Movement Games and Physical Activity Games

Study Course Description

Course Description Statuss:Approved

Course Description Version:1.00

Study Course Accepted:18.06.2024 14:50:16

Study Course Information
Course Code:		LSPA_217		LQF level:		Level 6
Credit Points:		4.00		ECTS:		6.00
Branch of Science:		Sports Science		Target Audience:		Sports Trainer; Pedagogy
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)		2	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		4
Classes (count)		13	Class Length (academic hours)		2	Total Contact Hours of Classes		26
Total Contact Hours								30
Full-Time - Semester No.2
Lectures (count)		2	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		4
Classes (count)		19	Class Length (academic hours)		2	Total Contact Hours of Classes		38
Total Contact Hours								42
Part-Time - Semester No.1
Lectures (count)		2	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		4
Classes (count)		13	Class Length (academic hours)		2	Total Contact Hours of Classes		26
Total Contact Hours								30
Part-Time - Semester No.2
Lectures (count)		2	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		4
Classes (count)		19	Class Length (academic hours)		2	Total Contact Hours of Classes		38
Total Contact Hours								42
Study course description
Preliminary Knowledge:
Study courses mastered: Educational Psychology for Teachers, Teacher’s Professional Skills, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Theory of Sport, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Biomechanics and Ergonomics, General and Physical Activity Biochemistry, 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 Track and Field Exercises, Foundations and Methodology of Swimming, Outdoor and Adventure Activities I, II, III, Foundations and Methodology of Gymnastics, Rhythmics and Rhythmic Combinations, History of Sport, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, Project Development, 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.
Objective:
To promote the development of the professional competence of students in the organisation and management of teaching and learning of single player movement games and physical activities, taking into account the individual possibilities of students and conformity with the learning outcome to be achieved, as well as to enable students to acquire theoretical knowledge and practical skills in modelling variants of single player movement games and physical activities with simplified or changed rules and load regulation, organisation of events for students with simplified or changed rules.
Topic Layout (Full-Time)
No.	Topic			Type of Implementation		Number	Venue
1	Roles of single player movement games and physical activities in sports education of school age children, fostering their physical and mental development.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
2	History, rules of movement games, development trends and latest research in movement game methodology in school sports education.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
3	Didactic, theoretical and methodological basic principles of teaching and learning movement games in pre-school and school.			Classes		2.00	auditorium
4	Choice, modelling, creating variants of movement games in pre-school and school.			Classes		5.00	auditorium
5	Safety measures while conducting movement games and single player games.			Classes		1.00	auditorium
6	Mastering of transversal skills in classes with movement game tasks.			Classes		1.00	auditorium
7	Arranging and conducting school movement game events.			Classes		2.00	auditorium
8	History, rules, trends of single player physical activity games (novuss, tennis, beach tennis, table tennis, crossminton – speed badminton) and recent research into the methodology of single player physical activity games in school sports education.			Lectures		1.00	auditorium
				Classes		2.00	auditorium
9	Didactic, theoretical and methodological basic principles of teaching and learning single player physical activity games.			Lectures		1.00	auditorium
				Classes		4.00	auditorium
10	Mastering and teaching technology of technique and simplest tactical methods of single player games, modelling and creation of variants.			Classes		10.00	auditorium
11	Mastering transversal skills during classes including single player physical activity game mastering and application tasks.			Classes		1.00	auditorium
12	Arranging and conducting school movement single player physical activity game events.			Classes		1.00	auditorium
13	Exam			Classes		1.00	auditorium
Topic Layout (Part-Time)
No.	Topic			Type of Implementation		Number	Venue
1	Roles of single player movement games and physical activities in sports education of school age children, fostering their physical and mental development.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
2	History, rules of movement games, development trends and latest research in movement game methodology in school sports education.			Lectures		1.00	auditorium
				Classes		1.00	auditorium
3	Didactic, theoretical and methodological basic principles of teaching and learning movement games in pre-school and school.			Classes		2.00	auditorium
4	Choice, modelling, creating variants of movement games in pre-school and school.			Classes		5.00	auditorium
5	Safety measures while conducting movement games and single player games.			Classes		1.00	auditorium
6	Mastering of transversal skills in classes with movement game tasks.			Classes		1.00	auditorium
