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Content and Methodology of Outdoor and Adventure Activities III - Bicycles
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:19.06.2024 10:22:32
| Study Course Information | |||||||||
| Course Code: | LSPA_231 | 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: | Inga Liepiņa | ||||||||
| 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) | 3 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 6 | ||||
| Classes (count) | 15 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 30 | ||||
| Total Contact Hours | 36 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 3 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 6 | ||||
| Classes (count) | 15 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 30 | ||||
| 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, Management of Educational Institution, Theory of Sport, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Biomechanics and Ergonomics, General and Physical Activity Biochemistry, 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 Swimming, Outdoor and Adventure Activities I, II, III, Foundations and Methodology of Self-Defence, Foundations and Methodology of Track and Field Exercises, Rhythmics and Rhythmic Combinations, History of Sport, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, 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 enable students to acquire basic theoretical and practical knowledge in outdoor and adventure activities (including in tourism, orienteering and riding), according to the content of primary, basic and secondary school studies. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Study environment, organisation. Inclusion of orienteering and tourism skills into the sport standard of general education schools. | 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 | |||||
| 3 | Choice of learning strategies, study methods and techniques at different levels of basic education – in accordance with age characteristics, fitness of pupils, study tasks and learning outcomes. | Classes | 1.00 | auditorium | |||||
| 4 | Feedback. Self-assessment of performance of pupils. Assessment of learning outcomes: in the field of Outdoor and Adventure Activities. | Classes | 1.00 | auditorium | |||||
| 5 | The most important outdoor and adventure activity skills: map orienteering, understanding a map, determining and control of distance on the terrain and on a map, reading and using different (orienteering, aerial, digital) maps, choosing the safest, shortest and fastest route on the map, overcoming obstacles on a hike, choosing the necessary tools for 1- or 2-day hike, using a rope to overcome obstacles, using mobile apps, etc. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 6 | Study strategies and methods at all levels of basic education for learning knowledge and skills according to learning outcomes Outdoor and Adventure Activities III. | Classes | 1.00 | auditorium | |||||
| 7 | Personal safety. Content and study methods for learning the topic Personal Safety at all stages of education. What to do when you get to an unfamiliar area, how to find a safe way home or the starting point. | Classes | 1.00 | auditorium | |||||
| 8 | Methodology of teaching basic skills of moving with sports equipment (riding) methodology at all stages of education – road traffic regulations. | Classes | 1.00 | auditorium | |||||
| 9 | Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student. | Classes | 7.00 | auditorium | |||||
| 10 | Preparation of visual materials — preparing a card/diagram, drawing. | Classes | 1.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Study environment, organisation. Inclusion of orienteering and tourism skills into the sport standard of general education schools. | 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 | |||||
| 3 | Choice of learning strategies, study methods and techniques at different levels of basic education – in accordance with age characteristics, fitness of pupils, study tasks and learning outcomes. | Classes | 1.00 | auditorium | |||||
| 4 | Feedback. Self-assessment of performance of pupils. Assessment of learning outcomes: in the field of Outdoor and Adventure Activities. | Classes | 1.00 | auditorium | |||||
| 5 | The most important outdoor and adventure activity skills: map orienteering, understanding a map, determining and control of distance on the terrain and on a map, reading and using different (orienteering, aerial, digital) maps, choosing the safest, shortest and fastest route on the map, overcoming obstacles on a hike, choosing the necessary tools for 1- or 2-day hike, using a rope to overcome obstacles, using mobile apps, etc. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 6 | Study strategies and methods at all levels of basic education for learning knowledge and skills according to learning outcomes Outdoor and Adventure Activities III. | Classes | 1.00 | auditorium | |||||
| 7 | Personal safety. Content and study methods for learning the topic Personal Safety at all stages of education. What to do when you get to an unfamiliar area, how to find a safe way home or the starting point. | Classes | 1.00 | auditorium | |||||
| 8 | Methodology of teaching basic skills of moving with sports equipment (riding) methodology at all stages of education – road traffic regulations. | Classes | 1.00 | auditorium | |||||
| 9 | Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student. | Classes | 7.00 | auditorium | |||||
