A comprehensive and 100% online program, exclusive to TECH, with an international perspective supported by our membership with the American Neurological Association"   

The understanding of cognitive and emotional processes has gained unprecedented relevance across various fields, particularly in educational and clinical settings.  In fact, the intersection of Clinical Neuropsychology and Neuroeducation allows for an analysis of how the brain processes information, adapts to new stimuli, and optimizes its functions. This knowledge is essential for designing strategies that promote learning and cognitive rehabilitation.  
In this context, TECH has developed this comprehensive Master's Degree in Clinical Neuropsychology and Neuroeducation. Through a holistic approach, the program will delve into key aspects such as the foundations of neuroscience, providing both a theoretical and applied framework to understand the functioning of the nervous system.  Additionally, the program will address the impact of emotions on neuroeducational processes from motor action, highlighting the close relationship between movement and cognition.  

Moreover, this academic program will provide specialized tools to apply advancements in Clinical Neuropsychology and Neuroeducation in professional settings. Using an evidence-based approach, methodologies will be incorporated that enhance concepts, therapeutic intervention, and the optimization of cognitive skills. Finally, to ensure a flexible and effective academic experience, TECH will employ the Relearning methodology, which promotes the acquisition of knowledge through the strategic repetition of key content. Thanks to its 100% online format, students will be able to access the content at any time of the day, seven days a week, from any device with an internet connection.  This will provide dynamic training tailored to the needs of each professional. 

Through its membership in the American Neurological Association (ANA), students will have access to the annual conference with preferential rates, scientific publications, and an educational center with CME credits.  Additionally, they will have access to exclusive resources such as podcasts, newsletters, and a specialized job portal, as well as mentorship opportunities, international scholarships, and awards that promote their development in the field of academic neurology. 

You will develop in environments that enhance cognitive and emotional processes, with access to content 24 hours a day” 

This Master's Degree in Clinical Neuropsychology and Neuroeducation contains the most complete and up-to-date university program on the market. Its most notable features are: 

• The development of practical cases presented by experts in Clinical Neuropsychology and Neuroeducation 
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice 
• Practical exercises where the self-assessment process can be carried out to improve learning 
• A special emphasis on innovative methodologies for cognitive and emotional processes 
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
• Content that is accessible from any fixed or portable device with an Internet connection 

You will master the foundations of neuroscience, understanding its development and theoretical principles” 

The faculty includes professionals from the fields of Clinical Neuropsychology and Neuroeducation, who bring their work experience to this program, along with renowned specialists from leading societies and prestigious universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive learning experience designed to prepare for real-life situations. 

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts. 

With the innovative Relearning system, you will access key knowledge about the functioning of the nervous system"

You will strengthen your understanding of motor action, highlighting its impact on the restoration of cognitive functions and the development of learning. What are you waiting for to enroll?"

This academic pathway will comprehensively address Clinical Neuropsychology and Neuroeducation, highlighting the role of motor practices in brain development.  Through the analysis of the body’s wisdom, the professional will examine its impact on cognitive and emotional processes, establishing a solid foundation for neuroeducational intervention. Furthermore, the program will delve into the body as the starting point for learning, exploring its languages and its relationship with bodily intelligence. Ultimately, this knowledge is essential for optimizing strategies in neuropsychological rehabilitation and therapy, strengthening key competencies for evaluation and intervention in various professional contexts. 

With the most complete and up-to-date syllabus on the market, you will understand and address the impact of bodily intelligence” 

Module 1. Principles of Neurosciences   

1.1. The Nervous System 

1.1.1. Definition of the Nervous System 
1.1.2. Components of the Nervous System 
1.1.3. Classification of the Nervous Tissue 
1.1.4. Electrical Communication of the Neuron 
1.1.5. Chemical Communication of the Neuron 

1.2. Basic Anatomy of Learning-Related Structures 

1.2.1. Defining Learning 
1.2.2. Classification of the Brain 
1.2.3. Formation of the Brain 
1.2.4. The Role of the Brain in Learning 

1.3. Psychological Processes Related to Learning. 

1.3.1. Defining Cognitive Processes 
1.3.2. The Cognitive Process of Sensation 
1.3.3. The Cognitive Process of Perception 
1.3.4. The Cognitive Process of Attention 
1.3.5. The Cognitive Process of Memory 
1.3.6. The Cognitive Process of Language 
1.3.7. The Cognitive Process of Emotion 
1.3.8. The Cognitive Process of Motivation 