7	Arranging and conducting school movement game events.			Classes		2.00	auditorium
8	History, rules, trends of single player physical activity games (novuss, tennis, beach tennis, table tennis, crossminton – speed badminton) and recent research into the methodology of single player physical activity games in school sports education.			Lectures		1.00	auditorium
				Classes		2.00	auditorium
9	Didactic, theoretical and methodological basic principles of teaching and learning single player physical activity games.			Lectures		1.00	auditorium
				Classes		4.00	auditorium
10	Mastering and teaching technology of technique and simplest tactical methods of single player games, modelling and creation of variants.			Classes		10.00	auditorium
11	Mastering transversal skills during classes including single player physical activity game mastering and application tasks.			Classes		1.00	auditorium
12	Arranging and conducting school movement single player physical activity game events.			Classes		1.00	auditorium
13	Exam			Classes		1.00	auditorium
Assessment
Unaided Work:
1. Preparation for practical leading of 6 movement games according to the specified task: Selected movement game. Movement game in pre-school. Movement game in primary school. Movement game in basic school. Training game in secondary school. Relay. Of the above: introductory and preparatory part, main part, final part of a movement game lesson. Movement games for developing physical characteristics. Movement games for developing skills. Movement games for the formation of general and social skills. Movement games with diverse tools. Musical, rhythm, story-driven games. Compliance with safety rules in movement games, training games and relays. 2. Preparation for the practical leading of modelled movement games and their variants according to a given task, leading analysis (opponency) and assessment. Modelling of modelling of movement games: adaptation to proper circumstances, contingent and individual development needs of students, as well as the tasks and learning outcomes specified in the lesson. Compliance with relay leading conditions. Adjusting the load with different techniques. 3. Development of movement game plans, including as a task: movement games for different age groups; development of physical characteristics for movement game; improvement of movement game skills; formation of general and social skills of movement game; music, rhythm and story-driven games; selection of leader; creation of teams, modelling of movement games. 4. Preparation for conducting a movement game event, development of plan and organisation of event (or creation of a story-driven lesson). Self-assessment, its justification about the developed plan and movement game event. Preparation of a movement game description (memos). 5. Preparation for the theoretical test in movement game methodology. 6. Demonstration of the choice of the range of digital tools to ensure teaching and learning of single player physical activity game technique methods and their critical evaluation according to the competence approach. 7. Technology of teaching single player physical activity game technique methods and simpler tactical methods and teaching them, critical evaluation of study theories according to the competence approach. 8. Mastering basic rules and basic referee signals of single player physical activity games, development of recommendations for the provision of school single player physical activity game events with relaxed or modified rules. 9. Modelling of a lesson, practical presentation of leading single player physical activity game exercises with simplified or modified rules according to a self-designed lesson plan and assessment of learning on the basis of a self-created performance levels of pupils and descriptions for the assessment of transversal skills and self-assessment. Self-assessment of a lesson plan and assessment. Peer assessment of assessment of the lesson plan and performance levels of pupils. 10. Preparing for exam.
Assessment Criteria:
Assessment criteria of learning outcomes: 1. Purposeful activity in seminars and practical classes – 30% 2. Independent work performed by the student when preparing for practical management of study activities and other examinations – 50% 3. Tests of acquired knowledge and skills – 20%
Final Examination (Full-Time):		Exam
Final Examination (Part-Time):		Exam
Learning Outcomes
Knowledge:		1. Origin, history and development of single player movement games and physical activities in Latvia and worldwide. 2. Methodology for teaching techniques and strategies of single player movement games and physical activities with simplified or changed rules (teaching methods, study aids, forms of organisation of sports classes). 3. Formative, summative assessment of children’s performance when learning single-player movement games and physical activities with simplified or changed rules.
Skills:		4. To practically plan, lead exercises for single player movement games and physical activities with simplified or changed rules and assess their learning in accordance with state pre-school education guidelines, the requirements of the state basic education standard and the state secondary education standard in the field of studies. 5. To use rules for players of single player movement games and physical activities, to perform duties of judges and secretary of a training game. 6. To demonstrate skills acquired in an activity for learning single player movement games and physical activities with simplified or changed rules.
