.
Healthy Lifestyle: Content and Methodology
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:18.06.2024 11:35:22
| Study Course Information | |||||||||
| Course Code: | LSPA_212 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.67 | ECTS: | 4.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Sports Trainer; Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Zinta Galeja | ||||||||
| 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) | 9 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 18 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 26 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 5 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 10 | ||||
| Total Contact Hours | 22 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 9 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 18 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 26 | ||||||||
| Part-Time - Semester No.2 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 5 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 10 | ||||
| Total Contact Hours | 22 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Study courses mastered: Educational Psychology for Teachers, Teacher’s Professional Skills, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Management of Educational Institution, Theory of Sport, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Biomechanics and Ergonomics, General and Physical Activity Biochemistry, Qualitative Research in Sport and Health Education, Quantitative Research in Sport and Health Education, Nutrition, 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 Gymnastics, Rhythmics and Rhythmic Combinations, History of Sport, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, Project Development, Health Education and Health Promotion, Psychology of Physical Activities, 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 master the matters of health education content and the training methodology appropriate to the content for the implementation of the health component in elementary and basic school. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Study content in the field of Health, Physical Activity, Safety. Study environment. Ethical principles in the study process. | Lectures | 1.00 | auditorium | |||||
| 2 | Overview of study methods: classification of study methods according to basic didactic tasks, organisation of cognitive activity, type of joint activity of pupils and the teacher. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Choice of study methods and techniques in pre-school, primary, basic and secondary school, in accordance with the peculiarities of age, learning objectives, tasks and learning outcomes. | Lectures | 1.00 | auditorium | |||||
| 4 | Advantages and disadvantages of different methods in the context of health education. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 5 | Key skills to be learnt in health education (evaluative thinking, decision-making, resistance to psychological pressure from others, understanding and managing personal emotions, communication and cooperation, etc.). Progressiveness of development of skills. Study methods for developing skills. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 6 | Formation of competences. SOLO taxonomy. Comparison with other (Bloom’s, etc.) taxonomies. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 7 | Healthy lifestyle (physical activity, nutrition, personal hygiene). | Lectures | 2.00 | auditorium | |||||
| 8 | Study methods for learning knowledge (remember and present information), developing skills (ability to do) and competences (using knowledge and skills depending on the context) by learning the section Healthy Lifestyle. | Classes | 1.00 | auditorium | |||||
| 9 | Growth and development. Content and study methods for learning the section Growth and Development. | Lectures | 2.00 | auditorium | |||||
| 10 | Mental health. Role of mental health in decision-making and the implementation of health behaviour. Content and study methods for learning the section Mental Health. | Lectures | 1.00 | auditorium | |||||
| Classes | 3.00 | auditorium | |||||||
| 11 | Personal safety. Protecting oneself from infection and non-infectious diseases. Content and study methods for learning the section Personal Safety. | Lectures | 1.00 | auditorium | |||||
| 12 | Scientific research by pupils. Assessment of the result (criteria, assessment levels). Proportioning physical load. Possible consequences of insufficient and excessive physical activity. Risk of overtraining and addiction. Assessment of personal practice | Lectures | 2.00 | auditorium | |||||
| 13 | Analysis and use of ability to work and health indicators in choosing and planning physical activity. Offering alternatives. Decision-making strategies. Individual or group work in obtaining information on ability to work and health indicators, their analysis and use to adapt physical activity to the needs of maintaining health. | Classes | 1.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Study content in the field of Health, Physical Activity, Safety. Study environment. Ethical principles in the study process. | Lectures | 1.00 | auditorium | |||||
| 2 | Overview of study methods: classification of study methods according to basic didactic tasks, organisation of cognitive activity, type of joint activity of pupils and the teacher. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Choice of study methods and techniques in pre-school, primary, basic and secondary school, in accordance with the peculiarities of age, learning objectives, tasks and learning outcomes. | Lectures | 1.00 | auditorium | |||||
| 4 | Advantages and disadvantages of different methods in the context of health education. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 5 | Key skills to be learnt in health education (evaluative thinking, decision-making, resistance to psychological pressure from others, understanding and managing personal emotions, communication and cooperation, etc.). Progressiveness of development of skills. Study methods for developing skills. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 6 | Formation of competences. SOLO taxonomy. Comparison with other (Bloom’s, etc.) taxonomies. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 7 | Healthy lifestyle (physical activity, nutrition, personal hygiene). | Lectures | 2.00 | auditorium | |||||
| 8 | Study methods for learning knowledge (remember and present information), developing skills (ability to do) and competences (using knowledge and skills depending on the context) by learning the section Healthy Lifestyle. | Classes | 1.00 | auditorium | |||||