1.4. The Main Brain Structures Related to Motor Skills 

1.4.1. Psychomotor Skills 
1.4.2. Neural Bases of Motor Skills 
1.4.3. Motor Problems in Development 
1.4.4. Acquired Motor Problems 

1.5. The Plastic Brain and Neuroplasticity 

1.5.1. Neuronal Plasticity 
1.5.2. The Plastic Brain 
1.5.3. Neurogenesis 
1.5.4. The Plastic Brain and Learning 

1.6. Epigenetics 

1.6.1. The Role of Genetics in the Brain 
1.6.2. The Process of Gestation and the Brain 
1.6.3. Definition of Undifferentiated Neurons 
1.6.4. The Process of Programmed Neuronal Death 

1.7. Effects of the Environment on Brain Development 

1.7.1. Brain and Environment 
1.7.2. Interneuronal Connectivity 
1.7.3. Inhibition of Connectivity 

1.8. Changes in the Infant's Brain 

1.8.1. The Formation of the Infant's Brain 
1.8.2. The Process of Myelogenesis 
1.8.3. Brain Development 
1.8.4. Development of Localization 
1.8.5. Development of Lateralization 

1.9. Evolution of the Adolescent Brain 

1.9.1. Defining Adolescence 
1.9.2. The Adolescent Brain 
1.9.3. The Role of Hormones 
1.9.4. Functions of Neurohormones 

1.10. The Adult Brain 

1.10.1. The Adult Brain 
1.10.2. Connections Between the Cerebral Hemispheres 
1.10.3. Language Processing and the Cerebral Hemispheres 

Module 2. Neuroeducation 

2.1. Introduction to Neuroeducation 

2.1.1. Fundamentals of Psychological Processes in the Classroom 
2.1.2. Neuroeducation in the Classroom 

2.2. Main Neuromyths 

2.2.1. Age of Learning 
2.2.2. The Autistic Brain 

2.3. Attention 

2.3.1. The Brain and Attention  
2.3.2. Attention in the Classroom 

2.4. Emotion 

2.4.1. The Brain and Emotion 
2.4.2. Emotion in the Classroom 

2.5. Motivation 

2.5.1. The Brain and Motivation 
2.5.2. Motivation in the Classroom 

2.6. The Learning Process 

2.6.1. The Brain and Learning 
2.6.2. Learning in the Classroom 

2.7. Memory 

2.7.1. The Brain and Memory 
2.7.2. Memory in the Classroom 

2.8. Stimulation and Early Interventions 

2.8.1. Social Influence on Learning 
2.8.2. Cooperative Learning 

2.9. Importance of Creativity in Neuroeducation 

2.9.1. Defining Creativity 
2.9.2. Creativity in the Classroom 

2.10. Methodologies that Allow the Transformation of Education in Neuroeducation 

2.10.1. Traditional Methodology in Education 
2.10.2. New Methodology from Neuroeducation 

Module 3. Impact of Emotions on Neuroeducational Processes through Motor Action 

3.1. Concept of Emotion and Main Emotional Theories 

3.1.1. The Need for Emotional Development 
3.1.2. Concept of Emotion 
3.1.3. Function and Characteristics of Emotions 
3.1.4. The Affective Value and the Intensity of Emotion 
3.1.5. Theory of Emotions 

3.2. Education of Emotions 

3.2.1. The Emotional Competence Builder 
3.2.2. The GROP Competency Model 
3.2.3. Emotional Maturity 

3.3. Emotional Intelligence 

3.3.1. The Concept of Emotional Intelligence 
3.3.2. The Model of Mayer and Salovey 
3.3.3. The Perspective Model of Bar-On 
3.3.4. Goleman's Competency Model 

3.4. The Role of Emotion in the Body and Motor Action 

3.4.1. The Learning Process 
3.4.2. Emotion in Learning Processes 
3.4.3. Emotions in Motor Action 

3.5. The Emotional Brain 

3.5.1. The Emotional Brain or Limbic System 
3.5.2. The Socio-Emotional Brain 

3.6. Emotional Processing in Brain Structures 

3.6.1. The Main Brain Structures Involved in Emotional Processes 
3.6.2. Emotional Intensity and Emotional Appraisal in the Brain Structures 
3.6.3. Particular Emotional Brains 

