1. Pupil Health & Well-Being
Module 6:
GENDER & DISABILITY & CULTURAL ISSUES AFFECTING PHYSICAL EDUCATION

2. Pupil Health & Well-Being
Module 6:
GENDER & DISABILITY & CULTURAL ISSUES AFFECTING PHYSICAL EDUCATION
6.1. Key theoretical approaches in gender, orientation, culture and disability
6.2. Motor skills and coordination
6.3. Traditional sports and games
6.4. Worldwide dances
4 sessions x 1, 30 minutes
FORMAT AND CONTENT:
6 lines x 6 words ( except quotes)
Maximum 6 objectives for the whole module
Objective per session: 2- 3
Cite the sources on the same slide/ APA style
Reading list use DOI
Maximum 10 sources/ no limit for videos

3. Structure of the module 6:
Aims of the module.
Pre-module questions.
Explain the module structure, give some information.

4. Structure of the module 6:
Key theoretical approaches in gender, orientation, culture and disability 6.2. Motor skills and coordination 6.3. Traditional sports and games 6.4. Worldwide dances
Explain the module structure, give some information.

5. Structure of the module 6:
4. Session aims. 5. Reading list. 6. Works consulted / Bibliography.
Explain the module structure, give some information.

6. Aims of the module 6. The aims are the following ones: 1. To promote
2. To understand
3 minutes: explain the aims and elicit what they know about the proposed aims and if they match their expectations.
2 minutes: pw ( pair work)
1. To promote the development of an inclusive attitude towards normalizing gender diversity, culture and disabilities.
2. To understand different types of adapted physical activities and sports.
2 minutes report the pair work

7. Aims of the module 6. The aims are the following ones:
3. To understand
4. To promote
3 minutes: explain the aims and elicit what they know about the proposed aims and if they match their expectations.
2 minutes: pw ( pair work)
3. To understand the theoretical and practical foundations of physical activity in relation to the diversity of populations.
4. To promote social and gender equity and promote dialogue through collective work to promote opportunities for solidarity and cooperation based on sports and physical education
2 minutes report the pair work

8. Pre-module questions. 1. READING LIST/ ASSESS = CURRENT/FUTURE WORK
2. IMPLEMENTING ACTIVITIES = DIFFICULTIES?
5. INTERDISCIPLINARY CONTEXT
Fill in the bubbles with the information provided by the students.
2. Pre-module questions
a) Assess the importance/relevance of the reading list for your current/future work.
b) What are the main difficulties that you might encounter concerning the implementation of the activities?
c) Which are the main ideas of the reading list?
d) Make a list of the activities you would create based on the reading list.
e) How would you work on the interdisciplinary contents based on the reading list?
3. READING LIST= MAIN IDEAS
4. LIST OF ACTIVITIES = READING LIST

9. Pupil Health & Well-Being
MODULE 6
GENDER & DISABILITY & CULTURAL ISSUES AFFECTING PHYSICAL EDUCATION
( SESSION – 1)
Key theoretical approaches in gender, orientation, culture and disability

10. Session 1 objectives. 1. To define 2. To encourage
3 minutes: Same as Module objectives
To define the key concepts of module 6.
To encourage reflection on these concepts.
To assess and analyse the characteristics of an inclusive school.
To speak about prejudices and how to confront them during the PE lesson.
To define who are the main education stakeholders.

11. Session 1 objectives.
3. To assess and analyse 4. To speak about 5. To define

12. Write down comments on the definitions written by other groups
Activity 1.
Define the following concepts:
Gender
Sexual orientation
Culture
Disability
In groups of 3 or 4, students have 5 minutes to define the terms. They write them on a piece of paper and leave it. Then, they all walk around and write comments in another colour on the ideas written by their classmates. They don’t talk among themselves, just walk around and write down their comments (4 minutes).
Write down comments on the
definitions written by other groups

13. Activity 2. What did the definitions have in common?
What educational activities have these definitions inspired?
They discuss in groups for a few minutes. Then, the answers are displayed on an empty/the next slide.

