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Pedagogical Foundations in Adapted Physical Activities
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:27.06.2024 09:58:16
| Study Course Information | |||||||||
| Course Code: | LSPA_148 | 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: | Irēna Dravniece | ||||||||
| 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) | 14 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 28 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General secondary education. | ||||||||
| Objective: | To provide basic knowledge on historical aspects of adapted physical activity (APA). To provide knowledge on special education in Latvia. To teach the content of scientific theories and theoretical scientific models of APA. To provide knowledge on professional competence in APA. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Historical aspects of adapted physical activity (APA). | Lectures | 2.00 | auditorium | |||||
| 2 | Description of special education in Latvia. | Lectures | 2.00 | auditorium | |||||
| 3 | Content of scientific theories and theoretical scientific models of APA. | Lectures | 5.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 4 | Professional competence in APA. | Lectures | 5.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | To prepare for seminars on topics: 1. Historical aspects of adapted physical activity (APA). 2. Description of special education in Latvia. 3. Content of scientific theories and theoretical scientific models of APA. 4. Professional competence in APA. 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 the place of APA in special education. Prepare for the final examination. | ||||||||
| Assessment Criteria: | As part of the course, an examination on 4 blocks of topics is written to assess knowledge and competences. 1. Historical aspects of adapted physical activity (APA) 2. Description of special education in Latvia. 3. Content of scientific theories and theoretical scientific models of APA. 4. Professional competence in APA. A presentation on any APA topic must be created. All examinations of the study course must be successfully passed at the end of the study course. Skills are assessed through practical works. 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 the place of APA in special education. 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%. Summative assessment of knowledge and competences in test works. All written test works must be passed. For a student to be permitted to pass the examination, he/she must have successfully written all four 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 standard, and they should be interpreted. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. To demonstrate knowledge of the principles and strategies for adapting the content of the curriculum and the curriculum. Special educational needs (various functional capacity, mobility, cognitive, social, behavioural, communication needs). Demonstrates knowledge of the awareness and attitudes of students, teachers and other members of the interdisciplinary education team regarding the involvement of students with SENs in sport and health education. | ||||||||
| Skills: | 2. To assess the suitability of the curriculum for individual needs and abilities. 3. Able to use appropriate assessment methods to determine the students’ functional capacity and be able to carry out an assessment for students corresponding to their potential and performance. To develop an individual education plan (IEP) for PE. | ||||||||
| Competencies: | 4. Able to skilfully analyse the results obtained: to plan inclusive sports and health classes to provide appropriate and safe learning methods for all students. 5. To plan appropriate behaviour management strategies, plan motivational strategies for motivating students to participate in physical activities, to apply appropriate communication strategies. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Sherrill, C. (2004). Adapted physical activity, recreation, and sport. 6th ed. New York: 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 | Henderson, H., Lavay B., & French, R. (2016). Positive behavioral approaches in physicaleducation. 2nd ed. Champaign, IL: Human Kinetics. | ||||||||
| 2 | Reid G. (2015). The International Federation of Adapted Physical Activity: historical perspectives. Part 1, Palaestra, Vol. 29, 4, p. 9-16. | ||||||||
| 3 | Reid G. (2016). The International Federation of Adapted Physical Activity: Historical perspectives Part 2, Palaestra, Vol. 30, 1, p. 7-12. | ||||||||
| 4 | McGinnis, P. (2013). Biomechanics of sport and exercise. Champaign, IL: Human Kinetics. | ||||||||
| Other Information Sources | |||||||||
| 1 | Horvat, M., Kelly, L., Block, M., & Croce, R. (2018). Developmental and Adapted. Physical Activity Assessment. 2nd ed. With Web Resource, Human Kinetics | ||||||||