3.7. The Amygdala and Emotional Processes 

3.7.1. The Role of the Amygdala in Emotions 
3.7.2. The Conditioned Emotional Response 
3.7.3. Self-Control and Attention 
3.7.4. Self-Regulation and Exercise 

3.8. Positive Emotions and the Brain's Reward System 

3.8.1. Classifications of Salient Emotions 
3.8.2. The Ability to Self-Generate Positive Emotions 
3.8.3. The Functioning of the Brain's Reward System 

3.9. Emotional Chemistry in Response to Motor Action 

3.9.1. From Emotion to Action 
3.9.2. The Neurochemistry of Emotion 
3.9.3. Neurochemistry in Motor Action 
3.9.4. Epigenetics and Exercise 

3.10. Emotional Health through Motor Action 

3.10.1. Psychoneuroimmunology 
3.10.2. Positive Emotions and Health 
3.10.3. Emotional Health from the Body 

Module 4. The Social Brain in Motor Action from a Neuroscientific Perspective 

4.1. The Human Being: A Social Being 

4.1.1. The Social Nature of the Human Being 
4.1.2. Evolution of Human Social Capabilities 
4.1.3. Why We Live in Society 
4.1.4. The Individual as Part of the Social Group 
4.1.5. Social Development: Socialization 
4.1.6. The Social and Affective Needs of the Human Being 
4.1.7. The Consequences of Social Deprivation 
4.1.8. The Development of Identity in Society 
4.1.9. Human Societies and Social Groups: Coexistence and Conflicts. 

4.2. The Social Brain 

4.2.1. A Brain Prepared for the Social 
4.2.2. How Does the Social Brain Work? 
4.2.3. The Autonomic Nervous System 
4.2.4. Oxytocin: An Essential Neurochemical Mediator 
4.2.5. The Antisocial Capacity: Serotonin and MAO Enzyme 
4.2.6. The Dorsal Vagus Nucleus: Responsible for Playful and Welcoming Social Interaction 
4.2.7. Face Perception 

4.3. Mirror Neurons 

4.3.1. The Discovery of Mirror Neurons 
4.3.2. How do Mirror Neurons Work? 
4.3.3. Social Empathy and Mirror Neurons 
4.3.4. Identification with Others 
4.3.5. Theory of Mind. Representing the Mind of Others 
4.3.6. The Educational and Therapeutic Implication of Mirror Neurons. 

4.4. The Complex Social Functions 

4.4.1. Social Functions 
4.4.2. Executive Functions. 
4.4.3. The Function of Self-Control 
4.4.4. Social Emotions 
4.4.5. Altruism and Prosocial Behavior 
4.4.6. Conflict, Aggression and Violence 
4.4.7. Social Relations 
4.4.8. Prejudice and Stereotypes 
4.4.9. Coexistence 

4.5. Integrative Health from a Social Competence Perspective 

4.5.1. What is Integrative Health? 
4.5.2. Health and Social Competence as a Component of Integrative Health 
4.5.3. Adaptive Behaviors that Make Up Social Competence 
4.5.4. Maladaptive Behaviors 
4.5.5. The Effect of the Absence of Social Competence on Health 
4.5.6. How to Promote the Development of Social Competence 

4.6. Role of Motor Action in the Development of Social Health 

4.6.1. What is Meant by Social Health? 
4.6.2. Why is Social Health important? 
4.6.3. The Body as an Element of Social and Emotional Health 
4.6.4. The Motor Action and the Development of Health 
4.6.5. Promotion of the Social Health through the Motor Action 
4.6.6. Tools to Promote Motor Action and Social Health Development 

4.7. Social Relationship in Personal Well-Being 

4.7.1. Social Interactions 
4.7.2. Why do Human Beings Need Relationships? 
4.7.3. Social Relationships and Individual Needs 
4.7.4. The Power of Healthy and Satisfactory Relationships 
4.7.5. The Social Role 
4.7.6. The Social Relationship and Well-Being 
4.7.7. Lack of Relationships and Their Consequences 
4.7.8. Social Isolation 

