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Inclusive and Special Sports Education
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:13.06.2024 12:59:03
| Study Course Information | |||||||||
| Course Code: | LSPA_168 | 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) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 10 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 20 | ||||
| Total Contact Hours | 36 | ||||||||
| 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, Business and Accounting, Educational Psychology for Teachers, Biomechanics and Ergonomics, Human Anatomy and Dynamic Anatomy, Management of Educational Institution, Foundations and Methodology of Obstacle Overcoming, Foundations and Methodology of Moving Objects, Foundations and Methodology of Moving, History of Sport, Philosophy of Sport. | ||||||||
| Objective: | To promote acquisition of such inclusive sports education study experience by future specialists, which promotes the implementation of an inclusive educational environment and prepares specialists for the achievement of individual educational objectives of children with special educational needs. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Theory of Inclusive Sports Education. Principles of adjustment theories in education. Foundations of special education. Legal bases of inclusive education in Latvia. International and national regulations for sports education. Barriers and contributing factors of inclusive education. Process of inclusion in sports education. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Theory of Inclusive Sports Education. Barriers and contributing factors of inclusive education. Process of inclusion in sports education. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Content and Methodology of Adapted Physical Activity Programmes. Planning, assessment, implementation, midterm assessment of an inclusive sports class, assessment of the need for modifications in the study process. Technical aids and adaptation of sport equipment to students with functional disorders in physical activities. Critical thinking approach in APA education. Setting measurable targets for students with SENs in sports education. | Lectures | 3.00 | auditorium | |||||
| Classes | 6.00 | auditorium | |||||||
| 4 | Student-Centred Approach in Adapted Physical Activities. Purpose of physical activity for students with SENs. Holistic approach theories in adapted physical activities. Inclusion/support levels (LRE). Planning and formulation of goals/tasks in APA. Physical activity modification adjustments | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 5 | Interdisciplinary Cooperation in Inclusive Education. In cooperation with other specialists implementing PE/APE (healthcare specialists and rehabilitation specialists, representatives of sports and recreation services for the disabled, parents or guardians, non-governmental organisations). | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | Theory of Inclusive Sports Education To prepare for seminars and test work on topics: 1. Principles of adjustment theories in education. 2. Legal bases of inclusive education in Latvia. 3. International and national regulations for sports education. 4. Barriers and contributing factors of inclusive education. Independent performance of practical work – ecological analysis of the process of inclusion in sports education. To prepare for the final examination (test). Content of Adapted Physical Activity Programmes To prepare for seminars and test work on topics: 1.1 Planning, assessment, implementation, midterm assessment of an inclusive sports 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. Student-Centred Approach in Adapted Physical Activities To prepare for seminars and test work on topics: 1. Purpose of physical activity for students with SENs. 2. Holistic approach theories in adapted physical activities. Independent performance of practical work: 1. Inclusion/support levels (LRE). 2. Planning and formulation of goals/tasks in APA. To prepare for the exam – Student-Centred Approach in Adapted Physical Activities. Interdisciplinary Cooperation in Inclusive Education To prepare for seminars and test work on topics: 1. Cooperation with specialists implementing PE/APE (healthcare specialists and rehabilitation specialists, representatives of sports and recreation services for the disabled, parents or guardians, non-governmental organisations). Independent performance of practical work – Principles of cooperation with other specialists implementing PE/APE. To prepare for the final examination (test). | ||||||||
| Assessment Criteria: | Theory of Inclusive Sports Education Within the course, on 4 blocks of topics: 2. Principles of adjustment theories in education. 3. Legal bases of inclusive education in Latvia. 4. International and national regulations for sports education. 5. Barriers and contributing factors of inclusive education. An examination on APA is written to assess knowledge and competences. An independent work on ecological analysis of the process of inclusion in sports education should be created. All examinations of the study course must be successfully passed at the end of the study course. Skills are assessed through practical work. Independent performance of practical work – preparation of theoretical justification, collection and compilation of data, their interpretation and drawing up of conclusions corresponding to the data obtained regarding principles of adjustment theories in adapted sports education. Competences are assessed on the basis of the conclusions drawn from the practical work: interpretation of results, comparison with literature data. Content and Methodology of Adapted Physical Activity Programmes Knowledge, skills and competences of students are assessed in two test works. 1. Planning, assessment, implementation, midterm assessment of an inclusive sports class, assessment of the need for modifications in the study process. 2. Critical thinking approach to APA in education, for which points are scored. 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. Summative assessment of knowledge and skills 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 scientific literature, and they should be interpreted. Student-Centred Approach in Adapted Physical Activities Knowledge, skills and competences of students are assessed in two test works. 1. Purpose of physical activity for students with SENs. 2. Holistic approach theories in adapted physical activities. And in two practical works: 1. Inclusion/support levels (LRE). 2. Planning and formulation of goals/tasks in APA. Students master skills: to prepare a theoretical justification of practical work, to measure individually and collectively inclusion/support levels (LRE), planning and formulation of goals/tasks in APA, to compare to literature data, to explain the differences between different case analyses. When the study course is over, a differentiated assessment on a 10-point scale 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 six of the intended test works. In practical work, students are required to fulfil in their work individually in accordance with the criteria. Conclusions should be drawn on the results obtained, and they should be interpreted. Interdisciplinary Cooperation in Inclusive Education Knowledge, skills and competences of students are assessed in two test works. 1. Cooperation with healthcare specialists implementing PE/APE. 2. Cooperation with sport and recreation specialists implementing PE/APE; and in practical work on the analysis of interdisciplinary cooperation. All examinations of the study course must be successfully passed at the end of the study course. Skills are assessed through practical works. Independent performance of practical work – preparation of theoretical justification, collection and compilation of data, their interpretation and drawing up of conclusions corresponding to the data obtained regarding principles of interdisciplinary cooperation in adapted sports education. Competences are assessed on the basis of the conclusions drawn from the practical work: interpretation of results, comparison with scientific literature data. The final assessment of the study course is determined by the average assessment of the independent work and test work during the semester 70%, presentation 10% and answers during the examination 20%. Summative assessment of knowledge and competences in test works. All written test works must be passed. In practical work, students are required to fulfil in their work requirements individually. Conclusions should be drawn on compliance of the results obtained with the work criteria, and they should be interpreted. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Theory of Inclusive Sports Education: 1. To demonstrate knowledge of the principles and strategies for adapting the content of the curriculum and the curriculum. 2. Knows special educational needs (various functional capacity, mobility, cognitive, social, behavioural, communication needs). 3. Demonstrates knowledge of the awareness and attitudes of students, teachers and other members of the interdisciplinary education team regarding the involvement of students with SENs in sports education. Content of Adapted Physical Activity Programmes: 1. To demonstrate comprehensive and sport-specific knowledge of planning, assessment, implementation, midterm assessment of inclusive sports classes and assessment of the need for modifications to the study process. Critical thinking approach to APA in education; setting measurable targets for students with SENs. Strengths and weaknesses of the school’s sports education curriculum in relation to adapted physical education. Student-Centred Approach in Adapted Physical Activities: 2. To demonstrate comprehensive and sport-specific knowledge of the holistic approach in education for theories in adapted physical activities. 3. Knowledge about assessment of academic performance of students with SENs on the basis of the objectives of their individual education plan (IEP); about the appropriate tools for assessing the education goals to assess students’ progress on the basis of their IEP. Interdisciplinary Cooperation in Inclusive Education: 1. To demonstrate knowledge about cooperation with other specialists implementing PE/APE. 2. Demonstrates knowledge about cooperation with representatives of sports and recreation services for the disabled and about cooperation with other persons caring for students with SENs. | ||||||||