| 10 | Preparation of visual materials — preparing a card/diagram, drawing. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | During studies, students, using lecture materials and various other sources of information, perform independent work: 1. Preparing for a seminar on skills in the context of outdoor and adventure activities. 2. Preparing for a seminar on the methodology of teaching outdoor and adventure activities in school. 3. Plans and prepares for a hike. 4. Plans and prepares to lead outdoor activities (games, movement games, moving with sports equipment). 5. Preparing visual study materials – maps/diagrams for carrying out practical exercises. 6. Prepares to lead the developed lesson plan, study methods, and assessment tasks on a drawn topic at all stages of education. 7. Prepares for practical work on pressing topics. 8. Creates a 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 tests during the course. 1. Seminar Most important outdoor and adventure activity skills – students demonstrate study activities for mastering the most important skills (max share of points to be obtained from the total number of points, e.g. 10 points out of 100). 2. Seminar Methodology of teaching basic orienteering skills at all stages of education – each student prepares a presentation on the seminar question 10% 3. Seminar Methodology of teaching basic tourism skills at all stages of education – each student prepares a presentation on the seminar question 10% 4. Seminar Methodology of teaching basic skills of moving with sports equipment (riding) at all stages of education – each student prepares a presentation on the seminar question 10% 5. Independent and practical work Development and practical management of a lesson plan at all stages of education. Reasonable choice of study methods and learning outcomes, assessment criteria developed, visual study materials. Each student demonstrates and leads exercises for all stages of education in a practical class. Work submitted in writing 40% 6. Portfolio development 30%. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Knows the facts, understands theories and patterns in all outdoor and adventure activities (incl. tourism and orienteering). 2. Knows learning strategies, methods and techniques. 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: | 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, incl. driving (movement with sports equipment – bicycle, skateboard, scooter, kick scooter). 11. Able to justify the role of feedback, formative and summative assessment in achieving the objective and outcome of studies. 12. Able to creatively choose study aids in learning outdoor activities, incl. driving, by integrating health and safety content, other subject areas, transversal skills and values. 13. Able to identify security hazards and risks in different environments and situations in outdoor and adventure activities, take preventive safety measures, choosing the most appropriate problem-solving strategies. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Badvērts, Dž. (2009). Mezgli. Mezglu siešanas rokasgrāmata. Rīga, Zvaigzne ABC, 128lpp. | ||||||||
| 2 | Bērnu un jauniešu trenera rokasgrāmata. Rīga, 215lpp | ||||||||
| 3 | Brūders, A., & Krauksta, D. (1998). Tūrisms. Rīga, LSPA, 77lpp | ||||||||
| 4 | Indriksone, L., & Smila, B. (2000). Orientēšanās I daļa. Rīga, LSPA, 83lpp | ||||||||
| 5 | Indriksone, L., & Smila, B. (2002). Orientēšanās II daļa. Rīga, LSPA, 67lpp. | ||||||||
| 6 | Noteikumi par valsts pamatizglītības standartu un pamatizglītības programmu paraugiem.. Ministru kabineta noteikumi Nr. 747. Rīgā 2018. gada 27. novembrī (prot. Nr. 56 38. §) | ||||||||
| 7 | Neformālās izglītības metodes. Tūrisma aktivitātes. Materiālu sagatavoja: Jaunatnes starptautisko programmu aģentūra, 2009. | ||||||||
| 8 | Orientēšanās bērniem un jauniešiem. (1997). Svenska Orientierinsgs forbundet. Rīga, 144lpp. | ||||||||
| 9 | Smila, B., Vārna, A., & Indriksone, L. (2016). Orientēšnās pamati. Rīga, 52lpp. | ||||||||
| Additional Reading | |||||||||
| 1 | Antiņa, I., & Mežale, S. (2008). Spēles radošiem pedagogiem. Rīga, RaKa, 172lpp. | ||||||||
| 2 | Indriksone, L. (1998). Orientēšanās pamati. Rīga, LSPA, 46lpp. | ||||||||
| 3 | Larss, E. (1994). Orienteering technic from start to finish. SOF, 38lpp. | ||||||||
| 4 | Latvijas Orientēšanās federācijas mājas lapa | ||||||||
| 5 | Liepiņa, I. (2004). Tūrisma tehnikas paņēmieni. Maģistra darbs, LSPA, 78lpp. | ||||||||
| 6 | Liepiņa, I. (2006). Tūrisma speciālais inventārs. Lekcija, LSPA, 21lpp. | ||||||||
| 7 | Neuman, J., & Doubalik, I., P. (2004). Education and learning through outdoor acitivities, outdoor exercises and rope courses for youth programmes. Praha: Duha, 294 p. | ||||||||
| 8 | Orientēšanās bērniem un jauniešiem. (1997). Svenska Orientierinsgs forbundet, Rīga, 144lpp. | ||||||||
| 9 | Rohnke, K., E., & Rogers, D. (2007). The Complete Ropes Course Manual, 428p. | ||||||||
| Other Information Sources | |||||||||
| 1 | Aktīva atpūta Latvijas Valsts mežos. Aktivitātes skolām | ||||||||
| 2 | Kalniņš, G., (2011). Skolēnu un jauniešu grupu aktivitātes brīvā dabā. To plānošana, organizēšana un drošības aspekti. LR Labklājības Ministrija, Valsts bērnu tiesību aizsardzības inspekcija. | ||||||||
| 3 | Liepiņa, I., & Vilka, S. (2002). Kāpšanas sports. Rīga, Jumava, 173lpp. | ||||||||
| 4 | My Trails | ||||||||
| 5 | MOBO | ||||||||
| 6 | GPS Orienteering | ||||||||
| 7 | Endomondo | ||||||||
| 8 | Sport Traker | ||||||||
| 9 | Magnēts | ||||||||