4.8. Mental Health and Interpersonal Relationships 

4.8.1. Interpersonal Relationships and Their Role 
4.8.2. Affective Needs 
4.8.3. Social Expectations and Beliefs 
4.8.4. The Role of Stereotypes and our Mental Health 
4.8.5. The Importance of Social Support for Mental Health (Perceived and Real) 
4.8.6. Interpersonal Relationships as a Basis for Well-Being 
4.8.7. The Quality of Interpersonal Relationships 
4.8.8. The Consequences on Mental Health of the Lack of Relationships 

4.9. Relevance of Cooperation from a Neuroeducational Perspective 

4.9.1. What is Cooperation? 
4.9.2. The Brain that Learns in a Group 
4.9.3. The Role of Cooperation for Development 
4.9.4. Oxytocin, the Chemical Element of Cooperation 
4.9.5. Reward Processes and Cooperation 
4.9.6. Why is Cooperation Important? 

4.10. Climate in Learning Environments 

4.10.1. Social climate 
4.10.2. Positive and Negative Climates 
4.10.3. Factors that Determine the Type of Climate 
4.10.4. The Influence of Climate on the Learning Environment 
4.10.5. Elements of a Climate that Favors the Learning Environment 
4.10.6. Recognizing The Climates in Learning Environments 
4.10.7. The Role of the Teacher as a Promoter of a Favorable Climate 
4.10.8. Tools to Create Positive and Favorable Climates 

Module 5. Impact of Motor Action on Brain Learning Processes and on Health Development 

5.1. Impact of Motor Action on Learning Processes 

5.1.1. Concepts Related to Motor Action and Learning 
5.1.2. Motor Learning: Phases and Factors 
5.1.3. The Information Processing Model: Perception, Decision, Execution, Movement Control and Feedback 
5.1.4. Benefits of Motor Action on Brain Learning Processes 

5.2. Motor Action and Neutrophilic Factors. BDNF (Brain-Derived Neurotrophic Factor) 

5.2.1. Neurogenesis and Neuroplasticity 
5.2.2. Neurotrophins or Neurotrophic Factors. What are They and What are They For? 
5.2.3. Key Role and Benefits of Motor Action on BDNF 

5.3. Motor Action, Neurotransmitters and Hormones 

5.3.1. The Main Neurotransmitters and Hormones Related to Motor Practice and Learning Abilities 
5.3.2. Endorphins 
5.3.3. Serotonin 
5.3.4. Oxytocin 
5.3.5. Dopamine 
5.3.6. Adrenaline and Noradrenaline 
5.3.7. Glucocorticoids 

5.4. The Importance of the Cerebellum in Coordination and Cognitive Processes. 

5.4.1. Structure of the Cerebellum 
5.4.2. Functions of the Cerebellum and its Importance in Motor Action 
5.4.3. Importance of the Cerebellum in Cognitive Processes 

5.5. Impact of Motor Action on Memory Processes 

5.5.1. What is Memory and How is it Divided? 
5.5.2. In What Part of the Brain is Memory Located? 
5.5.3. Prominent Role of the Hippocampus in Memory 
5.5.4. Impact of Motor Action on Memory 

5.6. The Prefrontal Cortex, Seat of the Brain's Executive Functions 

5.6.1. Executive Functions of the Brain 
5.6.2. The Four Lobes of Each Cerebral Hemisphere 
5.6.3. Frontal Lobe: Executive Director of the Brain 
5.6.4. The Prefrontal Cortex: The Orchestra Conductor 
5.6.5. Cerebral Structures Connected to the Frontal Lobe 

5.7. Impact of Motor Action with Executive Processes: Decision-Making 

5.7.1. Somatic Markers 
5.7.2. Brain Structures Involved in Decision Making 
5.7.3. The Development of Somatic States 
5.7.4. Decision-Making in Sports Practice 

5.8. Impact of Motor Action with Executive Processes: Pause and Reflection Response 

5.8.1. Regulating Emotions 
5.8.2. Conflicts, Inconsistencies and the Prefrontal Cortex 
5.8.3. The Relevance of Heart Rate 

5.9. Motor Action and Predisposition to Learning. 

5.9.1. Motor Action and Learning. 
5.9.2. How Does Motor Action Predispose to Learning? 
5.9.3. How Can the Benefits of Motor Action be Enhanced? 

