been used in the foundation of work, referenciándola properly.

E. It has been answered accurately and justified to questions made about the characteristics and merits of the project.

F. It has sufficiently justified the project and it has been argued implementation.

G. It has been adjusted in the presentation of the project to the structure established in the evaluation criteria.

H. It has presented the project, in line with the formal characteristics, structure and sections established by the court.

I. Have been justified in the presentation of the project, the relationships between the different learning outcomes in the different modules of upper fencing.

J. It has been shown to have an overview of the project, relating the argument with the purpose and conclusions.

Sports Education Module: PRACTICAL TRAINING IN FENCING

Code: MED ESES309

Learning outcomes and assessment criteria

1. Identifies the organizational structure and operation of sports training center (sports school, club, association, company, ...), relating it to its range of activities sports performance and management activities thereof, using procedures and safety protocols in practice.

A. Relations have been informed of the Royal Spanish Fencing Federation with the International Fencing Federation.

B. It has categorized the organizational structure and functioning of the various areas of sports training center.


C. They have classified the hierarchical relationships within the sports center practices.

D. It has revidado the range of activities related to high-performance sports fencing.

E. They have been linked to the characteristics of sports training center with the rules of responsibility for technicians working in it.

F. It has been based activities offering high performance oriented fencing in women.

G. They have recognized the values ​​in the fencing club activities or sports organization.

H. It has been revised action plan emergency facilities sports center practices.

I. It has identified and analyzed the Plan of Occupational Health and Safety practices sports center.

J. We reviewed the working conditions of sports technicians sports center practices regarding occupational health regulations.

2. Identifies the organizational structure and operation of sports training center technicians, relating to its educational offerings, analyzing the applicable regulations, applying procedures and safety protocols in practice.

A. Relations have been based training center for technicians fencing with the corresponding educational administration.

B. It has categorized the organizational structure and operation of the training center sports technicians.

C. They have classified the hierarchical relationships within the sports training center technicians.

D. It has reviewed the range of activities linked to the formation of Sporting Technicians in sport.

E. We analyzed the characteristics of sports training center technicians, and regulations on the responsibility of teachers.

F. It has outlined the educational and curricular current legislation on technical training of sports fencing.

G. It has collaborated in the organization of economic activities in the workplace.

H. They have recognized the values ​​in the fencing club activities or sports organization.

3. Helps manage sports training center (sports school, club, association, company, ...), applying procedures for financial and accounting management.

A. It has collaborated in the organization of economic activities in the workplace.

B. It has identified the legal form used in the constitution of the sports center practices, and the extent of liability of owners and operators.

C. It has collaborated in the basic administrative procedures management practices sports center.

D. Procedures have been performed aid request management practices sports center.

E. It has worked in the management of financial aid that uses or can use the sports center practices.

F. Has made administrative and commercial documentation required in the development of the sport.

G. They have been identified and tax obligations and tax exemptions sports center practices.

H. It has made the tax practice sports center.

I. It has had an attitude of respect and compliance procedures and financial management practices sports center.

4. Acting with autonomy, initiative and responsibility in the workplace, demonstrating ethical behavior, personal communication skills, teamwork, applying the procedures established by the company (sports club, club).

A. They have been identified attitudinal requirements of the job.

B. They have been interpreted and fulfilled the instructions received and blamed the assignment.

C. It has been shown commitment to work well done and the quality of service and respect for the procedures and principles of the club or sports organization.

D. It has been demonstrated capacity for teamwork and respect for the hierarchy established in the club or sports organization.

E. They have established effective communication and relationship with the technician responsible for the activity and team members, maintaining a fluid and correct treatment.

F. It has been coordinated with the rest of the team, reporting any changes, relevant or unforeseen needs that arise in the activity.

G. It has been shown ethical behavior with athletes and opponents, especially in the presence of the media.


5. Organizes and manages events competitions and own level of initiation and Tecnificación Sports, and collaborates in High Performance, participating in the management and design of the competition, applying sustainability criteria.

A. It has been proposed the structure and functions should play in organizing a competition or sporting event in fencing modernization.

B. They have been defined and applied sustainability criteria in the organization of a competition or sporting event in fencing modernization.

C. They have been located and managed possible aid to the sponsorship of the sport of fencing.

D. It has managed the funding of the organization of a competition or sporting event in fencing modernization.

E. It has made the management and dissemination of the results of a competition or sporting event modernization or high performance fencing.

F. It has participated in the management of personnel and material resources of the different areas or committees of the organization of a competition or event of modernization or high performance in fencing.