Competencies:		7. Ability to plan, lead interdisciplinary and individualised study process in diverse exercise activities of single player movement games and physical activities and assess their learning in accordance with state pre-school education guidelines, the requirements of the state basic education standard and the state secondary education standard in the field of studies. 8. Ability to critically analyse and evaluate the pedagogical aids, methods, techniques and single player movement games and physical activities aids used, their compliance with the abilities of students and education goals in diverse health-promoting exercise activities of single player movement games and physical activities. 9. Ability to take responsibility for classes with exercises of single player movement games and physical activities and safety of single player movement games and physical activity events in school. 10. Ability to establish clear performance and student growth assessment criteria and test methods when learning single player movement games and physical activities with simplified or changed rules. 11. Ability to analyse learning outcomes in learning single player movement games and physical activities with simplified or changed rules and track the pupil’s growth, identify the support measures needed to improve learning performance. 12. Ability to provide feedback in the assessment of both the child and their actions in activities involving single player movement games and physical activities with simplified or changed rules. 13. Able to creatively choose study aids in learning single player movement games and physical activities with simplified or changed rules by integrating health and safety content, as well as other subject areas, transversal skills and values. 14. Able to identify security hazards and risks in different environments and situations during single player movement games, take preventive safety measures, choosing the most appropriate problem-solving strategies.
Bibliography
No.	Reference
Required Reading
1	1. Bula-Biteniece, I, Jansone, R., & Piech, K. (2014). Bērns un sports pirmsskolā. Rīga: RaKa, 179lpp.
2	2. Dravniece, I. (2019). Rotaļas pirmsskolā un skolā. Lekcija. Rīga, LSPA.
3	3. Fernāte, A. (2002). Sporta treniņu teorijas pamati 1., 2. daļa. Rīga, LSPA.
4	4. Jansone, R., & Krauksts, V. (2005). Sporta izglītības didaktika skolā. Rīga, RaKa, 336lpp.
5	5. Jansone, R., Fernāte, A., & Bula-Biteniece, I. (2016). Sporta pedagoģija vakar, šodien, rīt. Kolektīvā monogrāfija, Rīga: RaKa, 567lpp.
6	6. Ķīsis, I. (2002). Sporta treniņa teorija 1.;2. daļa. Rīga, LSPA, 76lpp.
7	7. Ķīsis, I. (2009). Novusa ABC. Rīga, LSPA, 43lpp.
8	8. Ķīsis, I. (2009). Galda tenisa ābece. Rīga, LSPA, 38lpp.
9	9. Antiņa, I., & Mežale, S. (2008). Spēles radošiem pedagogiem. Rīga, Raka 172lpp.
10	10. Dravniece, I. (2018). Latviešu tautas tradicionālās rotaļas, Rīga, LSPA 75lpp.
11	11. Jonikāne, I. (1983). Kustību rotaļas. Metodisks materiāls. Rīga, LVFKI 75lpp.
12	12. Laiviņa, M. (1992). Rotaļas. Rīga, Zvaigzne, 238lpp.
13	13. Lielā Spēļu enciklopēdija (2007). Kušneres red. Rīga, Jumava, 359lpp.
14	14. Lielā spēļu grāmata (2015). Jērinaites red., Rīga, Zvaigzne ABC, 436lpp.
15	15. Liepa, M., & Liepa, A. (1992). Rotaļas. Rīga, Zvaigzne, 183lpp.
16	16. Ošs, J., Rinks, J., & Slavietis, J. (1993). Rotaļnieks. Rīga, Zinātne, 151lpp.
17	17. Visādas spēles (2003). Celmiņas red. Rīga, Zvaigzne ABC, 95lpp.
18	18. 100 spēles un rotaļas (2014). Kartīšu komplekts, Rīga, Zvaigzne ABC, 50katītes.
19	19. Mācīšanās lietpratībai. (2018). Kolektīvā monogrāfija. Zin., red. D. Namsone.
20	20. Noteikumi par valsts pirmsskolas izglītības vadlīnijām un pirmsskolas izglītības programmu paraugiem (2018). Ministru kabineta noteikumi Nr. 716.
21	21. Noteikumi par valsts pamatizglītības standartu un pamatizglītības programmu paraugiem (2018). Ministru kabineta noteikumi Nr. 747.
22	22. Noteikumi par valsts vispārējās vidējās izglītības standartu un vispārējās vidējās izglītības programmu paraugiem (2019). Ministru kabineta noteikumi Nr. 416.
23	23. Sports un veselība 1.–9. klasei. Mācību priekšmeta programmas paraugs. Valsts izglītības satura centrs \| ESF projekts Nr.8.3.1.1/16/I/002 Kompetenču pieeja mācību saturā, 2019, 179 lpp.
Additional Reading
1	1. Sport games in modern school. (2016). Kolektīvā monogrāfija, Rīga, 56p.
2	2. Griffin, L. L. (1997). Teaching sport concepts and skills. A tactical games approach. Champaign, Il, Human Kinetics, 237p.