14. Theory. Women and men are different. How different?
Does this difference influence the way they are treated in the society?
Oakley, A. (2015). Sex, gender and society. Ashgate Publishing, Ltd.
These questions were asked in the book, elicit answers pw (5 minutes).
First question is about facts and the second one is about values. Make sure that this comes up in the conclusions or point it out.

15. Theory.
“Gender is a matter of culture, it refers to the social qualification of into masculine and femenine.” (Oakley, 2015:22)
Oakley, A. (2015). Sex, gender and society. Ashgate Publishing, Ltd.
These questions were asked in the book, elicit answers pw (5 minutes).
Ask them if they agree or disagree.

16. Theory. The issue of: “under-represented sex”.
The concept of: Gender Mainstreaming.
“The 1997 Treaty of Amsterdam places equality between women and men among the explicit tasks of the European Union and obliges the EU to promote gender equality in all its tasks and activities. The Gender Mainstreaming approach that has been legitimated by this Treaty is backed by legislation and by positive action in favour of women (or the «under-represented sex»)”. By Verloo, Mieke. "Mainstreaming gender equality in Europe. A critical frame analysis approach." Επιθεώρηση Κοινωνικών Ερευνών (2016):
The strategy of Gender Mainstreaming aims at a multiplication of the actors, policy areas and policy levels that are involved in working towards gender equality (Council of Europe, 1998). The obvious question then is how multi-level governance affects the development and implementation of such a comprehensive and ambitious strategy.

17. Activity 3. You can't base your life on other people's e______.
Stevie Wonder
expectations
Working in pairs, students guess the missing words. 1 minute per slide. A short discussion afterwards.

18. Activity 3.
For to be free is not merely to cast off one's chains, but to live in a way that r _____ and e _____ the freedom of others. - Nelson Mandela.
Respects and enhances
Working in pairs, students guess the missing words. 1 minute per slide. A short discussion afterwards.

19. Activity 3.
Men are distinguished less by their n _____ t_______ than by the culture they create for themselves.
Confucio
Natural talents
Working in pairs, students guess the missing words. 1 minute per slide. A short discussion afterwards.

20. Activity 3. Topics: Gender, disability and culture.
Teachers find a quote and share it with the whole class. Separate groups on different topics.

21. Theory. The concept of inclusive school
Development and cohesion (all education stakeholders)
How to do it?
Give them some 5 minutes to come up with some solutions.

22. Theory. 1. Respect for Human Rights 2. Diversity = value
3. Equity + excellence
4. Adapting to individual features
Ask them how would they tackle these solutions in class. 5 minutes.

23. Activity 4.
Prejudices and preconceived ideas about gender, disabilities and cultural issues:
Some 15 minutes work in groups.

24. Activity 4.
Make a list of prejudices that you might find during a PE lesson
Suggest a solution to react:
- during the lesson
- a posteriori
- before the end of the lesson
Some 15 minutes work in groups.

25. Theory.
“The definition of disability is fundamentally a policy question.”
“Disability is a ....social relationship.”
“Disability is a category which is central to how welfare states regulate an increasing proportion of their citizens.”
( Fulcher, 2015:21)
Let them read the quotes individually then give some time to discuss it in pairs. Feedback.
Fulcher, G. (2015). Disabling policies?: A comparative approach to education policy and disability. Routledge

26. Theory.
“Contemporary notions of childhood disability contend that the nature and severity of disability are not only a product of underlying medical conditions but also a function of the demands, expectations, and social roles that children assume in their daily lives.” (Halfon et al, 2012:15)
Halfon, N., Houtrow, A., Larson, K., & Newacheck, P. W. (2012). The changing landscape of disability in childhood. The Future of Children, 22 (1),

