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Psychology of Physical Activities
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:18.06.2024 09:08:13
| Study Course Information | |||||||||
| Course Code: | LSPA_204 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Sports Trainer; Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Žermēna Vazne | ||||||||
| 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) | 12 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 24 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 36 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 12 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 24 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Study courses mastered: Educational Psychology for Teachers, Teacher’s Professional Skills, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Qualitative Research in Sport and Health Education, Quantitative Research in Sport and Health Education, Pre-School Sport Paedagogy, General and Age-Specific Physiology, Physiology of Physical Activities, Human Anatomy and Dynamic Anatomy, Environmental Health, Health Promoting Physical Activities, Foundations and Methodology of Basketball, Foundations and Methodology of Volleyball, Foundations and Methodology of Football, Foundations and Methodology of Floorball, Foundations and Methodology of Handball, Foundations and Methodology of Badminton and Frisbee, Foundations and Methodology of Skiing, Foundations and Methodology of Track and Field Exercises, Foundations and Methodology of Swimming, Outdoor and Adventure Activities I, II, III, Foundations and Methodology of Self-Defence, Foundations and Methodology of Track and Field, Rhythmics and Rhythmic Combinations, History of Sport, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, Project Development, Health Education and Health Promotion, School Sport Paedagogy, Leading Class Work, Single Player Movement Games and Physical Activities, Sport Medicine, Professional Communication and Terminology I (English, German, Russian), Professional Communication and Terminology II (English, German, Russian), Professional Ethics, Teacher’s Placement I, II, III. | ||||||||
| Objective: | To promote the mastering of theoretical and practical matters of psychology of physical activity (hereinafter referred to as PA) and healthy lifestyle for the promotion of professional competences of a sports teacher, to develop the skill to analyse and evaluate modern education technologies; ability to analyse and evaluate the problems of psychology of scientific and practical physical activity in education. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Modern pedagogical and psychological theories in conjunction with physical activity. Introduction to psychology of physical activity and healthy lifestyle. | Lectures | 2.00 | auditorium | |||||
| 2 | Pedagogical and psychological justification of scientific studies of physical activity in the multicultural environment. Psychological justification of physical activity and healthy lifestyle. PA and quality of life. PA and personality. | Lectures | 2.00 | auditorium | |||||
| 3 | Stress and health. Conceptual model of stress. Stress management technologies that provide physiological and psychological effects. Understanding physical trauma and crisis, methods of psychological management thereof. Interaction between teachers and pupils in the multicultural environment. Professional burn-out and prevention thereof. | Lectures | 2.00 | auditorium | |||||
| 4 | PA and motivation. Behavioural models and motivation strategies that promote the inclusion into PA. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 5 | Understanding the PA, trauma and crisis and psychological management thereof. | Lectures | 2.00 | auditorium | |||||
| 6 | Physical activities and psychological triad. Sense of self and body perception. Psychological justification of eating disorders and their relationship to stress. Addictions to physical activities. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 7 | Age and gender of PA. Psychology of physical activity of PA for children and young people. Psychology of physical activity of PA for adults. Psychological aspects of gerontology. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 8 | Formation of a collective and psychology of recreational activities. Models of group and class unity. Psychological effect of recreational activities. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 9 | Presentation and discussion of the content of three scientific studies in psychology of physical activity. | Classes | 2.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Modern pedagogical and psychological theories in conjunction with physical activity. Introduction to psychology of physical activity and healthy lifestyle. | Lectures | 2.00 | auditorium | |||||
| 2 | Pedagogical and psychological justification of scientific studies of physical activity in the multicultural environment. Psychological justification of physical activity and healthy lifestyle. PA and quality of life. PA and personality. | Lectures | 2.00 | auditorium | |||||
| 3 | Stress and health. Conceptual model of stress. Stress management technologies that provide physiological and psychological effects. Understanding physical trauma and crisis, methods of psychological management thereof. Interaction between teachers and pupils in the multicultural environment. Professional burn-out and prevention thereof. | Lectures | 2.00 | auditorium | |||||
| 4 | PA and motivation. Behavioural models and motivation strategies that promote the inclusion into PA. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 5 | Understanding the PA, trauma and crisis and psychological management thereof. | Lectures | 2.00 | auditorium | |||||
| 6 | Physical activities and psychological triad. Sense of self and body perception. Psychological justification of eating disorders and their relationship to stress. Addictions to physical activities. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 7 | Age and gender of PA. Psychology of physical activity of PA for children and young people. Psychology of physical activity of PA for adults. Psychological aspects of gerontology. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 8 | Formation of a collective and psychology of recreational activities. Models of group and class unity. Psychological effect of recreational activities. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 9 | Presentation and discussion of the content of three scientific studies in psychology of physical activity. | Classes | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Student presentations with reviews of books (6 hours). 2. Student presentations of selected topics of pedagogical psychology (6 hours). | ||||||||
| Assessment Criteria: | Preparation of presentations on the content of three scientific studies in psychology of physical activity. Physical activity and healthy lifestyle content (content summary). Examination. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | A indicators and quality of life indicators of children, adolescents, young people. Relationship between pedagogical and psychological theories of PA and healthy lifestyle, analysing the latest research into PA psychology. Psychology of physical activity of PA for children and young people as a topical issue in the field of education. Psychology of physical activity of PA for adults as a topical issue in the field of educationPsychological aspects of gerontology as topical issues in the field of education. Categorises motivation and motives for involvement in PA in the long term and their intensification methods in the context of the multicultural environment, PA and behaviour patterns. Reflexively and critically assesses personal knowledge, skills and motivation about the PA motivation and motives, their intensification methods in the context of the multicultural environment and behaviour patterns. | ||||||||
| Skills: | Understands psychological techniques of group management for building a team, psychological justification of recreative PA (cohesion of group and class; psychological justification of recreational activities). Able to develop the student’s and personal social and emotional competences understanding the content of their indicators in the context of PA psychology. Plans, selects the PA psychology study methods according to the individual development needs of the student and the learning outcomes to be achieved. Adapts the content and aids of PA psychology studies to the individual learning needs and objectives of the student. Able to apply skills (ability to use knowledge) to the use of time planning tasks and stress management. Compares and critically evaluates the basic considerations of stress management in today’s multicultural environment. Demonstrates the skill of analysing the PA understanding of the concept of PA as a whole and factors affecting health (psychological triage: self-esteem; body perception; eating disorders and overcoming them). Able to analyse individual risk factors and basics of ergonomics (dependence on PA). Able to use class or group interaction diagnostic toolkits. Able to predict, preventively identify and offer solutions to conflict situations or disadvantaged groups. | ||||||||
| Competencies: | Able to appropriately address conflict situations by identifying the risks of behaviour, contact and violence in students. Assesses and able to identify the foundations of professional burnout syndrome (identifies, classifies, interprets the content of professional burnout scales) in the professional work of teachers. Determines the mental tensions in teacher’s work as the harmful effects of working environment conditions on mental health. Assesses the difficulties of inclusion of children in PA in the context of behavioural, cognitive and socio-cognitive aspects and makes proposals to address them. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | 1. Razon, S., & Sach, M., L. (2017). Applied Exercise Psychology. Routlege, 458p. | ||||||||
| 2 | 2. Pargman, D., Weinberg, R., & Berger, B. (2006). Foundation of Exercise Psychology, 2nd Edition, 391p. | ||||||||
| Other Information Sources | |||||||||
| 1 | Journal Psychology of Sport and Exercise. Elsever. | ||||||||
