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Sport Theory and the Basics of Children and Youth Sports Training Theory
Study Course Description
Course Description Statuss:Approved
Course Description Version:4.00
Study Course Accepted:31.10.2024 15:36:26
| Study Course Information | |||||||||
| Course Code: | LSPA_335 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.67 | ECTS: | 4.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Pedagogy; Sports Trainer | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Uģis Ciematnieks | ||||||||
| 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) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 24 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Study courses mastered: Teacher’s Professional Skills; Civil Protection, State Security and Environmental Protection for Sustainable Development; Teaching and Learning in the Context of Diversity; Educational Psychology for Teachers; Management of Educational Institution; Business and Accounting; Biomechanics and Ergonomics; Human Anatomy and Dynamic Anatomy; Theory of Sport and Foundation of Theory of Children and Youth Sport Training; Theory, Methodology and Pedagogical Improvement of Athletic Discipline Training; Nutrition, as well as and/or History of Sport; Philosophy of Sport; Foundations and Methodology of Gymnastics; Foundations and Methodology of Track and Field. | ||||||||
| Objective: | To promote the professional competence of students in the development of the physical abilities of all age groups, in the methodology of teaching movements in the implementation of the physical activities and sports component. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Sport and training theory, physical exercises and drills. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Adaptation and supercompensation. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Physical activities of children and young people, training of the passive support movement apparatus, training of seniors. Technique of exercises, form of exercises. Tacticss in sports. Volume and intensity in sports. | Lectures | 2.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 4 | Methods in sports, levels of movement learning. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 5 | Endurance and its development. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 6 | Strength and specific methods of developing strength. | Lectures | 1.50 | auditorium | |||||
| Classes | 1.50 | auditorium | |||||||
| 7 | Speed, flexibility and agility, developing these physical abilities. | Lectures | 3.00 | auditorium | |||||
| Classes | 3.00 | auditorium | |||||||
| 8 | Periodization and cyclicity in sport. | Lectures | 1.50 | auditorium | |||||
| Classes | 1.50 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | Students develop four independent works during the course, based on what they learned in lectures and classes. Topics of independent work: 1. Use of volume and intensity relationship in training planning; 2. Developing special endurance in the form of sports; 3. Developing forms of strength expression with the specifics of the sport; 4. Developing dexterity with sport-specific exercises. | ||||||||
| Assessment Criteria: | Criteria for evaluating learning outcomes: 1. Assessment in independent works (33%); 2. Assessment in two assessments (33%) 3. Defending the coach's annual plan (34%). At least 4 points must be obtained in all parameters for the overall assessment to be made. All independent work must be completed. At least 4 points must be obtained in all tests. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Child-centred and safe development of physical capacity of children and young people and teaching of movement; 2. Planning, implementing and assessing the performance of children in physical capacity development and learning of movements. | ||||||||
| Skills: | 3. To determine the physical development and level of learning of movement by children, adolescents and young people and plan for their future targeted growth; 4. To explain understandably to the child, adolescent and young person the objectives, criteria and results of the assessment of physical capacity and learning of movements, demonstrating cooperation and communication skills, building positive communication. | ||||||||
| Competencies: | 5. Able to identify the learning needs of individual physical ability development movements and set specific achievable learning goals, define achievable results, choose learning methods and plan an interdisciplinary, individualized and personalized learning process; 6. Able to establish clear performance and dynamics assessment criteria and self-testing methods; 7. Able to analyse learning outcomes, identify support measures needed to improve learning performance. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | 1. Jansone, R., Fernāte, A., & Bula-Biteniece, I. (2016). Sporta pedagoģija: vakar šodien rīt. Rīga, RaKa, 365 lpp. | ||||||||
| 2 | 2. Jansone, R., & Fernāte, A. (2009). Kustību apguves un fizisko spēju attīstīšanās didaktika sporta stundās. Metodiskais līdzeklis. Rīga, ISEC, 60 lpp. | ||||||||
| 3 | 3. Physical Education for Lifelong Fitness: The Physical Best Teacher's Guide. Society of Health and Physical Educators. 3rd Edition. Human Kinetics, (2011). | ||||||||
| 4 | 4. IOM (Institute of Medicine). (2013). Educating the student body: Taking physical activity and physical education to school. Washington, DC: The National Academies Press. | ||||||||
| Additional Reading | |||||||||
| 1 | 1. Fernāte, A. (2015). Dermatoglifikas metode cilvēka iedzimto fizisko spēju noteikšanā un attīstīšanā. projekta vad. un red. S. Luika ; galv. red. R. Līcis, red. U. Grāvītis, lit. red. A. Dzenis. „Vispusīgās fiziskās sagatavotības trenera rokasgrāmata – 4”, Rīga, Latvijas Treneru tālākizglītības centrs, 129-136. | ||||||||
| 2 | 2. Fernāte, A. (2008). Vispusība – galvenais princips bērnu un jauniešu sportā. Bērnu un pusaudžu trenera rokasgrāmata. J.Žīdena red. R: Imanta, 35-53. | ||||||||
| 3 | 3. Fernāte, A. (2004). Sportistu treniņu sistēmas raksturojums. Trenera rokasgrāmata. N.Graša red. R: Jumava. 9-26. | ||||||||
| 4 | 4. Fernāte, A. (2002). Sporta treniņu teorijas pamati. LSPA. 1. daļa | ||||||||
| 5 | 5. Ķīsis, I. (2002). Sporta teorija, LSPA, 1. daļa. | ||||||||
| 6 | 6. Ķīsis, I. (2002). Sporta teorija, LSPA, 2. daļa. | ||||||||
| 7 | 7. Krauksts, V. (2013). Treniņu teorijas pamati (bērni un pusaudži). Drukātava. | ||||||||
| 8 | 8. Bula-Biteniece, I., Jansone, R., & Piech, K. (2013). Bērns un sports pirmskolā. Rīga, RaKa. | ||||||||
| 9 | 9. Oliņa, Z., Namsone, D., France, I. et al (2018). Mācīšanās lietpratībai. Latvijas Universitāte. | ||||||||
| Other Information Sources | |||||||||
| 1 | Saskaņā ar patstāvīgo darbu uzdevumiem darbs datu bāzēs: PROQUEST EBRARY - Ebook Central THOMSON REUTERS - Web of Science SCOPUS - Bibliographic database SCIENCE DIRECT - World's largest electronic collection of science, technology and medicine | ||||||||