G. It has collaborated in the organization and implementation of official events opening and closing delivery of a competition or sporting event modernization or high performance fencing.

H. They have taken security measures and emergency care in organizing a competition or sporting event in fencing modernization.

I. It has acted flexible and adaptable to the circumstances in the organization of the competition, respecting the protocols and guidelines.

6. Guidance to top athletes and organizes, directs and accompanies athletes in their participation in activities, competitions and other international events or high-level fencing, applying the related regulations.

A. It is reported to top athletes of the legislation that affects them and aid programs that exist at national and regional level.

B. It has been targeted at high-level athletes on career of his sporting activity, and the importance of maintaining a parallel to the sporting life academic or vocational training.

C. It has been revised and informed athletes doping rules applicable in international competitions or high level in which it participates.

D. It has made the registration of the fencer or group of fencers in an international competition or high-level fencing, using the official language (French) and in accordance with established protocols and standards.

E. They have been performed management operations and accident insurance activity of a group of fencers participating in an international or high-level competition, according to the instructions and received standards.

F. It has been recognized and justified the responsibility of a technician shifts fencers to attend an international competition or high level.

G. It has developed the travel plan of a fencer or group of fencers to participate in an international competition or high level, following the instructions and procedures.

H. It is reported the fencer of the characteristics of international competition or high level, interpreting the documentation on it.

I. They have moved to the fencer technical and tactical instructions for international or high-level competition, taking into account the characteristics of the competition and the athlete.

J. It has accompanied athletes in international competitions or high-level, applying procedures and following the instructions and rules.

K. It has been ensured respect for the values ​​of fair play, respect for personal health and others, during participation in international competition or high-level fencing, applying appropriate procedures and respecting the rules of it.

L. They have been applied grievance procedures in an international competition or high-level fencing, using the French language, using established protocols and standards.

7. Participates in the training of sports technicians, reviewing the academic curriculum and school organization, teaching and collaborating in the tutoring of practical training modules and final project.

A. Have identified the type of school practice, the type of relationship with the administration and legislation is applicable to it for the purposes of organization and operation.


B. They have been identified responsibilities specialist teacher in fencing and fencing top sports technician, training of technicians in the mode.

C. Have finalized the elements of the educational program of a specific block module, according to their management regulations, the characteristics of students, teachers and the context of the training center.

D. It has been designed and collaborated on a presentation (of tasks and content), according to the characteristics of the specific module and learning outcomes to develop, taking into account the characteristics of students of teacher training center.

E. It has collaborated in the design and direction of a practical or procedural session work, according to the characteristics of the specific module and develop learning outcome, taking into account the characteristics of the students of teacher training center.

F. It has participated in the process of student assessment of teaching practice center.

G. They have taken into account the effective implementation of the principle of equal opportunities between women and men when selecting teaching resources in teaching specific sports education module in fencing.

H. They are planned and prepared in advance alternative teaching resources against possible incidents, including care for people with disabilities in the direction of meeting the specific module sports education in fencing.

I. They have identified the conditions for monitoring and mentoring of the different modules of specific block of the initial and final intermediate cycles in fencing, and distance established in the teacher training center.

J. It has participated in the establishment of contacts and agreements with partners in the practical training module in teacher training center.

K. We used specific applications on assumptions management and monitoring module practical training in teacher training center.

L. It has collaborated in the preparation of evaluation reports practical training module.

M. He participated in counseling and control of interviews and customized project management within the teaching practices tutoring center.

8. Collaborates in the direction of the fencer / team while participating in activities, competitions and other international or high-level fencing events, assessing the possible tactical situations fencer / team and their opponents, arbitration decisions, environmental characteristics, and applying established procedures.

A. We assessed the influence of environmental conditions and the environment of the high-level competition in the fencer.

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 selection and application of management strategies fencer / team in high level competition.

D. It has assisted in the evaluation of the technical and tactical execution of the fencer / team and its opponents at high level competition, using techniques and procedures appropriate observation.

E. He has collaborated on claims in an international competition or high-level fencing, using the official language (French) and applying protocols and rules.

F. We evaluate the importance of the use of a management strategy fencer / team according to the regulations, the environmental characteristics of competition and arbitral trends in high competition.

G. They have worked together in coordinating the activities of the different members of the technical team before, during and after high-level competitions in fencing.

H. It has been shown empathy and credibility in the team generated during handling in high-level competitions fencing.

9. Training plans long, medium and short term fencers, interpreting the information of the athlete and the environment, coordinating the team of specialists, and applying the models, procedures and techniques suitable.