27. Theory.
“Monitoring the magnitude of social disparities in health across time is an important way to determine if the country is meeting public health goals to reduce these disparities.”
(Halfon et al, 2012:15)
After having read the quotes teachers compare what is done in their countries. Feedback.
Halfon, N., Houtrow, A., Larson, K., & Newacheck, P. W. (2012). The changing landscape of disability in childhood. The Future of Children, 22 (1),

28. Reading and watching list.
Halfon, N., Houtrow, A., Larson, K., & Newacheck, P. W. (2012). The changing landscape of disability in childhood. The Future of Children, 22(1),
Verloo, Mieke. "Mainstreaming gender equality in Europe. A critical frame analysis approach." Επιθεώρηση Κοινωνικών Ερευνών (2016):
Video1:
Video 2:

29. Bibliography.
Fulcher, G. (2015). Disabling policies?: A comparative approach to education policy and disability. Routledge.
Halfon, N., Houtrow, A., Larson, K., & Newacheck, P. W. (2012). The changing landscape of disability in childhood. The Future of Children, 22(1),
Oakley, A. (2015). Sex, gender and society. Ashgate Publishing, Ltd.
Shakespeare, T. (2013). Disability rights and wrongs revisited. Routledge.
Verloo, Mieke. "Mainstreaming gender equality in Europe. A critical frame analysis approach." Επιθεώρηση Κοινωνικών Ερευνών (2016):

30. MOTOR SKILLS AND COORDINATION
Module 6:
GENDER & DISABILITY & CULTURAL ISSUES AFFECTING PHYSICAL EDUCATION
(SESSION-2)
MOTOR SKILLS AND COORDINATION

31. Objectives of the session:
To learn about the specific concepts and terms.
To identify and distinguish how the phenomenon of game varies throughout the stages of child development.
To appreciate the value of Motor Skills Games as an inclusive element.

32. Concept of Game and Motor Skills
HUIZINGA, “A voluntary activity or occupation executed within certain fixed limits of time and place, according to rules freely accepted but absolutely binding, having its aim in itself and accompanied by a feeling of tension, joy and the consciousness that it is "different" from "ordinary life".
Students mention the elements and features present in games, which will be written down on the board. Each student will have to explain and justify the feature they have mentioned.
Students point out the most important features present in Huizinga’s definition and compare them to the ones they’ve previously suggested.

33. Concept of Game and Motor Skills
NAVARRO, “A natural recreational activity of uncertainty subject to a sociocultural context”
HERNÁNDEZ MORENO et AL, “A motor situation of uncertainty with a recreational purpose and with agreements, norms or rules.”
Students point out the most important features present in the definitions by Navarro and Hernández Moreno et al, and compare them to the ones they’ve previously suggested.

34. Symbolic play Characteristics (Navarro, 2002).
Display of the symbolic function or capacity to use mental representations, presented in language, game and deffered imitation.
Characteristics (Navarro, 2002).
Motor significance that depends on the contents of the plot.
Distribution of roles depending on the characters in the plot.
Regulation of the actions according to the rules of the plot situations.
Achieving success and living the experience.
Villalobos, M.E. (2009). El rol del maestro frente a la construcción del juego simbólico en los niños. Diversitas: perspectivas en Psicología. vol.5 nº2 Bogotá July/Dec.
Español, S.; Bordoni, M.; Martínez, M.; Camarasa, R. y Carretero, S. Forms of vitality play and symbolic play during the third year of life. Infant Behavior and Development. Vol 40. August Pp
Navarro, V. (2002). El afán de jugar: teoría y práctica de los juegos motores. Barcelona: INDE.
Document: Dialnet-UnProgramaDeCuentosMotoresParaTrabajarLaMotricidad pdf
Video:
Carry out an activity where they represent daily situations such as “waking up”, “going to school”, “playing during the break”, “taking the bus or the tube”,…

35. Game for Rules.
Navarro, Type of organised game based on the interaction among players. It describes a logic set of behaviours, which derives from the game itself as a system. Rules are both the means and the system for the game.
Navarro, V. (2002). El afán de jugar: teoría y práctica de los juegos motores. Barcelona: INDE.

