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Pedagogical Placement of a Specialist in Adapted Physical Activities
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:13.06.2024 09:35:11
| Study Course Information | |||||||||
| Course Code: | LSPA_161 | LQF level: | Level 5 | ||||||
| Credit Points: | 16.00 | ECTS: | 24.00 | ||||||
| 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) | Lecture Length (academic hours) | Total Contact Hours of Lectures | 0 | ||||||
| Classes (count) | Class Length (academic hours) | Total Contact Hours of Classes | 0 | ||||||
| Total Contact Hours | 0 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | All general education study courses, industry and profession specific study courses, compulsory industry-specific study courses and elective industry-specific courses. | ||||||||
| Objective: | To promote the education of a qualified and creative APA teacher by promoting a link between theoretical knowledge and practical activity, fostering the development of professional competence. To enable the future APA teacher to develop competences for professional activities, skills and ability to work with students with special needs. To promote innovative forms of education and upbringing by implementing transversal skills, health and securability in the pedagogical process of civic education. | ||||||||
| Assessment | |||||||||
| Unaided Work: | Independent learning and criteria: 1) presentation of the speech for 1 September and performance. 2) 3 articles about educational problems in the public space. 3) 3 publicly attended events (theatrical performance, exhibition, sporting event). 4) Set of physical activities (8 exercises) created according to Gardner, to foster diverse skills. Physical activity purpose, audience, description, graphic drawing. 5) My bookshelf + abstract. Indicate for the books – author, title, publishing house, issuing year, number of pages. Catalogue of literature in alphabetical order. Defence of placement. | ||||||||
| Assessment Criteria: | Assessment of independent learning: 1 p. – Entries have been made formally; 2 p. – Entries have been made according to the attached sample without a personal view; 3 p. – Entries have been made, analysed and conclusions have been drawn. Observation part (2 weeks): 6) Abstract of what was seen and heard in the institution. 7) Observation of a sports and health lesson. 8) Summary of every day. 9) Board game “Teacher who is more dangerous than a computer”. 10) Code of ethics for teachers. 11) Pre-placement vision. 12) Description of physical activity. Test lessons, Story-driven obstacle courses, Leading a story-driven lesson, pedagogical skills: 1 p.: - Lesson tasks, content, methods and leading only partially correspond to the age, preparedness of pupils and requirements of the special basic education programme. - The lesson place has been partially prepared. - Student’s safety during the lesson has not always been considered. - There are terminological errors in the lesson plan. - The choice of lesson tools (exercises) is not diverse. - Parts of the lesson have not been proportionally planned. - Transitioning to other tasks is not always rational. - The teacher feels insecure in contact with pupils. 2 p.: - Lesson tasks, content, methods and leading almost correspond to the age, preparedness of the pupil and requirements of the special basic education programme. - The lesson place has been partially prepared. - The teacher has tried to consider safety of pupils during the lesson. - There are still terminological errors in the lesson plan. - The choice of lesson tools (exercises) is becoming more diverse. - The teacher tries to plan time for all parts of the lesson. - Transitioning to other tasks is becoming more rational. - The teacher feels secure in contact with pupils. - The teacher’s professional language and posture are improving. 3 p.: - Lesson tasks, content, methods and leading fully correspond to the age, preparedness of the pupil and requirements of the standard. - The lesson place and tools have been prepared. - Pupils’ safety is fully considered during the lesson. - There are still some terminological errors in the lesson plan. - The choice of lesson tools (exercises) is sufficiently diverse. - The teacher manages to rationally plan time in all parts of the lesson. - Transitioning to other tasks is rational. - The teacher’s professional language, posture and lesson leading style almost meet the requirements of the teacher’s profession standard. 4 p.: - Lesson tasks, content, methods and leading fully correspond to the age, preparedness of the pupil and requirements of the special basic education programme. - The place for the lesson has been prepared, tools are diverse. - The students know, understand and respect safety during the lesson. - There are almost no terminological errors in the lesson plan. - Diverse lesson tools (exercises) have been selected in all parts of the lesson, during the entire lesson. - The lesson time has been used rationally, musical accompaniment has been used. - The performance of transitioning tasks is fully rational, with one type of setting serving as the starting point for starting another task. - The teacher’s preparation for the lesson, professional language, posture and lesson leading style are in line with the basic principles of humane pedagogy. 5 p.: - All criteria that meet 4 points have been included, and innovative solutions are applied for each part of the lesson. | ||||||||
| Final Examination (Full-Time): | Defence (Placement) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Understands the mission of the teacher’s profession. 2. Formulates open, cognition-oriented questions in personal experience in situations related to sports education. 3. Compares, interprets, evaluates, combines and groups simple information according to the given criteria. Looks for verified facts, checks them. 4. Independently sets a number of learning goals and plans his or her practical activity to implement them, both alone and in a group. | ||||||||
| Skills: | 5. Acquires observation skills and technology to guide the learning process in sports and health classes. 6. Identifies and defines differences in different types of educational institutions in sports education. 7. Analyses and discusses different types of study institutions and the activities of sports and health teachers. 8. Plans and implements practically meaningful sports and health classes in line with the regulatory framework for APA. 9. Builds a physically and emotionally safe developing and inclusive environment. 10. Offers various tasks in APA sports and health classes in line with students’ fitness and health. 11. Encourages students to think and give them opportunity to plan, monitor and assess their learning process to the extent possible. | ||||||||
| Competencies: | 12. Defines the limits for learning of movements, provides effective feedback individually to each student. Creates performance parameters and criteria for each student individually. 13. Develops personal professional skills and competences by working with colleagues and the administration to support students’ learning. | ||||||||
| 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 | ||||||||
