.
Movement Games
Study Course Description
Course Description Statuss:Approved
Course Description Version:2.00
Study Course Accepted:26.06.2024 16:42:44
| Study Course Information | |||||||||
| Course Code: | LSPA_173 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.67 | ECTS: | 4.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Sports Trainer; Pedagogy | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Ingrīda Smukā | ||||||||
| 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) | 17 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 34 | ||||
| Total Contact Hours | 44 | ||||||||
| 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 and/or History of Sport, Philosophy of Sport. | ||||||||
| Objective: | To promote the development of the professional competence of students in the organisation and management of teaching and learning of single player movement games and physical activities, taking into account the individual possibilities of students and conformity with the learning outcome to be achieved, as well as to enable students to acquire theoretical knowledge and practical skills in modelling variants of single player movement games and physical activities with simplified or changed rules and load regulation, organisation of events for students. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Roles of movement games in sports education of pre-school age children, fostering their physical and mental development. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | History, rules of movement games, development trends and latest research in movement game methodology in pre-school sports education. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Didactic, theoretical and methodological basic principles of teaching and learning movement games in pre-school. | Classes | 1.00 | auditorium | |||||
| 4 | Choice, modelling, creating variants of movement games in pre-school. | Classes | 6.00 | auditorium | |||||
| 5 | Safety measures while conducting movement games. | Classes | 1.00 | auditorium | |||||
| 6 | Mastering of transversal skills in classes with movement game tasks. | Classes | 2.00 | auditorium | |||||
| 7 | Arranging and conducting pre-school movement game events. | Classes | 2.00 | auditorium | |||||
| 8 | Provision of feedback to children and in the assessment of personal activities in movement game activities with simplified or changed rules. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 9 | Performance and growth assessment criteria in learning movement games with simplified or changed rules in pre-school. | Lectures | 1.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | 1. Preparation for practical leading of 6 games according to the specified task – selected game. Game in pre-school for the improvement of all basic skills and the promotion of physical characteristics in the main/understanding and final/reflection part of the physical activity class. Movement games for the formation of general and social skills. Movement games with the use of various tools. Musical, rhythm, story-driven movement games. Observation of safety rules in movement games. 2. Preparation for the practical leading of modelled movement games and their variants according to a given task, leading analysis (opponency) and assessment. Modelling of movement games. Creation of variants. Adaptation according to the circumstances, contingent and individual development needs of students, as well as the tasks and learning outcomes specified in the lesson. Adjusting the load in movement games with different techniques. 3. Development of movement game plans, including as a task: movement games for different age groups, development of physical characteristics, improvement of movement skills, formation of general and social skills, music, rhythm and story-driven movement games, selection of leader, creation of teams, modelling of movement games. 4. Preparation for conducting a movement game event, development of plan and organisation of event (or creation of a story-driven lesson). Self-assessment, its justification about the developed plan and movement game event. Preparation of a movement game review (memos). 5. Preparing for exam. | ||||||||
| 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% | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. About the origins, history and development of movement games in Latvia and the world. 2. Methodology for teaching techniques and strategies of movement games with simplified or changed rules (teaching methods, study aids, forms of organisation of sports and health classes). 3. Assessment and self-assessment of children’s performance when learning single-player movement games and physical activities with simplified or changed rules. | ||||||||
| Skills: | 4. To practically plan, lead exercises of movement games with simplified or changed rules and assess their learning in accordance with state pre-school education guidelines. 5. To apply rules of movement games. 6. To demonstrate skills acquired in an activity for learning movement games with simplified or changed rules. | ||||||||
| Competencies: | 7. Ability to plan, lead an interdisciplinary and individualised learning process in various activities involving movement game exercises in accordance with the requirements of state pre-school education guidelines. 8. Ability to critically analyse and evaluate the pedagogical aids, methods, techniques and movement game aids used, their compliance with the abilities of students and education goals in diverse health-promoting movement game exercise activities. 9. Ability to take responsibility for classes with movement game exercises and safety of movement game events in pre-school. 10. Ability to establish clear performance and student growth assessment criteria and test methods when learning movement games with simplified or changed rules. 11. Ability to analyse learning outcomes in learning movement games with simplified or changed rules and track the child’s growth, identify the support measures needed to improve learning performance. 12. Ability to provide feedback to child and in the assessment of personal activities in activities involving movement games with simplified or changed rules. 13. Able to creatively choose study aids in learning movement games with simplified or changed rules by integrating health and safety content, as well as other subject areas, transversal skills and values. 14. Able to identify security hazards and risks in different environments and situations during movement games, 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. (2014). Bērns un sports pirmsskolā. Rīga: RaKa, 179lpp. | ||||||||
| 2 | 2. Dravniece, I. (2019). Rotaļas pirmsskolā un skolā. Lekcija. Rīga, LSPA. | ||||||||
| 3 | 3. Jansone, R., & Krauksts, V. (2005). Sporta izglītības didaktika skolā. Rīga, RaKa, 336lpp. | ||||||||
| 4 | 4. Jansone, R., Fernāte, A., & Bula-Biteniece, I. (2016). Sporta pedagoģija vakar, šodien, rīt. Kolektīvā monogrāfija, Rīga: RaKa, 567lpp. | ||||||||
| 5 | 5. Antiņa, I., & Mežale, S. (2008). Spēles radošiem pedagogiem. Rīga, Raka 172lpp.. | ||||||||
| 6 | 6. Dravniece, I. (2018). Latviešu tautas tradicionālās rotaļas, Rīga, LSPA 75lpp. | ||||||||
| 7 | 7. Jonikāne, I. (1983). Kustību rotaļas. Metodisks materiāls. Rīga, LVFKI 75lpp. | ||||||||
| 8 | 8. Laiviņa, M. (1992). Rotaļas. Rīga, Zvaigzne, 238lpp. | ||||||||
| 9 | 9. Lielā Spēļu enciklopēdija (2007). Kušneres red. Rīga, Jumava, 359lpp. | ||||||||