36. Game for Rules. PIAGET, Games with rules are “games with sensory-motor combinations (races, marbles, ball games, etc.) or intellectual combinations (cards, chess, etc.) in which there is competition between individuals (otherwise rules would be useless) and which are regulated either by a code handed down from earlier generations, or by temporary agreement.”
Navarro, V. (2002). El afán de jugar: teoría y práctica de los juegos motores. Barcelona: INDE.

37. Characteristics of Motor Skills Game for Rules (Navarro, 2002).
Motor significance that depends on the contents of the plot.
Distribution of roles depending on the characters in the plot.
Regulation of the actions according to the rules of the plot situations.
Achieving success and living the experience.
Students have to give examples of each of the characteristics of the Motor Skills Game for Rules pointed out by Navarro.

38. Errors from an educational perspective: Total eliminations of players.
Small amount of time to develop the game.
No role reversal. Players must take all roles.
Excessive amount of rules.
Students have to suggest solutions for possible errors in the design of Motor Skills Games for Rules.

39. Concept of Cooperative Game
Those in which players give and receive help to contribute to the achievement of common goals (Garaigordobil, 2002)
Cooperation.
Acceptance.
Participation.
Fun.
 Garaigordobil, M. (2002).  Relevancia del juego cooperativo y creativo en el desarrollo cognitivo, social y emocional. En M. Llorca, V. Ramos., J. Sánchez., and A. Vega. (Eds.), La práctica psicomotriz. Una propuesta educativa mediante el cuerpo y el movimiento (pp ). Málaga: Aljibe.
Video:

40. Motor skills and the inclusion of disability
Motor skills and the inclusion of disability. A Motor Skills Game is a resource with great inclusive capacity due to the nature of the activity, which brings self- improvement, self-esteem, the transmission of emotions and social integration together. Adaptation criteria (Rios, 2007) The space, the materials, the regulations, the abilities, the tactic, the presence of assistants, the language (visual disability).
Ríos, M. (2007). Manual de educación física adaptada al alumnado con discapacidad. Barcelona: Paidotribo
Document: Dialnet-LaInclusionEnElAreaDeEducacionFisicaEnEspana pdf

41. GENDER & DISABILITY & CULTURAL ISSUES AFFECTING PHYSICAL EDUCATION
Module 6:
GENDER & DISABILITY & CULTURAL ISSUES AFFECTING PHYSICAL EDUCATION
(SESSION-3)
TRADITIONAL SPORTS
AND GAMES

42. Objectives of the session:
To appreciate the value of games as a way to socialise, do physical activity and enjoy leisure time.
To bring pupils in different cultures closer through games from the different continents.
To strengthen the respect for diversity and promote tolerance towards other cultures by learning about various forms of entertainment.
To identify and notice similarities and differences between the games played and local games.

43. Traditional sports and games. Concept of Game.
BLANCHARD and CHESKA, “a type of behaviour that involves both biological and cultural dimensions.”
NAVARRO, ““A natural recreational activity of uncertainty subject to a socio-cultural context”

44. Traditional sports and games. Concept of Sport
BLANCHARD and CHESKA, “physical exertive activity that is aggressively competitive within constraints imposed by definition and rules. A component of culture, it is ritually patterned, gamelike and of varying amounts of play, work and leisure.”“
PARLEBAS, an institutionalised sport, that is, “a motor situation of encoded confrontation” subject to an organism.
Open a discussion among students in relation to the common and different characteristics of Game and Sport.