5.10. Impact of Motor Action on Neuroprotective Processes. 

5.10.1. Conceptualization of Neuroprotection 
5.10.2. Effects of Exercise on Brain Protection 

Module 6. Physical Neuroeducation and Learning 

6.1. Body- Brain Language and Embodied Cognition 

6.1.1. Conceptualization of Embodied Cognition 
6.1.2. Intelligent Behavior Based on Body-Brain-Environment Interaction 

6.2. Mental Health and Exercise. 

6.2.1. What is Meant by Mental Health in this Context? 
6.2.2. The Evolutionary Purpose of Motor Action 
6.2.3. What if Movement Improved Brain Functioning? 

6.3. Brain Development Through Physical Exercise 

6.3.1. Hippocampus and Basal Ganglia in Relation to Exercise 
6.3.2. The Development of the Prefrontal Cortex and Other Brain Structures due to Physical Exercise 

6.4. Executive Attention and Exercise 

6.4.1. The Cognitive Function of Attention 
6.4.2. Relationship Between Attention and Exercise 
6.4.3. Enhancing Attention 

6.5. Working Memory in Motor Action 

6.5.1. The Cognitive Function of Memory 
6.5.2. Working Memory 
6.5.3. Relationship Between Memory and Motor Action 
6.5.4. Enhancing Memory 

6.6. Improvement of Cognitive Performance derived from Motor Action. 

6.6.1. Relationship Between Motor Action and Behavior 
6.6.2. Relationship Between Motor Action and Brain Health 

6.7. Academic Results and their Relationship to Physical Practice 

6.7.1. Academic Improvements as a Consequence of Motor Action 
6.7.2. Specific Interventions 
6.7.3. Prolonged Interventions 
6.7.4. Conclusions 

6.8. Positive Influence of Motor Skills on Students with Learning Difficulties 

6.8.1. The Brain in Special Educational Needs 
6.8.2. Attention Deficit Hyperactivity Disorder and Motor Action 
6.8.3. Specific Proposals for Motor Action 

6.9. Pleasure, a Fundamental Element in Physical Neuroeducation 

6.9.1. Pleasure Systems in the Brain 
6.9.2. Relationship Between Pleasure and Learning 

6.10. General Recommendations for the Implementation of Teaching Proposals 

6.10.1. The Coherence of Action-Research 
6.10.2. Concrete Example of an Action-Research Proposal in Physical Neuroeducation 
6.10.3. Phases of the Working Process 
6.10.4. Criteria, Techniques and Strategies for the Collection of Information 
6.10.5. Approximate Timeline: The Planned Phases 

Module 7. Motor Practices Affecting Brain Development 

7.1. Body Wisdom. 

7.1.1. The Body as a Starting Point 
7.1.2. The Languages of the Body 
7.1.3. Body Intelligence 

7.2. Aerobic Exercise 

7.2.1. The Impact of Aerobic Exercise on the Brain 
7.2.2. Practical Suggestions of Aerobic Exercise for Brain Development 

7.3. Anaerobic Exercise 

7.3.1. How Does Anaerobic Exercise Affect the Brain? 
7.3.2. Practical Proposals for the Classroom 

7.4. The Game 

7.4.1. Playing as an Act Connatural to the Human Being 
7.4.2. What Happens in the Brain While We Play? 
7.4.3. Playing and Learning 
7.4.4. Practical Proposals for the Classroom 

7.5. Muscular Strength 

7.5.1. Muscular Strength and its Relationship with the Brain 
7.5.2. Practical Proposals for the Classroom 

7.6. Coordination Activities 

7.6.1. The Role of the Cerebellum in Motor Action 
7.6.2. Practical Coordinative Proposals for Brain Development 

7.7. Relaxation and Meditation Activities 

7.7.1. Effects of Meditative Activities on the Brain 
7.7.2. Practical Proposals of Relaxation and Meditation for Brain Development 

7.8. Expressive and Artistic Activities and Brain Development from a Social-Emotional Perspective 

7.8.1. Effects of Expressive and Artistic Activities on the Brain 
7.8.2. Practical Expressive and Artistic Proposals for Brain Development 

7.9. Natural Environment Activities and Brain Development. 

7.9.1. The "Natural " Brain 
7.9.2. Effect of the Activities in the Natural Environment on the Brain 
7.9.3. Practical Proposals to Encourage Physical Activity in Natural Environments 

