.
Adapted Physical Activities
Study Course Description
Course Description Statuss:Approved
Course Description Version:5.00
Study Course Accepted:01.11.2024 08:58:53
| Study Course Information | |||||||||
| Course Code: | LSPA_036 | 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: | 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) | 5 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 10 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 22 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 3 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 6 | ||||
| Classes (count) | 3 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 6 | ||||
| Total Contact Hours | 12 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General secondary education. | ||||||||
| Objective: | To provide basic knowledge about the planning of an inclusive sports and health class, modification of the teaching process. To provide knowledge about critical thinking approach in APA education. To provide knowledge about setting measurable targets for students with special educational needs (hereinafter – SEN). To provide basic knowledge on historical aspects of adapted physical activity (APA). To provide knowledge on special education in Latvia. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | History of adapted physical activities (APA). APA levels, terminology. | Lectures | 1.00 | auditorium | |||||
| 2 | Inclusive education and special education. Individualisation. Differentiation of the study process. Communication, including alternative communication methods and practical application thereof during sports and health classes. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Preparation and implementation of an individual educational programme mastering plan. | Classes | 2.00 | auditorium | |||||
| 4 | Functional disorders, their impact on people’s involvement in sport and health in school classes, sport and leisure activities. | Classes | 1.00 | auditorium | |||||
| 5 | APA for students with reduced mobility, mental development disorders, sensory disorders, behavioural, learning disorders and autism. | Lectures | 2.00 | auditorium | |||||
| 6 | Sports organisations for persons with functional disorders. | Classes | 1.00 | auditorium | |||||
| 7 | Main international sports events for persons with functional disorders. | Classes | 1.00 | auditorium | |||||
| 8 | Technical aids and adaptation of sport equipment to persons with functional disorders. | Lectures | 1.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | History of adapted physical activities (APA). APA levels, terminology. | Lectures | 0.25 | auditorium | |||||
| 2 | Inclusive education and special education. Individualisation. Differentiation of the study process. Communication, including alternative communication methods and practical application thereof during sports and health classes. | Lectures | 0.25 | auditorium | |||||
| Classes | 0.50 | auditorium | |||||||
| 3 | Preparation and implementation of an individual educational programme mastering plan. | Classes | 1.00 | auditorium | |||||
| 4 | Functional disorders, their impact on people’s involvement in sport and health in school classes, sport and leisure activities. | Classes | 0.50 | auditorium | |||||
| 5 | APA for students with reduced mobility, mental development disorders, sensory disorders, behavioural, learning disorders and autism. | Lectures | 1.00 | auditorium | |||||
| 6 | Sports organisations for persons with functional disorders. | Classes | 1.00 | auditorium | |||||
| 7 | Main international sports events for persons with functional disorders. | Classes | 1.00 | auditorium | |||||
| 8 | Technical aids and adaptation of sport equipment to persons with functional disorders. | Lectures | 0.50 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | To prepare for seminars and test work on topics: 1. History of APA. Inclusive education and special education. Learning outcomes in the field of health and physical activities. Differentiation of the study process. 2. Preparation and implementation of an individual educational programme mastering plan. 3. Planning of an inclusive sports and health lesson. Cooperation, communication. 4. Functional disorders, their impact on people’s involvement in sport and health in school classes, sport and leisure activities. 5. Technical aids, adaptation of sport equipment to persons with functional disorders. 6. Independent performance of practical work – setting measurable targets for students with SENs in sports education. | ||||||||