A. It is selected and interpreted information fencer / sports training center and its environment, necessary in the development of long-term programming team.


B. Planning has been developed short, medium and long term fencer or team, according to the models used in the sports center practices and identifying the dynamic loading of different factors of sports performance in fencing.

C. Instruments have been applied assessment of physical condition or conditional fencer / HLT, interpreting and, where appropriate, treating the resulting information.

D. They have been developed and applied instruments record technical and tactical training and competition behavior of high-level fencer, interpreting and, where appropriate, treating the resulting information.

E. Have been implemented assessment tools fencer psychological profile and behavior during the competition, playing and, where appropriate, treating the resulting information.

F. Planning has been developed short-, medium- and long-term performance of different factors (conditional, technical, psychological, etc.) fencer according to central planning practices and the objectives and characteristics of the fencer.

G. The program has been developed to a concentration of preparation, adapting it to the specific needs of fencers and practical training center.

H. It has been recorded, measured and processed information about the training load of a fencer's sports center practices.

I. They have been assigned objectives and working means the team of technical specialists in sports sciences, within the planning and scheduling training fencer.

J. They have been incorporated input from technical specialists in sports sciences in planning and programming training fencer.

K. It has shown an attitude of rigor and objectivity in the application of valuation tools used.

10. Adapta, specific programs and conducts training sessions high technical level in all three weapons, interpreting the information received, applying the techniques and procedures in accordance with the instructions and rules.

A. They have been identified and selected the means and resources necessary for the development of the activity

B. It has received the fencer following the established protocol and identifying their demands and needs.

C. Techniques have been applied and technical assessment protocols and driving condition fencer own high level in the three arms, evaluating the initial state, the level of achievement of the objectives and mistakes.

D. It has been identified and selected technical preparation and the driving condition of the fencer from the reference programming sports center goals.

E. It has finalized the learning session high level in all three weapons, including technical elements of the theory of fencing using appropriate, defining terminology and recognizing the parties that are divided, following programming reference, adapting to the group and existing material conditions.

F. They have exemplified the proposed tasks, running the technical actions by the standards of high-level three weapons and established procedures.

G. technical assistance was made during individual lesson at three weapons, in situations of collaboration-opposition using stimuli according to the reference model.

H. Protocols have been implemented control and quantification of the training load of a fencer or group of fencers in high-performance sessions in fencing.

11. Organizes and conducts training (and concentrations of preparation) of the fencer / team coordinating teams of technical specialists, applying specific means and methods of training each of the performance factors in fencing and applying new technologies to record training and competition.

A. It has generated credibility in the team of technical specialists who collaborate with the technician in the sports center practices.

B. It has managed the team of technical specialists, showing leadership and enhancing communication among team sports training center and technical.

C. They have been applied means and methods of training of all performance factors affecting fencing and choosing tasks according to the schedule of sports training center.


D. It has addressed the session taking into account the variety and integration of different means and methods of training, according to the programming of sports training center.

E. They were identified and fixed contingencies that have arisen during the training session fencer.

F. It has adapted the work of the session to the actual conditions of the fencer.

G. They have taken into account the most common injuries in fencing and preventive measures, in the direction of the training session.

H. They have been developed and applied instruments audiovisual record of technical and tactical behavior: training and competition, the high-level fencer, interpreting and, if necessary, by editing the records made.

I. They have been used during the training session fencer audiovisual records of training or competition.

J. It has collaborated in the organization and management of a concentration of preparation, selecting the media and appropriate to the situation of sports training center logistics.

K. It has remained a motivating and empathetic attitude with the fencer during the direction of the concentration of preparation or training session.

12. Contributes to the establishment of ergogenic aids and complementary work plans for injured fencer, applying the means, methods and procedures.

A. It is scheduled complementary work of an injured fencer, taking into account the programming of sports training center.

B. It has been assessed dietary patterns of fencers sports training center.

C. Have been proposed training measures fencers sports nutrition to sports training center.

D. It has identified the manifestations of fatigue during training and competition fencer sports training center.

E. They have been proposed and implemented measures recovery from fatigue according to the possibilities of sports training center.

F. It has collaborated in the prescription and administration of ergogenic aids in sports fencer training center.

G. It is reported the fencer risks and health consequences of the use of doping substances.

H. It has shown an attitude of fair play and respect for the health of the fencer especially with regard to the use of doping substances.
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