7.10. Global Proposals for Physical Neuroeducation 

7.10.1. Methodological Principles 
7.10.2. Proposal of Aerobic Exercise and Corporal and Artistic Expression 
7.10.3. Strength and Coordination Proposal 
7.10.4. Proposal of Activities in the Natural Environment and Meditation 

Module 8. Invisible Training in Brain Development 

8.1. Invisible Training Concept 

8.1.1. The Invisible Training 
8.1.2. The Relevance of Invisible Training for Performance Enhancement 
8.1.3. Basic Attitudes of Everyday Life 
8.1.4. Sports Hygiene 
8.1.5. Positive Mental Disposition 
8.1.6. The Principle of Supercompensation 
8.1.7. Key Factors of Invisible Training 
8.1.8. The Role of Key Myokines in Relation to Exercise and Health 

8.2. The Role of Main Myokines in Relation to Exercise and Health 

8.2.1. What are Myokines? How Important are They? 
8.2.2. Physical Inactivity, Inflammation and Metabolic Syndrome 
8.2.3. Main Myokines and Their Role 
8.2.4. Conclusions Myokines 

8.3. Nutrition 
8.4. Relevance of Sleep in Learning 

8.4.1. The Functions of Sleep 
8.4.2. What is the Anatomical Substratum of Sleep? 
8.4.3. What is the Role of Sleep in Learning and Memory? 
8.4.4. Phases of Sleep and Memory Consolidation 
8.4.5. Sleep Favors Insight or Creative Thinking 
8.4.6. Sleep Hygiene 
8.4.7. The Consequences of Poor Sleep 
8.4.8. Sleep and Harmful Substances 

8.5. Active Breaks 

8.5.1. What is Active Rest? 
8.5.2. Difference Between Active Rest and Passive Rest 
8.5.3. The Importance of Active Rest for Muscle Recovery 
8.5.4. Maintaining the Blood Flow to Recover Earlier 
8.5.5. Decreasing Intensity 
8.5.6. Active Rest as Part of the Exercise Routine 
8.5.7. Ways to Practice Active Rest 
8.5.8. Advantages of Active Rest 

8.6. Prevention of Harmful Habits 

8.6.1. Habits that Are Harmful to Health 
8.6.2. The Importance of Prevention 
8.6.3. The Development of Healthy Habits 
8.6.4. Physical Hygiene 
8.6.5. Positive Mental Attitude 
8.6.6. Routine Healthy Habits 
8.6.7. Preventing Unhealthy Habits 
8.6.8. Technological Allies 

8.7. Body Posture from a Neuroscientific Perspective 

8.7.1. Our Body Posture 
8.7.2. The Brain Arranges our Body Posture 
8.7.3. Our Body Posture Influences the Way We Feel and Think 
8.7.4. Body Posture and Performance 
8.7.5. Tools for Proper Body Posture 

8.8. Prevention of Diseases and Improvement of Quality of Life 

8.8.1. Relationship of Physical Action and Mental Health 
8.8.2. Physical Condition as a Factor in the Prevention of Mental Diseases 
8.8.3. How Does Physical Fitness Improve Our Cognitive Quality? 
8.8.4. Programs and Tools to Prevent Mental Illness through Physical Activity 

8.9. Disease Prevention and Improvement of the Quality of Life in terms of Cardiovascular Risk Diseases (Obesity, Diabetes or Metabolic Syndrome) 

8.9.1. Physical Condition as a First Order Prevention Factor 
8.9.2. Effect of Physical Fitness on Cardiovascular Disease and the Brain 
8.9.3. Programs to Increase the Level of Physical Activity and Reduce the Risk of Cardiovascular Disease in Children and Adolescents 

8.10. Prevention and Amelioration of Carcinogenic Processes due to Motor Action 

8.10.1. Motor Action as a Health Factor 
8.10.2. Physical Condition as an Element in the Prevention of Cancerous Processes 
8.10.3. Physical Fitness and the Improvement of Carcinogenic Processes 
8.10.4. Physical Fitness, the Immune System and its Effects on Health 
8.10.5. Programs for Physical Activity in People with Cancer Processes 