45. Concept of Traditional Game
An entertainment activity, generally based on motor skills, that has been passed down from one generation to the next within its social group and is closely linked with the socio-cultural context where it takes place, while adapting to the specific needs and possibilities of each moment.
Videos:
(Mayan Ball Game)
(Tarahumara Ball Game)
(Canarian Wrestling)
(Greasy Pole)

46. Concept of Traditional Children’s Games (…) “the ones that, as part of the culture of a specific group, have an origin that cannot be traced back. They are taught, learnt and subsequently repeated with the same structures, almost identical words, moves, methods and melodies. Future generations pass them down and connect them through unconscious educational acts, where an adult or a child explains or introduces them to eager children. These children integrate, retain and, sometimes, reelaborate them.” (Medina, 1987)
Students have to extract and talk about the main features of the definition of Traditional Children’s Games suggested by Medina.
Documents:

47. Educational Values of Traditional Children’s Games Use of free time.
Universal.
Children become familiar with the world of adults.
Respect for rules.
Reinforcement of the sense of group.
Encouragement of creativity.
Culture preservation.
Agent of socialisation.
Development of physical, coordinating and intellectual qualities.
Students have to give some examples for each of the educational values mentioned.
Document:

48. In the conceptual scope:
Scopes of application
In the conceptual scope:
Understanding the traditions of their culture.
Identifying the traditional games they have already practised.
Documents:

49. In the procedural scope:
Scopes of application
In the procedural scope:
Increasing the participation of less able pupils.
Pupils create necessary materials by themselves.
Greater global participation due to an improvement in the motivation towards the activity
Students put into practice traditional adults’ and children’s games. In an ideal situation, start with the types of game they already know, which will later be expanded with variations of those games presented by the teacher and/or Internet. It is recommended to develop games from different cultures and historical periods, making the necessary adjustments so that all students can take part.

50. In the attitudinal scope:
Scopes of application
In the attitudinal scope:
Increasing pupils’ respect for the natural environment.
Increasing pupil cooperation levels.
Improving emotional relationships among the members of the group.
Promoting role identification within the group.
Taking these games into pupils’ free time.
In the attitudinal scope:
Increasing pupils’ respect for the natural environment (usual space where these games are played).
Increasing pupil cooperation levels during the lesson.
Improving emotional relationships among the members of the group.
Promoting role identification within the group.
Taking these games into pupils’ free time.
Document:

51. GENDER & DISABILITY & CULTURAL ISSUES AFFECTING PHYSICAL EDUCATION
Module 6:
GENDER & DISABILITY & CULTURAL ISSUES AFFECTING PHYSICAL EDUCATION
(SESSION-4)
Worldwide
dances

52. Objectives of the session:
To learn about, appreciate and practise collective dances from different countries as a form of intercultural expression and communication.
Jiménez, A. N., Sancho, T. R., & Calomarde, E. M. M.: Diversidad cultural: la danza folclórica como medio de identidad e integración sociocultural. Available at:
Vissicaro, P. (2004). Studying dance cultures around the world: An introduction to multicultural dance education. Kendall/Hunt Publishing Company.
Activity in small groups: what other objectives can be achieved during the session? Share the results and summarise the presentations in a grid.

53. Objectives of the session:
To develop aspects on how to connect with others by practising different dances, thus promoting tolerance and respect.
Jiménez, A. N., Sancho, T. R., & Calomarde, E. M. M.: Diversidad cultural: la danza folclórica como medio de identidad e integración sociocultural. Available at:
Vissicaro, P. (2004). Studying dance cultures around the world: An introduction to multicultural dance education. Kendall/Hunt Publishing Company.
Activity in small groups: what other objectives can be achieved during the session? Share the results and summarise the presentations in a grid.

54. Activity 1:
Distribute participants into small groups. Answer the following questions:
Do you consider that the planned objectives are necessary and adequate? Yes/No. Explain your answer. (Duration: 5’)
As teachers, what other objectives could we consider in this session? (Duration: 10’)
Present the results of each group and make a grid to summarise the contributions of all the participants. (Duration: 20’)
Jiménez, A. N., Sancho, T. R., & Calomarde, E. M. M.: Diversidad cultural: la danza folclórica como medio de identidad e integración sociocultural. Available at:
Vissicaro, P. (2004). Studying dance cultures around the world: An introduction to multicultural dance education. Kendall/Hunt Publishing Company.
Activity in small groups: what other objectives can be achieved during the session? Share the results and summarise the presentations in a grid.

