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Assessment Methods in Adapted Physical Activities
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:09.07.2024 11:38:19
| Study Course Information | |||||||||
| Course Code: | LSPA_150 | 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: | Inta Bula-Biteniece | ||||||||
| 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) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 12 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 24 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General secondary education. | ||||||||
| Objective: | To provide knowledge on assessment objectives in APA. To teach assessment methods that are based on chronological age norms, criteria and performance. To provide knowledge on the interdisciplinary approach in assessment. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Assessment objectives in APA. Assessment methods. | Lectures | 2.00 | auditorium | |||||
| 2 | Normative tests. Criteria-based tests. | Classes | 2.00 | auditorium | |||||
| 3 | Performance-based tests. | Lectures | 2.00 | auditorium | |||||
| Classes | 5.00 | auditorium | |||||||
| 4 | Interdisciplinary approach in assessment. | Lectures | 2.00 | auditorium | |||||
| Classes | 5.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | To prepare for seminars and test work on topics: 1. Assessment objectives in APA. 2. Assessment methods. 3. Normative tests. 4. Criteria-based tests. 5. Performance-based tests. 6. Interdisciplinary approach in assessment. To prepare for the exam – Assessment Methods in Adapted Physical Activities. 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. | ||||||||
| Assessment Criteria: | Knowledge, skills and competences of students are assessed in six test works. Skills and competences of students are assessed in three l practical works – Normative tests. Criteria-based tests. Performance-based tests. Students master skills: to prepare a theoretical justification of practical work, to measure individually and collectively objective signs of functional limitations relating to movement games, to compare to literature data, to explain the causes of deviations from the norm and differences in measurements. At the end of the study course, a differentiated assessment is provided based on the sum of points obtained without an additional examination. To get a positive assessment for the study course, the total points should sum up to at least 4. Summative assessment of knowledge and competences in test works. All written test works must be passed. If a student is absent or does not pass a test work, the test work must be retaken and passed. For a student to have a successful final assessment, he/she must have successfully written all six of the intended test works. In laboratory work, students should fill the measurement protocol 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 comprehensive and sport-specific knowledge of basic and specialised facts, theories, patterns of special educational needs of students with regard to adapted sport education (ASE) (for example, to obtain information from family members using appropriate assessment tools), movement potential, physical capacity, methods for assessing physical load intensity; principles for the development of physical characteristics and assessment of the dynamics of movement skills; physical performance characteristics of the body in students with SENs under different external environmental conditions. | ||||||||
| Skills: | 2. Application of different assessment approaches (holistic, normative, criteria and other assessment approaches), use of these skills in sports and health classes; to take responsibility and initiative through study and practical work, individually, in a team or collectively, by developing practical work. To determine the current level of capacity of students with SENs; to assess the level of adaptation for APA; to assess the level of support for APA; to assess the goals of individual achievements in the long and short term. | ||||||||
| Competencies: | 3. To determine indicators of mobility and physical capacity and compare them with criteria, norms; to assess the level of severity of functional limitations of the student with SENs; to use knowledge of anatomy and physiology in practice – by creating lesson abstracts for APA for school sports and health classes, etc. | ||||||||
| 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 | ||||||||
