.
Movement Basics and Methodology
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:26.06.2024 16:40:50
| Study Course Information | |||||||||
| Course Code: | LSPA_172 | 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: | Kalvis Ciekurs | ||||||||
| 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) | 3 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 6 | ||||
| Classes (count) | 15 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 30 | ||||
| Total Contact Hours | 36 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General secondary education. | ||||||||
| Objective: | To master knowledge about different types of movement, practical skills and skills in teaching them, in accordance with the competences provided for in the profession standard and the state pre-school education guidelines. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introductory lesson, content, requirements and assessment of study course. Roles of movement exercises in sports education of pre-school age children, fostering their physical and mental development. Safety rules in the gym, arena, stadium and on a terrain. Safety rules for walking, running, jumping and roller skating. | Lectures | 2.00 | auditorium | |||||
| 2 | “Rules on national pre-school education guidelines and model programmes”, topic Moving (walking, running, jumping and moving with aids – roller skates). | Lectures | 1.00 | auditorium | |||||
| 3 | Exercise tasks in running, walking and jumping. | Classes | 2.00 | auditorium | |||||
| 4 | Exercise tasks in roller skating (rolling and falling technique). | Classes | 3.00 | auditorium | |||||
| 5 | Mastering of pedagogical skills in leading an obstacle course or circuit exercises with previously mastered exercise tasks (walking, running, jumping and roller skating). | Classes | 4.00 | auditorium | |||||
| 6 | Mastering of transversal skills in classes with different types of movement tasks. | Classes | 3.00 | auditorium | |||||
| 7 | Arranging and conducting modified movement games with various kinds of movements. | Classes | 2.00 | auditorium | |||||
| 8 | Exam | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Creating a portfolio of exercise tasks (according to the state pre-school education standard and model pre-school education programmes). Development of lesson plans (abstracts). Modelling of a lesson, practical presentation of leading movement exercises according to a self-designed lesson plan and assessment of learning on the basis of a self-created section for the assessment of transversal skills in the performance of a child and self-assessment. Self-assessment of a lesson plan and the assessment section. Peer assessment of a lesson plan and the assessment section. Development and approbation of obstacle courses and circuit exercises with movement exercises. Performing and assessing practising exercises. | ||||||||
| Assessment Criteria: | Assessment criteria of learning outcomes 1. Purposeful activity in seminars and practical classes – 30% 2. Independent work performed by the student when preparing for practical management of study activities and other examinations – 50% 3. Tests of acquired knowledge and skills – 20% Demonstration assessment criteria: 3 p. – The demonstration is of high value, all the movement elements are clearly visible. Optimal performance speed, amplitude, free movements. The most characteristic elements of the technique can be demonstrated in different versions (from short approach run, in parts, imitations, etc.). Can demonstrate any preparation exercise. Engages in teaching other students. Sees and knows how to correct mistakes. Able to assess personal movements and movements of other students. 2 p. – All the movement elements are clearly visible in the demonstration. Optimal performance speed, amplitude, free movements. Can demonstrate indicated preparation exercises. Engages in teaching other students when instructed. When instructed, tries to see mistakes and find exercises to correct them, assesses movements of other students. 1 p. – The main elements of the techniques are visible in the demonstration. The performance speed, rhythm, amplitude are insufficient. Demonstrates some preparation exercises when instructed. Has difficulties to see the mistakes and assess personal performance and performance of other students. Independent work portfolio assessment criteria: 5 p. – The portfolio is a description of the result to be achieved by a group with drawings. 12 to 16 exercises with drawings and proportioning are given, mistakes are described and exercises with drawings to correct mistakes are given. Visualizations about assessment and the result to be achieved have been created in a way that is understandable to a child. Movement games with movement type exercises, description of specific activity with drawings and rules. 4 p. – The portfolio is a description of the result to be achieved by a group with drawings. 