| 9 | Growth and development. Content and study methods for learning the section Growth and Development. | Lectures | 2.00 | auditorium | |||||
| 10 | Mental health. Role of mental health in decision-making and the implementation of health behaviour. Content and study methods for learning the section Mental Health. | Lectures | 1.00 | auditorium | |||||
| Classes | 3.00 | auditorium | |||||||
| 11 | Personal safety. Protecting oneself from infection and non-infectious diseases. Content and study methods for learning the section Personal Safety. | Lectures | 1.00 | auditorium | |||||
| 12 | Scientific research by pupils. Assessment of the result (criteria, assessment levels). Proportioning physical load. Possible consequences of insufficient and excessive physical activity. Risk of overtraining and addiction. Assessment of personal practice | Lectures | 2.00 | auditorium | |||||
| 13 | Analysis and use of ability to work and health indicators in choosing and planning physical activity. Offering alternatives. Decision-making strategies. Individual or group work in obtaining information on ability to work and health indicators, their analysis and use to adapt physical activity to the needs of maintaining health. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | During studies, students, using lecture materials and various other sources of information, perform independent work: 1. Prepares for the seminar on skills in the context of health preservation. 2. Prepares for the seminar on addiction to substances and processes, risk factors, development and prevention. 3. Prepares for the seminar Mental Health. Role of mental health in decision-making and the implementation of health behaviour. 4. Prepares to present a lesson plan, study methods, and assessment tasks on a selected topic. 5. Prepares for practical work on pressing topics. 6. Creates a work portfolio. The work portfolio includes seminar materials, developed work with corrections and additions in accordance with the instructions of the teaching staff. | ||||||||
| Assessment Criteria: | The final assessment of the study course is formed by summing up different tests during the course. 1. Seminar. Impact of environmental, lifestyle and health services on the physical and mental health of the individual and society: critical analysis of sources of information and experience. Each student prepares a presentation on a single seminar plan question, using different scientists’ insights. Participates in the discussion of other questions with facts or reasoned arguments – 10%. 2. Study. Conformity of the school environment to the implementation of healthy lifestyle – 10%. Part of the study is used during the creative seminar to develop proposals to improve the situation. 3. Independent work. Possible consequences of insufficient and excessive physical activity. Risk of overtraining and addiction. Assessment of personal practice. The work is submitted in the e-environment – 10%. Part of the work is presented during a contact hour. Presentation at a seminar – 5%. 4. Independent work. Role plays or simulations of situations close to real life. Role play or simulation in emotion management and/or stress management. The developed simulation is demonstrated at a seminar – 10%. 5. Independent work. Use and improvement of digital skills for evaluating the supply of sports nutrition and nutritional supplements for internet stores. The work is submitted to the e-environment – 10%. The main results of the work are presented at a seminar. Presentation – 5%. 6. Independent work. Research of peer physical activity and eating habits. Comparison with studies published by the Centre for Disease Prevention and Control (hereinafter referred to as CDPC) in Latvia. The results are presented at a seminar – 30%. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Knows the facts, understands theories and patterns in all health module topics. 2. Knows learning strategies, methods and techniques and uses the principles of research and methodological work. 3. Explains the importance of respecting the principles of confidentiality and privacy in the study process. 4. Understands the ways in which learning performance is assessed and the criteria for determining it. | ||||||||
| Skills: | 5. Adapts the study methods to the study content, the age of the students and the skills acquired. 6. Builds a supportive study environment, respecting the principles of confidentiality and privacy. 7. Organises situations close to real life in the study process. 8. Chooses appropriate methods for assessing learning achievements. | ||||||||
| Competencies: | 9. Uses fact-based, theoretical knowledge and knowledge of patterns in an integrated way, purposefully and critically selects and uses different methods, technologies and teaching methodological materials in the study process for the needs of students and according to the learning outcomes for the implementation of the appropriate study process. 10. Organises a study environment appropriate for the objective and tasks of studies. Creates integrated study content design in accordance with the learning outcomes in the field. 11. Able to justify the role of formative and summative assessment in achieving the objective and outcome of studies. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | 1. Mācīšanās lietpratībai (2018). Kolektīvā monogrāfija. LU Akadēmiskais apgāds, 263. lpp. | ||||||||
| 2 | 2. Ministru kabineta noteikumi Nr. 747. Rīgā 2018. gada 27. novembrī (prot. Nr. 56 38.§) Noteikumi par valsts pamatizglītības standartu un pamatizglītības programmu paraugiem. | ||||||||
| Additional Reading | |||||||||
| 1 | 1. Fadels, Č.,Bialika, M., & Trilings, B. (2015) Četru dimensiju izglītība. Izglītības uzņēmums “Lielvārds”, 112.lpp | ||||||||
| 2 | 2. Matisāne, L., & Romanovska, G. (2013).Veselības izglītība vispārējā vidējā un profesionālajā izglītībā. Metodisks materiāls Elektronisks izdevums. VISC, 168.lpp. | ||||||||
| 3 | 3. Rubana, I., M. (2004). Mācīties darot. R:Raka, 262 lpp. | ||||||||
| 4 | 4. Teaching Strategies for Health Educators. | ||||||||
| 5 | 5. WHO. Health education: theoretical concepts, effective strategies and core competencies. | ||||||||
| Other Information Sources | |||||||||
| 1 | 1. Appropriate Practices in School-Based Health Education. | ||||||||
| 2 | 2. Education for Health. Teaching and Learning Strategy for 2020. | ||||||||
| 3 | 3. Health Education Journal. | ||||||||
