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Functional Limitations and Physical Exercises
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:12.06.2024 16:53:58
| Study Course Information | |||||||||
| Course Code: | LSPA_145 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Sports Trainer; Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Inta Bula-Biteniece | ||||||||
| 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) | 11 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 22 | ||||
| Classes (count) | 7 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 14 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Study courses mastered: Teacher’s Professional Skills, Teaching and Learning in the Context of Diversity, Educational Psychology for Teachers, Human Anatomy, Pedagogical Foundations in Adapted Physical Activities, Student-Centred Approach in Adapted Physical Activities, Assessment Methods in Adapted Physical Activities, Content of Adapted Physical Activity Programmes and/or Adapted Physical Activities for Students with Mental Development Disorders, APA for Students with Sensory Development Disorders, APA for Students with Behavioural, Learning Disorders and Autism. | ||||||||
| Objective: | To provide basic knowledge about disability concepts and individual functioning differences. To provide knowledge of theoretical models of disability/functional limitations, terminological explanations of adaptations, modifications, support provisions. To provide knowledge about adaptations, inclusion and teaching in APA. To provide knowledge about the role of APA in ensuring quality of life in the long term. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Disability concept and individual functioning differences. | Lectures | 3.00 | auditorium | |||||
| 2 | Scientific theoretical models of functional limitations. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Adaptations, modifications, support provisions. | Lectures | 2.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 4 | Levels of adaptation for inclusion in APA. | Lectures | 2.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 5 | Correction of components of APA quality of life. | Lectures | 2.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | To prepare for seminars on topics: Disability concept and individual functioning differences. Theoretical models of functional restrictions. Terminology of adaptations, modifications, support provisions. Adaptations for inclusion in APA. APA and quality of life. | ||||||||
| Assessment Criteria: | Knowledge, skills and competences of students are assessed in five test works for which points are obtained. 1. Disability concept and individual functioning differences. 2. Scientific theoretical models of functional limitations. 3. Terminology of adaptations, modifications, support provisions. 4. Levels of adaptation for inclusion in APA. 5. APA and quality of life. Skills and competences of students are assessed in one practical work (preparation of theoretical justification, collection and compilation of data, their interpretation and drawing up of conclusions corresponding to the data obtained regarding the impact of functional restrictions on parameters of the quality of life). Students master skills: to prepare a theoretical justification of practical work in team work, to prepare a theoretical justification, collection and compilation of data, their interpretation and drawing up of conclusions corresponding to the data obtained regarding the impact of functional restrictions on parameters of the quality of life. At the end of the study course, a differentiated assessment is provided based on the sum of points obtained without an additional examination. To get a positive assessment for the study course, the total points should sum up to at least 4. Summative assessment of knowledge and competences in test works. All written test works must be passed. If a student is absent or does not pass a test work, the test work must be retaken and passed. For a student to have a successful final assessment, he/she must have successfully written all three of the intended test works. In laboratory work, students should fill the measurement protocol individually. Conclusions should be drawn on compliance of the results obtained with the standard, and they should be interpreted. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. To demonstrate comprehensive and sport-specific knowledge of basic and specialised literature facts, theories, knowledge of patterns in adapted physical exercises. 2. About the availability of support services and resources that promote inclusion in physical exercises within the framework of a sports and health class (e.g. support staff, equipment, environment), on individually adapted goals and on the most appropriate teaching strategies. To find out the strengths and weaknesses of the school’s sports education curriculum in terms of adapted sports education. | ||||||||
| Skills: | 3. To adapt the curriculum for sport and health education to suit the individual needs of all students with special educational needs and put it into practice. 4. To take responsibility and initiative through study and practical work, individually or in a team. To measure the impact of functional limitations on movement and physical capacity levels. | ||||||||
| Competencies: | 5. To assess the relevance of mobility and physical capacity of students with SEN to chronological age, to choose individually appropriate physical exercise, physical load and teaching methods. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Sherrill, C. (2004). Adapted physical activity, recreation, and sport. 6th ed. New York: McGraw Hill. | ||||||||
| 2 | Winnick, J. P. & Porretta, D. (Eds.). (2017). Adapted physical education and sport. 6th ed. Champaign, IL: Human Kinetics. | ||||||||
| 3 | Block, M. E. (2016). Including students with disabilities in physical education. New York: McGraw Hill. | ||||||||
| Additional Reading | |||||||||
| 1 | Henderson, H., Lavay B., & French, R. (2016). Positive behavioral approaches in physicaleducation 2nd ed. Champaign, IL: Human Kinetics. | ||||||||
| 2 | Reid G. (2015). The International Federation of Adapted Physical Activity: historical perspectives Part 1, Palaestra, Vol. 29, 4, p. 9-16. | ||||||||
| 3 | Reid G. (2016). The International Federation of Adapted Physical Activity: Historical perspectives Part 2, Palaestra, Vol. 30, 1, p. 7-12. | ||||||||
| 4 | McGinnis, P. (2013). Biomechanics of sport and exercise. Champaign, IL: Human Kinetics. | ||||||||
| Other Information Sources | |||||||||
| 1 | Horvat, M., Kelly, L., Block, M., & Croce, R. (2018). Developmental and Adapted Physical Activity Assessment, 2nd Ed. With Web Resource, Human Kinetics | ||||||||