55. Reference Sources:
Jiménez, A. N., Sancho, T. R., & Calomarde, E. M. M.: Diversidad cultural: la danza folclórica como medio de identidad e integración sociocultural. Available at:
Vissicaro, P. (2004). Studying dance cultures around the world: An introduction to multicultural dance education. Kendall/Hunt Publishing Company.
Jiménez, A. N., Sancho, T. R., & Calomarde, E. M. M.: Diversidad cultural: la danza folclórica como medio de identidad e integración sociocultural. Available at:
Vissicaro, P. (2004). Studying dance cultures around the world: An introduction to multicultural dance education. Kendall/Hunt Publishing Company.
Activity in small groups: what other objectives can be achieved during the session? Share the results and summarise the presentations in a grid.

56. Dance: a pedagogical approach (“to make better people”, Unesco 1982).
It is the capacity of human beings to generally express themselves through corporal movement in relation to music.
Benefits of its practice connected with two areas:
The motor area indicates an increase in motor competence, with an improvement in body image perception, the sense of rhythm and space, and posture control.
Fructuoso y Gómez (2001) : La danza como elemento educativo en el adolescente. Apunts. Educación física y deportes , 66:
Ferreira, M (2009): Un enfoque pedagógico de la danza.  Educación Física Chile, 268:  9-21.
Activity in small groups: discuss what dance means to the participants and which aspects of curriculum development can be worked on through it. Create a grid with the conclusions taken from the presentations of the participants.

57. Dance: a pedagogical approach (“to make better people”, Unesco 1982).
The socio-affective improves self-awareness and body acceptance, the process of non-verbal communication, the process of socialisation (integration and cooperation), and creativity.
Fructuoso y Gómez (2001) : La danza como elemento educativo en el adolescente. Apunts. Educación física y deportes , 66:
Ferreira, M (2009): Un enfoque pedagógico de la danza.  Educación Física Chile, 268:  9-21.
Activity in small groups: discuss what dance means to the participants and which aspects of curriculum development can be worked on through it. Create a grid with the conclusions taken from the presentations of the participants.

58. Activity 2:
Distribute participants into small groups. Answer the following questions:
What is dance for you? Try to give a brief definition and point out at least two objectives of the areas mentioned (motor and socio-affective) to be achieved with its practice. (Duration: 5’)
Which aspects of curriculum development can be worked on through it? (Duration: 10’)
Create a grid with conclusions taken from the presentations of the participants. (Duration: 20’)
Jiménez, A. N., Sancho, T. R., & Calomarde, E. M. M.: Diversidad cultural: la danza folclórica como medio de identidad e integración sociocultural. Available at:
Vissicaro, P. (2004). Studying dance cultures around the world: An introduction to multicultural dance education. Kendall/Hunt Publishing Company.
Activity in small groups: what other objectives can be achieved during the session? Share the results and summarise the presentations in a grid.

59. Reference Sources:
Fructuoso y Gómez (2001) : La danza como elemento educativo en el adolescente. Apunts. Educación física y deportes , 66:
Ferreira, M (2009): Un enfoque pedagógico de la danza.  Educación Física Chile, 268:  9-21.
Jiménez, A. N., Sancho, T. R., & Calomarde, E. M. M.: Diversidad cultural: la danza folclórica como medio de identidad e integración sociocultural. Available at:
Vissicaro, P. (2004). Studying dance cultures around the world: An introduction to multicultural dance education. Kendall/Hunt Publishing Company.
Activity in small groups: what other objectives can be achieved during the session? Share the results and summarise the presentations in a grid.