3	3. Mitchell, S. A. (2013). Teaching sport concepts and skills. Human Kinetics, 660p.
4	4. Arndt, G. (2003-2007). Table tennis triples : a new team sport : theory, equipment, rules, strategies and future possibilities of a new form of table tennis. Trafford, 163p.
5	5. Pelton, B. C. (1980). Tennis 3rd.ed. Santa Monica, Calif., Goodyear Pub. Co., 114p.
6	6. Batņa, V. (2007). Rosinot bērna iekšējo pasauli. Rīga: RaKa, 280lpp.
7	7. Bērna sasniegumu veicināšana pirmsskolā (2015). Šponas red. Rīga, RaKa, 227lpp.
8	8. Bērnu un jauniešu trenera rokasgrāmata. (2008). Rīga, Tipogrāfija „Imanta”.
9	9. Brice, B. (2007). Pirkstiņu rotaļas. Rīga, Raka, 95lpp.
10	10. Brice, B. (2011). Skaņu pasakas un ritma rotaļas. Rokasgrāmata skolotājiem un vecākiem. Rīga, Zvaigzne ABC, 143lpp.
11	11. Brice, B. Viss sākas ar rotaļu. Metodiskie ieteikumi un rotaļas pirmsskolas un sākumskolas bērniem. Rīga, RaKa, 244lpp.
12	12. Brice, B., & Bajarune, I. (2011). Vingrosim ar dziesmiņu. Vispārattīstošie vingrojumi, dziesmas un rotaļas bērniem no 1,5 līdz 3 gadiem. Rīga, RaKa, 135lpp.
13	13. Dravniece, I. (1995). Kustību rotaļas sportā. Rīga, LSPA, 79lpp.
14	14. Dzintere, D. (2000). Rotaļa kā īpaša kultūras forma un kultūras apguves veicinātāja. D.Dzinteres red. Rīga, RPIVA, 78lpp.
15	15. Dzintere, D., Boša R.(1997). Rotaļspēles. Rīga, Mācību apgāds NT, 72lpp.
16	16. Dzintere, D., & Stangaine I. (2005). Rotaļa – bērna dzīvesveids. Rīga, Raka,181lpp.
17	17. Dzintere, D., & Stangaine, I. (2007). Rotaļa – bērna dzīves prasmju sekmētāja. Rīga, Raka, 304lpp.
18	18. Ideju krātuve pirmsskolai. (2010). Rotaļnodarbības 5-6 gadus veciem bērniem. Rīga, Zvaigzne ABC, 136lpp.
19	19. Lapšāne, R. (2011). Sporta svētki pirmsskolā. Rīga, RaKa, 69lpp.
20	20. Māldere, Ē. (2012). Trejdeviņi Jāņi, Rīga, Zvaigzne ABC, 80lpp.
21	21. Mellēna, M., Spīčs, E., Muktupāvels, V., & Irbe I. (2004). Gadskārtu grāmata, Rīga, Madris, 496lpp.
22	22. Muktupāvels, V. (1989). Dindaru, dandaru. Latviešu rotaļas un spēles. Rīga, Avots, 136lpp.
23	23. Rancāne, A., Siliņa-Jasjukeviča, G., & Briška, I. (2016). Saules gads. Lielā diena. Rīga, Zvaigzne ABC, 272lpp.
24	24. Reizniece, I. (2010). Rokasgrāmata folkloras mācīšanā. Rīga, Zvaigzne ABC, 144lpp.
25	25. Sīle, S., & Volkova, L. (2011). Vērtību vācelīte pasakās, rotaļās, spēlēs 5-6 gadus veciem bērniem. Rīga, Zvaigzne ABC, 96lpp.
Other Information Sources
1	1. Jansone, R., & Fernāte, A. (2009). Kustību apguves un fizisko spēju attīstīšanās sporta stundās. Rīga, ISEC.
2	2. Jansone, R., Bula-Biteniece, I., Kalniņa, L., & Tripāne, T. (2011).Vingro kopā ar mani. Rīga: VISC.
3	3. Latvijas Novusa federācija
4	4. Federation International of Novuss-Sport Organizations – FINSO
5	5. Latvijas tenisa savienība
6	6. Internationl Tennis Federation
7	The ITF Play Tennis course manual
8	Beach Tennis Rules:
9	8. Krosmintons (spīdmintons)
10	9. Latvijas Galda tenisa federācija
11	Starptautiskā Galda tenisa federācija
12	10. Table tennis tutorial