Publicação
Didactic proposal for teaching first aid in physical education: A playful and competency-based approach in secondary and upper secondary education
| Resumo: | Introduction: First aid training within Physical Education provides an opportunity to develop essential competencies related to safety, prevention, and emergency response in school settings. The Organic Law 3/2020 (LOMLOE), which regulates the Spanish national education system, together with the Andalusian regional regulations, includes risk management as part of the subject’s learning standards and assessment criteria. This proposal presents a progressive didactic model for teaching first aid in Lower and Upper Secondary Education. Method: A didactic proposal was designed based on active methodologies and practical experiences, incorporating playful activities, simulations, workshops, and cooperative dynamics. The learning sequence was structured progressively, adjusting task complexity according to each educational level and integrating the required curricular learning standards. Evaluation followed a formative approach through rubrics, checklists, self-assess ments, and learning portfolios. Results: The proposal supports the acquisition of key competencies such as the PAS protocol (Protect, Alert, Aid), basic cardiopulmonary resuscitation (CPR), the use of automated external defibrillators (AED), and intervention in common school emergencies. It also promotes transversal skills such as decision-making, effective communication, teamwork, and critical reflection on safety during motor practice. These elements contribute to meaningful learning and facilitate the transfer of knowledge to real-life situations. Conclusions: The implementation of this proposal helps foster a culture based on prevention and mutual care. Furthermore, it provides students with transferable skills applicable to everyday life and future professional contexts related to health, physical activity, and community intervention. This approach reinforces the role of Physical Education as a promoter of life skills. |
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| Autores principais: | Pérez-Pérez, Carlos M. |
| Outros Autores: | Oliveira, Rafael; Fernandes, Renato; Rodríguez-García, Lorena |
| Assunto: | physical education first aid gamification competency-based learning |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | artigo original |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Instituto Politécnico de Santarém |
| Idioma: | inglês |
| Origem: | Repositório Científico do Instituto Politécnico de Santarém |
| Resumo: | Introduction: First aid training within Physical Education provides an opportunity to develop essential competencies related to safety, prevention, and emergency response in school settings. The Organic Law 3/2020 (LOMLOE), which regulates the Spanish national education system, together with the Andalusian regional regulations, includes risk management as part of the subject’s learning standards and assessment criteria. This proposal presents a progressive didactic model for teaching first aid in Lower and Upper Secondary Education. Method: A didactic proposal was designed based on active methodologies and practical experiences, incorporating playful activities, simulations, workshops, and cooperative dynamics. The learning sequence was structured progressively, adjusting task complexity according to each educational level and integrating the required curricular learning standards. Evaluation followed a formative approach through rubrics, checklists, self-assess ments, and learning portfolios. Results: The proposal supports the acquisition of key competencies such as the PAS protocol (Protect, Alert, Aid), basic cardiopulmonary resuscitation (CPR), the use of automated external defibrillators (AED), and intervention in common school emergencies. It also promotes transversal skills such as decision-making, effective communication, teamwork, and critical reflection on safety during motor practice. These elements contribute to meaningful learning and facilitate the transfer of knowledge to real-life situations. Conclusions: The implementation of this proposal helps foster a culture based on prevention and mutual care. Furthermore, it provides students with transferable skills applicable to everyday life and future professional contexts related to health, physical activity, and community intervention. This approach reinforces the role of Physical Education as a promoter of life skills. |
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