| Skills: | Theory of Inclusive Sports Education: 4. Using theoretical basics learned in the pedagogical foundations in adapted physical activities, students demonstrate the skills to assess the suitability of the curriculum for individual needs and abilities. 5. Able to use appropriate assessment methods to determine the students’ functional capacity and be able to carry out an assessment for students corresponding to their potential and performance. Skills to develop an individual education plan (IEP) for PE. Content of Adapted Physical Activity Programmes: 2. To plan such an adapted physical education (APE) learning experience that promotes individual development. To prepare an individual sports education plan for students with special educational needs. 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. 5. To assess the suitability of the curriculum for individual needs and abilities of students with SENs. Student-Centred Approach in Adapted Physical Activities: 3. To use an individually appropriate assessment in accordance with the IEP. 4. To assess the suitability of the adapted curriculum to students with SENs. 5. To use the assessment of the suitability of the curriculum for individual needs and abilities. 6. Effectiveness of the teaching and support strategies used. Interdisciplinary Cooperation in Inclusive Education: 3. To cooperate with health care and rehabilitation specialists (for example, physiotherapist, occupational therapist, speech therapist, psychologist) in the planning and implementation of IEP for students with SENs. 4. To cooperate with parents or guardians of students with SENs. 5. To communicate and cooperate with relevant disability organisations in the neighbourhood to find out about cooperation opportunities (e.g. with the Special Olympics, local sports clubs, with non-governmental organisations). | ||||||||
| Competencies: | Theory of Inclusive Sports Education: 6. Students are able to skilfully analyse the results obtained: to plan inclusive sports classes to provide appropriate and safe learning methods for all students. To plan appropriate behaviour management strategies, plan motivational strategies for motivating students to participate in physical activities, to apply appropriate communication strategies. Content of Adapted Physical Activity Programmes: 7. To apply an individually appropriate assessment in accordance with the IEP. 8. To apply the suitability of the adapted curriculum to students with SENs. 9. Effectiveness of the teaching and support strategies used. 10. To use the suitability principles of teaching strategies according to individual SENs. 11. To use the suitability of support strategies. Student-Centred Approach in Adapted Physical Activities: 7. To assess and use the principles of individual suitability of the teaching strategies in APA. 8. To assess the suitability of support strategies used. 9. To use knowledge of the content of APA in practical activity – by drawing up APA lesson abstracts for school’s sports classes. Interdisciplinary Cooperation in Inclusive Education: 6. To establish professional cooperation to improve the quality of teaching strategies used for students with SENs in a sports class. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | 1. Sherrill, C. (2004). Adapted physical activity, recreation, and sport (6th ed.). New York, NY: McGraw Hill. | ||||||||
| 2 | 2. Winnick, J. P. & Porretta, D. (Eds.). (2017). Adapted physical education and sport (6th ed.). Champaign, IL: Human Kinetics. | ||||||||
| 3 | 3. Block, M. E. (2016). Including students with disabilities in physical education. New York, NY: McGraw Hill. | ||||||||
| 4 | 4. Kļaviņa, A. (2007). Iekļauj Mani. Rokasgrāmata bērnu ar invaliditāti iekļaušanai sporta nodarbībās. Jelgavas Tipogrāfija, 88lpp. | ||||||||
| 5 | 5. Eiropas standarti pielāgotās fiziskās aktivitātēs. (2010), 36-47. | ||||||||
| 6 | 6. Kļaviņa, A. (2014). Pielāgotā sporta izglītība skolā. LSPA, 78lpp. | ||||||||
| Additional Reading | |||||||||
| 1 | 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). | ||||||||
| 2 | 2. Block, M., E. (2016). A teacher’s guide to including children with disabilities in general physical education (4rd ed.). | ||||||||
| Other Information Sources | |||||||||
| 1 | 1. Horvat, M., Kelly, L., Block, M., & Croce, R. (2018) Developmental and Adapted Physical Activity Assessment, 2nd Ed. With Web Resource, Human Kinetics | ||||||||