Module 9. Pedagogical Models and Assessment in Neurophysical Education 

9.1. Conceptual Approach to Terms Related to Methodology in Physical Education 

9.1.1. Teaching and Learning 
9.1.2. Didactic Intervention 
9.1.3. Teaching Technique and Style 
9.1.4. Teaching-Learning Based on Direct Instruction 
9.1.5. Teaching-Learning Based on Inquiry or Searching 
9.1.6. Strategy in Practice 
9.1.7. Pedagogical Methods and Models 

9.2. Assessment of the Teaching-Learning Process in Physical Neuroeducation 

9.2.1. Conceptual Clarification of the Terms Related to the Assessment 
9.2.2. Assessment Techniques, Procedures and Instruments 
9.2.3. Types of Assessment in Physical Education 
9.2.4. Moments of Assessment in Physical Education 
9.2.5. The Evaluation-Research Binomial 
9.2.6. Neuroevaluation in Physical Education 

9.3. Assessment of Student Learning Focused on Neurophysical Education 

9.3.1. Competency-Based Assessment 
9.3.2. Formative Assessment 
9.3.3. Personalized Assessment 
9.3.4. Practical Proposals for Assessment in Physical Education from a Neurodidactic Perspective 

9.4. Cooperative Learning 

9.4.1. Description of the Model 
9.4.2. Practical Proposals 
9.4.3. Recommendations for Implementation 

9.5. Sports Education Model (SEM) 

9.5.1. Description of the Model 
9.5.2. Practical Proposals 
9.5.3. Recommendations for Implementation 

9.6. Personal and Social Responsibility Model 

9.6.1. Description of the Model 
9.6.2. Practical Proposals 
9.6.3. Recommendations for Implementation 

9.7. Comprehensive Sport Initiation Model (TGfU) 

9.7.1. Description of the Model 
9.7.2. Practical Proposals 
9.7.3. Recommendations for Implementation 

9.8. Ludotechnical Model 

9.8.1. Description of the Model 
9.8.2. Practical Proposals 
9.8.3. Recommendations for Implementation 

9.9. Adventure Education Model 

9.9.1. Description of the Model 
9.9.2. Practical Proposals 
9.9.3. Recommendations for Implementation 

9.10. Other Models 

9.10.1. Motor Literacy 
9.10.2. Attitudinal Model 
9.10.3. Self-Construction of Materials 
9.10.4. Health Education 
9.10.5. Hybridizing Models 

Module 10. Methodologies, Methods, Tools, and Teaching Strategies that Promote Neurophysical Education 

10.1. Flipped Classroom or Inverted Classroom 

10.1.1. Description 
10.1.2. Practical Proposals 
10.1.3. Recommendations for Implementation 

10.2. Problem-Based and Challenge-Based Learning 

10.2.1. Description 
10.2.2. Practical Proposals 
10.2.3. Recommendations for Implementation 

10.3. Project-Based Learning 

10.3.1. Description 
10.3.2. Practical Proposals 
10.3.3. Recommendations for Implementation 

10.4. Case Method and Service-Learning 
10.5. Learning Environments 

10.5.1. Description 
10.5.2. Practical Proposals 
10.5.3. Recommendations for Implementation 

10.6. Motor Creativity or Corporal Synectics 

10.6.1. Description 
10.6.2. Practical Proposals 
10.6.3. Recommendations for Implementation 

10.7. Game-Based Learning 

10.7.1. Description 
10.7.2. Practical Proposals 
10.7.3. Recommendations for Implementation 

10.8. Ludification or Gamification 

10.8.1. Description 
10.8.2. Practical Proposals 
10.8.3. Recommendations for Implementation 

10.9. Other Methods, Tools and Didactic Strategies Conducive to Physical Neuroeducation 

10.9.1. Case Method 
10.9.2. Didactic Contract 
10.9.3. Corner Work 
10.9.4. Aronson's Puzzle 
10.9.5. Interactive Methodology 
10.9.6. Technologies for Learning and Knowledge (TLK) 
10.9.7. Portfolio 

10.10. Methodological Guidelines for the Design of Physical Neuroeducation Programs 

10.10.1. Methodological Guidelines According to Neurophysical Education 
10.10.2. Recommendations for Designing Programs, Teaching Units, and Sessions Based on Neurophysical Education 
10.10.3. Examples of Units and Sessions Based on Neurophysical Education

Ampliarás tus conocimientos y te mantendrás a la vanguardia en las estrategias didácticas más avanzadas para favorecer la Neuroeducación”