Development of Social-Emotional Skills

Study Course Description

Course Description Statuss:Approved

Course Description Version:3.00

Study Course Accepted:01.11.2024 14:06:06

Study Course Information
Course Code:		LSPA_398		LQF level:		Level 6
Credit Points:		1.33		ECTS:		2.00
Branch of Science:		Sports Science		Target Audience:		Sports Trainer
Study Course Supervisor
Course Supervisor:		Gundega Ulme
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)		8	Class Length (academic hours)		2	Total Contact Hours of Classes		16
Total Contact Hours								20
Part-Time - Semester No.1
Lectures (count)		5	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		10
Classes (count)		3	Class Length (academic hours)		2	Total Contact Hours of Classes		6
Total Contact Hours								16
Study course description
Preliminary Knowledge:
General secondary education
Objective:
During the course, students will gain an understanding of the socio-emotional competence approach in education, develop the skills to apply socio-emotional competences in everyday life and create a relationship-oriented learning environment.
Topic Layout (Full-Time)
No.	Topic			Type of Implementation		Number	Venue
1	SEM, learning as a social process. The relationship of SEM to the individual's mental health.			Lectures		1.00	other
2	SEM model. Groups of cognitive, emotional and behavioral competencies.			Classes		2.00	other
3	SEM's five groups of competences and their development approaches			Classes		1.00	other
4	Application of SEM in Formal, Formal and Non-formal Education. Teaching methods and techniques. Group work and learning through play.			Classes		2.00	other
5	Teaching methods and techniques - kinetic activities.			Classes		1.00	other
6	Reflection, its levels. Learning-oriented feedback.			Lectures		1.00	other
7	Assessing SEM skills using formative assessment methods and self-assessments. Practical tools for evaluating SEM in school.			Classes		1.00	other
8	Implementation of SEM in the practice of sports pedagogy. Creating a relationship-oriented learning environment in sports lessons.			Classes		1.00	other
Topic Layout (Part-Time)
No.	Topic			Type of Implementation		Number	Venue
1	SEM, learning as a social process. The relationship of SEM to the individual's mental health.			Lectures		1.00	other
2	SEM model. Groups of cognitive, emotional and behavioral competencies.			Lectures		1.00	other
3	SEM's five groups of competences and their development approaches			Classes		1.00	other
4	Application of SEM in Formal, Formal and Non-formal Education. Teaching methods and techniques. Group work and learning through play.			Classes		1.00	other
5	Teaching methods and techniques - kinetic activities.			Lectures		1.00	other
6	Reflection, its levels. Learning-oriented feedback.			Lectures		1.00	other
7	Assessing SEM skills using formative assessment methods and self-assessments. Practical tools for evaluating SEM in school.			Lectures		1.00	other
8	Implementation of SEM in the practice of sports pedagogy. Creating a relationship-oriented learning environment in sports lessons.			Classes		1.00	other
Assessment
Unaided Work:
Students deepen their knowledge in the topics learned during the lecture by doing two independent works. Students' independent work is organized individually and/or in work groups. The independent works must be presented in seminar classes, the self-assessment of SEM competences must be presented individually. If the student has been sick for a long time and/or has not actively participated in the seminars, knowledge can be tested in a test.
Assessment Criteria:
The total score is summative. Self-assessment Activity Participation in seminars
Final Examination (Full-Time):		Exam
Final Examination (Part-Time):		Exam
Learning Outcomes
Knowledge:		1. Knows the SEM model and five SEM (social-emotional learning) competencies (hereinafter - SEMK), and their connection with sports pedagogy. 2. Students acquire knowledge of all five SEMKs in practical lessons - through personal experience and self-understanding.
Skills:		3. Consciously develops SEM competencies by creating a relationship-oriented learning environment. 4. Can apply SEM methods in the learning process in order to create a learning environment oriented to mutual trust and cooperation in the classroom. 5. Apply various SEM strategies to promote socio-emotional development. Can create self-management plans.
Competencies:		6. Manages his emotions, thoughts and behavior in different situations. 7. Demonstrates competencies in coping with stress, self-motivation and setting personal and academic goals.
Bibliography
No.	Reference
Required Reading
1	Metodiskie paņēmieni skolēnu sociāli emocionālo prasmju novērtēšanai skolā (2015). Projekts “Learning to be”, 164lpp.
2	Rokasgrāmata pedagogiem cieņpilnas komunikācijaskultūras veicināšanai klasē, “Izzini sevi - saproti citus!” Rokasgrāmatas elektroniskā versija ir atrodama: www.spkc.gov.lv / sadaļā “Projekti”
3	Conley, C., S. (2015). SEL in Higher Education. In Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Guillotta, T. P. (Eds.), Handbook of Social and Emotional Learning. NY: Guilford Press.
4	Ārvalstu studentiem/For international students:
5	Conley, C., S. (2015). SEL in Higher Education. In Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Guillotta, T. P. (Eds.), Handbook of Social and Emotional Learning. NY: Guilford Press.
Additional Reading
1	Drago-Severson, E., & Blum-DeStefano, J. (2016). Theoretical Foundations of Feedback for Growth. Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators. Cambridge, MA: Harvard Education Press.
2	Social-Emotional Learning Is the Rage in K-12. So Why Not in College? (2017). EdSurge article by Norian Caporale-Berkowitz (May 4, 2017)
3	Bridging Theory to Practice (BTtoP)