60. Traditional dances as an integrating trait:
It allows to note their artistic and communicative expressions, according to their structure, moves, clothing, songs, musical instruments, geographical areas, etc.
Navarro. A.; Rosalén, T. & Martín, E.: Diversidad cultural: la danza folclórica como medio de identidad e integración sociocultural. Available at:
Ashley, L. (2012). Dancing with difference: Culturally diverse dances in education. Springer Science & Business Media.
Martin, J. & Sánchez, J. (2002): Bailes del mundo, una propuesta de bailes populares para educación primaria. Barcelona: Paidotribo.
Activity in small groups: do you know dances from around the world? Which ones and from which countries? What are their characteristics and which aspects can we work on through them? Practical presentation with the ones they know.

61. Traditional dances as an integrating trait:
It promotes the knowledge, appreciation and acceptance of traditional dances, showing respect for the rights of cultural expression and diversity, as well as motivating empathy towards traditions, customs and lifestyles of our own and of others.
Navarro. A.; Rosalén, T. & Martín, E.: Diversidad cultural: la danza folclórica como medio de identidad e integración sociocultural. Available at:
Ashley, L. (2012). Dancing with difference: Culturally diverse dances in education. Springer Science & Business Media.
Martin, J. & Sánchez, J. (2002): Bailes del mundo, una propuesta de bailes populares para educación primaria. Barcelona: Paidotribo.
Activity in small groups: do you know dances from around the world? Which ones and from which countries? What are their characteristics and which aspects can we work on through them? Practical presentation with the ones they know.

62. Activity 3:
Distribute participants into small groups. Answer the following questions:
Do you know dances from around the world? Which ones and from which countries? What are their characteristics and which aspects can we work on through them in relation to the objectives of the session? (Duration: 15’)
Practical presentation with the ones they know. (Duration: 30’)

63. Reference Sources:
Navarro. A.; Rosalén, T. & Martín, E.: Diversidad cultural: la danza folclórica como medio de identidad e integración sociocultural. Available at:
Ashley, L. (2012). Dancing with difference: Culturally diverse dances in education. Springer Science & Business Media.
Martin, J. & Sánchez, J. (2002): Bailes del mundo, una propuesta de bailes populares para educación primaria. Barcelona: Paidotribo.

64. The Hunters' March (Central Europe):
Farandole (France):
The Hunters' March (Central Europe):
La Raspa (Mexico):
Baile de la cinta (Canary Islands, Spain)
These are some examples of dances used to achieve the objectives of the session. More examples can be found in the article by López, J. (2010): Unidad Didáctica “Danzas del Mundo”. EmásF, revista Digital de Educación Física. Nº5: More examples on Youtube.
Goodman, B.: Creative folk dance games for primary schools. Available at:
Whole class activity: explaining and practising some dances. In the classroom, two interventions are suggested. The first, more directive, where the teacher suggests and explains the dances, together with the objectives of the session. The second, more participatory, where the students from different cultures in the classroom explain to the teacher and the rest of the class their dances. At the same time, they search for other representative dances by continents using other means. If the centre allows for it, families from the different cultures would get involved in the teaching and learning process, as a reflection of a participatory and inclusive school.

65. Activity 4: Whole class activity:
Explaining and practising some dances.
In the classroom, two interventions are suggested:
The first, more directive, where the teacher suggests and explains the dances, together with the objectives of the session.
The second, more participatory, where the students from different cultures in the classroom explain to the teacher and the rest of the class their dances.
At the same time, and in a previous session, especially for the second intervention, they search for other representative dances by continents using other means.
If the characteristics of the centre allow for it, families from the different cultures would get involved in the teaching and learning process, as a reflection of a participatory and inclusive school.

66. Reference Sources:
López, J. (2010): Unidad Didáctica “Danzas del Mundo”. EmásF, revista Digital de Educación Física. Nº5: More examples on Youtube.
Goodman, B.: Creative folk dance games for primary schools. Available at: