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Ergonomic and safety principles in sports class
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:09.07.2024 11:15:49
| Study Course Information | |||||||||
| Course Code: | LSPA_142 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Sports Trainer; Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Kalvis Ciekurs | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Latvian Academy of Sport Education (LASE) | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | LSPA, Brīvības gatve 333, Riga, LV-1006 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 3 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 6 | ||||
| Classes (count) | 15 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 30 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Study courses mastered: Teacher’s Professional Skills, Teaching and Learning in the Context of Diversity, Educational Psychology for Teachers, Management of Educational Institution, Civil Protection, State Security and Environmental Protection for Sustainable Development, Human Anatomy, Pedagogical Foundations in Adapted Physical Activities, Student-Centred Approach in Adapted Physical Activities, Assessment Methods in Adapted Physical Activities, Content of Adapted Physical Activity Programmes and/or Adapted Physical Activities for Students with Mental Development Disorders, APA for Students with Sensory Development Disorders, APA for Students with Behavioural, Learning Disorders and Autism. | ||||||||
| Objective: | To plan such experience of inclusive sports education studies, which promotes respectful attitude towards students’ individual educational needs and prepares the professional and technical study environment for the achievement of individual educational objectives. To provide basic knowledge of the selection of sport equipment and accessories for a student with SENs. To provide knowledge of motion ergonomics. To provide knowledge of the layout of facilities and equipment adjustments. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Selection of sport equipment and accessories for a student with SENs. | Lectures | 3.00 | auditorium | |||||
| Classes | 3.00 | auditorium | |||||||
| 2 | Motion ergonomics. | Classes | 6.00 | auditorium | |||||
| 3 | Rules for sports games, layout of facilities and equipment adjustments. | Classes | 6.00 | other | |||||
| Assessment | |||||||||
| Unaided Work: | To prepare for seminars and test work on topics: 1. Selection of sport equipment and accessories for a student with SENs. 2. Motion ergonomics. 3. Rules for sports games, layout of facilities and equipment adjustments. Prepare for the final examination. | ||||||||
| Assessment Criteria: | As part of the course, an examination on 3 blocks of topics is written to assess knowledge, skills and competences. 1. Selection of sport equipment and accessories for a student with SENs. 2. Motion ergonomics. 3. Rules for sports games, layout of facilities and equipment adjustments All examinations of the study course must be successfully passed at the end of the study course. Skills are assessed through practical group work. Independent performance of practical work – preparation of theoretical justification, collection and compilation of data, their interpretation and drawing up of conclusions corresponding to the data obtained regarding ergonomic and safety principles in a sports lesson. Competences are assessed on the basis of the conclusions drawn from the practical work: interpretation of results, comparison with literature data. The final assessment of the study course is determined by the average assessment of the test work during the semester 70%, presentation 10% and answers during the examination 20%. For a student to be permitted to pass the test, he/she must have successfully written all three of the intended test works. In practical work, students are required to fulfil in their work requirements individually. Conclusions should be drawn on compliance of the results obtained with the work criteria, and they should be interpreted. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. To demonstrate knowledge of the selection of sport equipment and accessories for a student with SENs. 2. Understands: movement ergonomics for students with different SENs. 3. Demonstrates knowledge of the rules of sports games, the layout of facilities and equipment adjustments for the involvement of students with SENs in sports education. | ||||||||
| Skills: | 4. Using theoretical basics learned in the teaching strategies in adapted physical activities, demonstrates the skills to adapt sport equipment and accessories to a student with SENs. 5. Able to use appropriate rules for sports games, layout of facilities and equipment adjustments for the educational needs of students with SENs in a sports and health class. | ||||||||
| Competencies: | 6. Able to skilfully analyse the results obtained. 7. To use correct, tailored equipment designed to promote inclusive sports education. To use adapted rules for sports games, teaching methods, and layout of facilities (current environment) to encourage students to engage in physical activities, sports, and health classes. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Sherrill, C. (2004). Adapted physical activity, recreation, and sport. 6th ed. New York, NY: McGraw Hill. | ||||||||
| 2 | Winnick, J. P. & Porretta, D. (Eds.). (2017). Adapted physical education and sport. 6th ed. Champaign, IL: Human Kinetics. | ||||||||
| 3 | Block, M. E. (2016). Including students with disabilities in physical education. New York: McGraw Hill. | ||||||||
| Additional Reading | |||||||||
| 1 | Lieberman, L. J. (2007). Paraeducators in physical education: A training guide to roles and responsibilities. Reston, VA: American Association of Physical Activity and Recreation (AAPAR). | ||||||||
| Other Information Sources | |||||||||
| 1 | Scheuer, C., & Thill, J.L. (2015) Ethics and Values in Physical Education. Physical Education and Sport for Democracy and Human Rights (SPORT), EPAS, EC. | ||||||||