| Assessment Criteria: | 1. Practical works: 3.0 points – knowledge and skills in the development of practical works, 3.5 points – design of the work, answers to work tasks, conclusions, recommendations. 1.5 points – theoretical justification of conclusions, 2.5 points – theoretical justification of conclusions linking to scientific developments and sports practice. 2.5 points – design of group work 1, presentation, conclusions, recommendations. 2.5 points – design of group work 2, presentation, conclusions, recommendations. 2.5 points – design of group work 3, presentation, conclusions, recommendations. 2. Seminar classes: 3.5 points – active participation, demonstration of knowledge, 3.5 points – attitude, development over time. 3. Test work assessment criteria 2.0 points – answers to 25% of questions 4.0 points – answers to 50% of questions 6.0 points – answers to 75% of questions 8.0 points – answers to 100% of questions 10.0 points – answers to 100% of questions linking to the developments in sports science, scientific literature and other study courses. When the study course is over, a differentiated assessment is provided based on the sum of points obtained without an additional examination. If the obtained sum of points is less than 11, which are required to obtain the lower positive assessment, then a theoretical examination needs to be passed in addition. To be able to pass the theoretical examination, the student should first fulfil the requirements of the study course. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | To demonstrate comprehensive and sport-specific knowledge of planning, assessment, implementation, midterm assessment of inclusive sports and health classes and assessment of the need for modifications to the study process. | ||||||||
| Skills: | 1. To assess the suitability of the curriculum for individual needs and abilities of students with SENs. 2. Preparation and implementation of an individual educational programme mastering plan. 3. To plan the most appropriate communication strategies for students with special educational needs. 4. To take responsibility and initiative through study and practical work, individually or in a team. | ||||||||
| Competencies: | 1. Applies an individually appropriate assessment in accordance with the individual education programme mastering plan. 2. Applies the suitability of the adapted curriculum to students with SENs. 3. Uses the effectiveness of the teaching and support strategies. 4. Uses the suitability principles of teaching strategies according to individual SENs. Uses a suitable support strategy. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Steadward R.D., Wheeler G.D., Watkinson E.J. Adapted physical activity. The University of Alberta Press, 2003. (akceptējams izdevums) | ||||||||
| 2 | Sherrill, C. Adapted physical activity, recreation, and sport (6th ed.). New York, NY: McGraw Hill, 2004. (akceptējams izdevums) | ||||||||
| 3 | Winnick, J. P. & Porretta, D. (Eds.). Adapted physical education and sport (6th ed.). Champaign, IL: Human Kinetics, 2022. | ||||||||
| 4 | Block, M. E. A Teacher's Guide to Adapted Physical Education : Including students with disabilities in physical education. NY: McGraw Hill, 2016. | ||||||||
| 5 | Lieberman, L. J. Paraeducators in physical education: A training guide to roles and responsibilities. Reston, VA: American Association of Physical Activity and Recreation (AAPAR). 2007. (akceptējams izdevums) | ||||||||
| Additional Reading | |||||||||
| 1 | Horvat, M., Kelly, L., Block, M., & Croce, R. Developmental and Adapted Physical Activity Assessment, 2nd Ed. With Web Resource, Human Kinetics, 2019. | ||||||||
| 2 | Kļaviņa, A. Iekļauj Mani. Rokasgrāmata bērnu ar invaliditāti iekļaušanai sporta nodarbībās. Jelgavas Tipogrāfija, 2007. | ||||||||
| 3 | Strazdiņa N. Veselīga dzīvesveida ieradumu veidošanās fiziskajās aktivitātēs dienas garumā. Rīga: Drukātava SIA, 2023. | ||||||||
| 4 | Bālan V., Mujea A., Gherghel C. Bocce practical guide. Bucuresti: Discobolul, 2019. | ||||||||
| 5 | Individuālā izglītības programmas apguves plāna sastādīšana un īstenošana. Metodiskie ieteikumi. Valsts izglītības satura centrs, 2022. | ||||||||
| 6 | O'Sullivan and Schmitz's physical rehabilitation. 2024 | ||||||||
| 7 | Ārvalstu studentiem/For international students: | ||||||||
| 8 | Horvat, M., Kelly, L., Block, M., & Croce, R. Developmental and Adapted Physical Activity Assessment, 2nd Ed. With Web Resource, Human Kinetics, 2019. | ||||||||
| 9 | Bālan V., Mujea A., Gherghel C. Bocce practical guide. Bucuresti: Discobolul, 2019. | ||||||||
| 10 | O'Sullivan and Schmitz's physical rehabilitation. 2024 | ||||||||
| Other Information Sources | |||||||||
| 1 | Iekļaujošā izglītība bērniem ar speciālām vajadzībām Latvijā. Pētījuma gala ziņojums. Latvijas Republikas Saeima, 2020. | ||||||||
