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Content of Customized Physical Activity Programs
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:03.07.2024 10:54:24
| Study Course Information | |||||||||
| Course Code: | LSPA_151 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Pedagogy; Sports Trainer | ||||||
| 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) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 20 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 3 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 6 | ||||
| Classes (count) | 5 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 10 | ||||
| Total Contact Hours | 16 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General secondary education. | ||||||||
| Objective: | To provide basic knowledge about the planning, assessment, implementation, midterm assessment of an inclusive sports and health class, assessment of the need for modifications in the study process. To provide knowledge about critical thinking approach in APA education. To provide knowledge about setting measurable targets for students with SENs. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Planning, assessment, implementation, midterm assessment of an inclusive sports and health class, assessment of the need for modifications in the study process. | Lectures | 4.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 2 | Critical thinking approach in APA education. | Lectures | 2.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 3 | Setting measurable targets for students with SENs in sports education. | Lectures | 3.00 | auditorium | |||||
| Classes | 3.00 | auditorium | |||||||
| 4 | First aid ABC. | Classes | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | To prepare for seminars and test work on topics: 1. Planning, assessment, implementation, midterm assessment of an inclusive sports and health class, assessment of the need for modifications in the study process. 2. Critical thinking approach in APA education. Independent performance of practical work – Setting measurable targets for students with SENs in sports education (3 works). To prepare for the exam – Content of Adapted Physical Activity Programmes. | ||||||||
| Assessment Criteria: | Knowledge, skills and competences of students are assessed in two test works for which points are obtained. 1. Planning, assessment, implementation, midterm assessment of an inclusive sports and health class, assessment of the need for modifications in the study process. 2. Critical thinking approach in APA education. Skills and competences of students are assessed in three practical works (preparation of theoretical justification, collection and compilation of data, their interpretation and drawing up of conclusions corresponding to the data obtained regarding setting measurable targets for students with SENs in sports education). 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, setting measurable targets for students with SENs in sports education. 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 practical work, students are required to fulfil in their work requirements individually in accordance with the criteria. Conclusions should be drawn on compliance of the results obtained with literature, 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 planning, assessment, implementation, midterm assessment of inclusive sports and health classes and assessment of the need for modifications to the study process. On critical thinking approach to APA in education; setting measurable targets for students with SENs; strengths and weaknesses of the school’s sports and health education curriculum in relation to adapted physical education (hereinafter referred to as APE). | ||||||||
| Skills: | 2. To plan such an APE learning experience that promotes individual development; To prepare an individual sports and health education plan for students with special educational needs; To plan the most appropriate communication strategies for students with special educational needs; to take responsibility and initiative through study and practical work individually or in a team. To assess the suitability of the curriculum for individual needs and abilities of students with SENs. | ||||||||
| Competencies: | 3. To apply an individually appropriate assessment in accordance with the IEP. 4. To apply the suitability of the adapted curriculum to students with SENs. Effectiveness of the teaching and support strategies used. To use the suitability principles of teaching strategies according to individual SENs. 5. To use the suitability of support strategies. Provision of first aid. | ||||||||
| 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 | Lieberman, L. J. (2007). Paraeducators in physical education: A training guide to roles and responsibilities. Reston, VA: American Association of Physical Activity and Recreation (AAPAR). | ||||||||
| 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 | ||||||||
