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A Child-Centered Approach in Adapted Physical Activities
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:27.06.2024 10:13:24
| Study Course Information | |||||||||
| Course Code: | LSPA_153 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Pedagogy; Sports Trainer | ||||||
| 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) | 10 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 20 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General secondary education. | ||||||||
| Objective: | To provide basic knowledge about the purpose of physical activities, holistic approach theories in adapted physical activity, inclusion/support levels (LRE), planning and formulating objectives/tasks in APA. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Purpose of physical activity for students with SENs. | Lectures | 3.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Holistic approach theories in adapted physical activities. | Classes | 5.00 | auditorium | |||||
| 3 | Inclusion/support levels (LRE). | Lectures | 2.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 4 | Planning and formulation of goals/tasks in APA. | Lectures | 5.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | To prepare for seminars and test work on topics: 1. Purpose of physical activity for students with SENs. 2. Holistic approach theories in adapted physical activities. Independent performance of practical work: 1. Inclusion/support levels (LRE). 2. Planning and formulation of goals/tasks in APA. To prepare for the examination. | ||||||||
| Assessment Criteria: | Knowledge, skills and competences of students are assessed in two test works: 1. Purpose of physical activity for students with SENs. 2. Holistic approach theories in adapted physical activities. And in two practical works: 1. Inclusion/support levels (LRE). 2. Planning and formulation of goals, tasks in APA. Theoretical justification of practical work, to measure individually and collectively inclusion/support levels (LRE), and on planning and formulation of goals/tasks in APA, compared to literature data, to explain the differences between different case analyses. 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 practical work, students are required to fulfil in their work individually in accordance with the criteria. Conclusions should be drawn on the results obtained, 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 the holistic approach in education for theories in adapted physical activities. Assessment of academic performance of students with SENs on the basis of the objectives of their individual education plan (IEP); about the appropriate tools for assessing the education goals to assess students’ progress on the basis of their IEP. | ||||||||
| Skills: | 2. To use an individually appropriate assessment in accordance with the IEP. To assess the suitability of the adapted curriculum to students with SENs. 3. To use the assessment of the suitability of the curriculum for individual needs and abilities. Effectiveness of the teaching and support strategies used. | ||||||||
| Competencies: | 4. To assess the principles of individual suitability of the teaching strategies used in APA. To assess the suitability of support strategies used. To use knowledge of the content of APA in practical activity – by drawing up APA lesson abstracts for school’s sports and health classes. | ||||||||
| 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 | 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 | Horvat, M., L., Block, M., & Croce, R. (2018). Developmental and Adapted Physical Activity Assessment. 2nd ed. With Web Resource, Human Kinetics | ||||||||