10 to 12 exercises with drawings and proportioning are given, mistakes are described and exercises to correct mistakes are given. Visualizations about assessment and the result to be achieved have been created in a way that is understandable to a child. Movement games with movement type exercises, description of specific activity with drawings and rules. 3 p. – The portfolio is a description of the result to be achieved by a group. 8 to 10 exercises with drawings and proportioning are given, mistakes are described and exercises to correct mistakes are given. Describes assessment and the result to be achieved by a child. Movement games with movement type exercises is a short description of activity and rules. 2 p. – The portfolio is a description of the result to be achieved by a group. 6 to 8 exercises with proportioning are given, possible mistakes are described. The result to be achieved and assessment of a child is described in part. 1 p. – The portfolio is a description of the result to be achieved by a group. 4 to 8 exercises with proportioning are given. The result to be achieved and assessment of a child is described insufficiently. Examination – a theoretical and practical examination at the end of the study course. During the course of study, when fulfilling the requirements of the study course, the student obtains the sum of the assessment points, which form the “base” assessment in the examination. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. About the diversity of movement methods with and without aids and their significance in fostering children’s health and safety in the long term. 2. Methodology for teaching techniques and strategies of movement methods (teaching methods, study aids, forms of organisation of sports and health classes). 3. Assessment and self-assessment of children’s performance in learning different types of exercises. | ||||||||
| Skills: | 4. To demonstrate different movement methods (walking, running, jumping, roller skating). 5. To apply age-appropriate, individually modified track and field and roller skating exercises to promote variable movement skills of children. 6. To practically plan, lead movement exercises and assess their learning in accordance with state pre-school education guidelines. 7. To demonstrate the skills learned in modified movement games involving different types of movement. | ||||||||
| Competencies: | 8. Ability to plan, lead an interdisciplinary and individualised study process in various activities involving movement exercises in accordance with the state pre-school education guidelines. 9. Ability to critically analyse and evaluate the pedagogical aids, methods, techniques and movement aids used, their compliance with the abilities of the child and education goals in diverse health-promoting movement exercise activities. 10. Ability to take responsibility for classes with movement exercises and safety of events in pre-school. 11. Ability to establish clear performance and student growth assessment criteria and test methods when learning track and field exercises. 12. Ability to analyse learning outcomes in learning movement exercises and track the child’s growth, identify the support measures needed to improve learning performance. 13. Ability to provide feedback to the child and in the assessment of personal activities in movement exercise activities. 14. Ability to creatively choose study aids in learning movement exercises by integrating health and safety content, other subject areas, transversal skills and values. 15. Ability to identify security hazards and risks in different environments and situations while moving, take preventive safety measures, choosing the most appropriate problem-solving strategies. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | 1. Bula-Biteniece, I., Jansone, R. & Piech, K. (2013). Bērns un sports pirmsskolā. Rīga, RaKa, 238lpp. | ||||||||
| 2 | 2. Jansone, R., Fernāte, A., & Bula-Biteniece, I. (2016). Sporta pedagoģija vakar, šodien, rīt. Rīga, RaKA, 526lpp. | ||||||||
| 3 | 3. Zauters, U. (1999). Skrituļslidošana. Rīga, Jumava, 88lpp. | ||||||||
| 4 | 4. Noteikumi par valsts pirmsskolas izglītības vadlīnijām un pirmsskolas izglītības programmu paraugiem (2018). Ministru kabineta noteikumi Nr. 716. | ||||||||
| 5 | 5. Mācīšanās lietpratībai. (2018). Kolektīvā monogrāfija. Zin., red. D. Namsone. | ||||||||
| 6 | 6. Karlovska, R., & Martinsone, U. (1999). Kustību aktivitātes. Vingrojumi iztēles un fizisko spēju attīstībai. Rīga, Zvaigzne ABC, 107lpp. | ||||||||
| Additional Reading | |||||||||
| 1 | 7. Avotiņa, I. (2016). Vieglatlētika. Rīga, DUE, 160lpp. | ||||||||
| 2 | 8. Avotiņa, I. (2015). Vieglatlētikas pamati. 1.daļa, Rīga, LSPA, 102lpp. | ||||||||
| 3 | 9. Avotiņa, I. (2015). Vieglatlētikas pamati. 2.daļa, Rīga, LSPA, 104lpp. | ||||||||
| 4 | 10. Avotiņa, I., & Škutāne, S. (2015). Stafetes no sporta zāles līdz stadionam. Rīga. LSPA, 32lpp. | ||||||||
| Other Information Sources | |||||||||
| 1 | Skola2023 | ||||||||