| 10 | 10. Lielā spēļu grāmata (2015). Jērinaites red., Rīga, Zvaigzne ABC, 436lpp. | ||||||||
| 11 | 11. Liepa, M., & Liepa, A. (1992). Rotaļas. Rīga, Zvaigzne, 183lpp. | ||||||||
| 12 | 12. Ošs, J., Rinks, J., & Slavietis, J. (1993). Rotaļnieks. Rīga, Zinātne, 151lpp. | ||||||||
| 13 | 12. Ošs, J., Rinks, J., & Slavietis, J. (1993). Rotaļnieks. Rīga, Zinātne, 151lpp. | ||||||||
| 14 | 13. Visādas spēles (2003). Celmiņas red. Rīga, Zvaigzne ABC, 95lpp. | ||||||||
| 15 | 14. 100 spēles un rotaļas (2014). Kartīšu komplekts, Rīga, Zvaigzne ABC, 50katītes. | ||||||||
| 16 | 15. Mācīšanās lietpratībai. (2018). Kolektīvā monogrāfija. Zin., red. D. Namsone | ||||||||
| 17 | 16. Noteikumi par valsts pirmsskolas izglītības vadlīnijām un pirmsskolas izglītības programmu paraugiem (2018). Ministru kabineta noteikumi Nr. 716. | ||||||||
| Additional Reading | |||||||||
| 1 | 17. Sport games in modern school. (2016). Kolektīvā monogrāfija, Rīga, 56p. | ||||||||
| 2 | 18. Griffin, L. L. (1997). Teaching sport concepts and skills. A tactical games approach. Champaign, Il, Human Kinetics, 237p. | ||||||||
| 3 | 19. Mitchell, S. A. (2013). Teaching sport concepts and skills. Human Kinetics, 660p. | ||||||||
| 4 | 20. Batņa, V. (2007). Rosinot bērna iekšējo pasauli. Rīga: RaKa, 280lpp. | ||||||||
| 5 | 21. Bērna sasniegumu veicināšana pirmsskolā (2015). Šponas red.. Rīga, RaKa, 227lpp. | ||||||||
| 6 | 22. Brice, B. (2007). Pirkstiņu rotaļas. Rīga, Raka, 95lpp. | ||||||||
| 7 | 23. Brice, B. (2011). Skaņu pasakas un ritma rotaļas. Rokasgrāmata skolotājiem un vecākiem. Rīga, Zvaigzne ABC, 143lpp. | ||||||||
| 8 | 24. Brice, B. Viss sākas ar rotaļu. Metodiskie ieteikumi un rotaļas pirmsskolas un sākumskolas bērniem. Rīga, RaKa, 244lpp. | ||||||||
| 9 | 25. Brice, B., & Bajarune, I. (2011). Vingrosim ar dziesmiņu. Vispārattīstošie vingrojumi, dziesmas un rotaļas bērniem no 1,5 līdz 3 gadiem. Rīga, RaKa, 135lpp. | ||||||||
| 10 | 26. Dravniece, I. (1995). Kustību rotaļas sportā. Rīga, LSPA, 79lpp. | ||||||||
| 11 | 27. Dzintere, D. (2000). Rotaļa kā īpaša kultūras forma un kultūras apguves veicinātāja. D.Dzinteres red. Rīga, RPIVA, 78lpp. | ||||||||
| 12 | 28. Dzintere, D., Boša R.(1997). Rotaļspēles. Rīga, Studiju apgāds NT, 72lpp. | ||||||||
| 13 | 29. Dzintere, D., & Stangaine I. (2005). Rotaļa – bērna dzīvesveids. Rīga, Raka,181lpp. | ||||||||
| 14 | 30. Dzintere, D., & Stangaine, I. (2007). Rotaļa – bērna dzīves prasmju sekmētāja. Rīga, Raka, 304lpp. | ||||||||
| 15 | 31. Ideju krātuve pirmsskolai. (2010). Rotaļnodarbības 5-6 gadus veciem bērniem. Rīga, Zvaigzne ABC, 136lpp. | ||||||||
| 16 | 32. Lapšāne, R. (2011). Sporta svētki pirmsskolā. Rīga, RaKa, 69lpp. | ||||||||
| 17 | 33. Māldere, Ē. (2012). Trejdeviņi Jāņi, Rīga, Zvaigzne ABC, 80lpp. | ||||||||
| 18 | 34. Mellēna, M., Spīčs, E., Muktupāvels, V., & Irbe I. (2004). Gadskārtu grāmata, Rīga, Madris, 496lpp. | ||||||||
| 19 | 35. Muktupāvels, V. (1989). Dindaru, dandaru. Latviešu rotaļas un spēles. Rīga, Avots, 136lpp. | ||||||||
| 20 | 36. Rancāne, A., Siliņa-Jasjukeviča, G., & Briška, I. (2016). Saules gads. Lielā diena. Rīga, Zvaigzne ABC, 272lpp. | ||||||||
| 21 | 37. Reizniece, I. (2010). Rokasgrāmata folkloras mācīšanā. Rīga, Zvaigzne ABC, 144lpp. | ||||||||
| 22 | 38. Sīle, S., & Volkova, L. (2011). Vērtību vācelīte pasakās, rotaļās, spēlēs 5-6 gadus veciem bērniem. Rīga, Zvaigzne ABC, 96lpp. | ||||||||
| Other Information Sources | |||||||||
| 1 | 39. Jansone, R., & Fernāte, A. (2009). Kustību apguves un fizisko spēju attīstīšanās sporta stundās. Rīga, ISEC. | ||||||||
| 2 | 40. Jansone, R., Bula-Biteniece, I., Kalniņa, L., & Tripāne, T. (2011).Vingro kopā ar mani. Rīga: VISC. | ||||||||
