Inclusive and Special Sports Education

Study Course Description

Course Description Statuss:Approved

Course Description Version:1.00

Study Course Accepted:17.06.2024 11:52:20

Study Course Information
Course Code:		LSPA_201		LQF level:		Level 6
Credit Points:		4.00		ECTS:		6.00
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)		6	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		12
Classes (count)		7	Class Length (academic hours)		2	Total Contact Hours of Classes		14
Total Contact Hours								26
Full-Time - Semester No.2
Lectures (count)		11	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		22
Classes (count)		12	Class Length (academic hours)		2	Total Contact Hours of Classes		24
Total Contact Hours								46
Part-Time - Semester No.1
Lectures (count)		6	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		12
Classes (count)		6	Class Length (academic hours)		2	Total Contact Hours of Classes		12
Total Contact Hours								24
Part-Time - Semester No.2
Lectures (count)		6	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		12
Classes (count)		6	Class Length (academic hours)		2	Total Contact Hours of Classes		12
Total Contact Hours								24
Part-Time - Semester No.3
Lectures (count)		6	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		12
Classes (count)		6	Class Length (academic hours)		2	Total Contact Hours of Classes		12
Total Contact Hours								24
Study course description
Preliminary Knowledge:
Study courses mastered: Educational Psychology for Teachers, Teacher’s Professional Skills, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Management of Educational Institution, Theory of Sport, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Biomechanics and Ergonomics, General and Physical Activity Biochemistry, Business and Accounting, Qualitative Research in Sport and Health Education, Quantitative Research in Sport and Health Education, Nutrition, Pre-School Sport Paedagogy, General and Age-Specific Physiology, Physiology of Physical Activities, Human Anatomy and Dynamic Anatomy, Environmental Health, Health Promoting Physical Activities, Foundations and Methodology of Basketball, Foundations and Methodology of Volleyball, Foundations and Methodology of Football, Foundations and Methodology of Floorball, Foundations and Methodology of Handball, Foundations and Methodology of Badminton and Frisbee, Foundations and Methodology of Skiing, Foundations and Methodology of Track and Field Exercises, Foundations and Methodology of Swimming, Outdoor and Adventure Activities I, II, III, Foundations and Methodology of Self-Defence, Rhythmics and Rhythmic Combinations, History of Sport, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, Project Development, Health Education and Health Promotion, Psychology of Physical Activities, School Sport Paedagogy, Leading Class Work, Single Player Movement Games and Physical Activities, Sport Medicine, Professional Communication and Terminology I (English, German, Russian), Professional Communication and Terminology II (English, German, Russian), Professional Ethics, Teacher’s Placement I, II, III.
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 students with special educational needs.
Topic Layout (Full-Time)
No.	Topic			Type of Implementation		Number	Venue
1	Theory of Inclusive Sports Education: Principles of the theory of adapted physical activity 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		2.00	auditorium
				Classes		2.00	auditorium
2	Theory of Inclusive Sports Education: Barriers and contributing factors of inclusive education. Process of inclusion in sports education.			Lectures		2.00	auditorium
				Classes		3.00	auditorium
3	Content and Methodology of Adapted Physical Activity Programmes: Planning and assessment, implementation, midterm assessment of an inclusive sports class, and 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		2.00	auditorium
				Classes		2.00	auditorium
4	Content and Methodology of Adapted Physical Activity Programmes: Planning and assessment, implementation, midterm assessment of an inclusive sports class, and 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		6.00	auditorium
				Classes		6.00	auditorium
5	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		3.00	auditorium
				Classes		2.00	auditorium
6	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		3.00	auditorium
7	Examination			Classes		1.00	auditorium
Topic Layout (Part-Time)
No.	Topic			Type of Implementation		Number	Venue
1	Theory of Inclusive Sports Education: Principles of the theory of adapted physical activity 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		2.00	auditorium
				Classes		2.00	auditorium
2	Theory of Inclusive Sports Education: Barriers and contributing factors of inclusive education. Process of inclusion in sports education.			Lectures		2.00	auditorium
				Classes		3.00	auditorium
3	Content and Methodology of Adapted Physical Activity Programmes: Planning and assessment, implementation, midterm assessment of an inclusive sports class, and 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		2.00	auditorium
				Classes		1.00	auditorium
4	Content and Methodology of Adapted Physical Activity Programmes: Planning and assessment, implementation, midterm assessment of an inclusive sports class, and 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		6.00	auditorium
				Classes		6.00	auditorium
5	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		3.00	auditorium
				Classes		3.00	auditorium
6	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		3.00	auditorium
7	Examination			Lectures		1.00	auditorium
Assessment
Unaided Work:
Theory of Inclusive Sports Education: To prepare for seminars and test work on topics: Principles of the theory of adapted physical activity in education. Legal bases of inclusive education in Latvia. International and national regulations for sports education. 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: Planning and assessment, implementation, midterm assessment of an inclusive sports class, and assessment of the need for modifications in the study process. 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: Purpose of physical activity for students with SENs. Holistic approach theories in adapted physical activities. Independent performance of practical work: Inclusion/support levels (LRE). 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: 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. Prepare for the final examination.
Assessment Criteria:
Theory of Inclusive Sports Education Within the course, on 4 blocks of topics: Principles of adjustment theories in education. Legal bases of inclusive education in Latvia. International and national regulations for sports education. 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 and assessment, implementation, midterm assessment of an inclusive sports class, and 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), and on planning and formulation of goals/tasks in APA, compared 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.
Final Examination (Full-Time):		Exam
Final Examination (Part-Time):		Exam
Learning Outcomes
Knowledge:		To demonstrate knowledge of the principles and strategies for adapting the content of the curriculum and the curriculum 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. 3. Understands special educational needs (various functional capacity, mobility, cognitive, social, behavioural, communication needs). Awareness and attitudes of pupils, teachers and other members of the interdisciplinary education team regarding the involvement of pupils with SENs in sports education. Demonstrates comprehensive critical thinking approach to APA in education; setting measurable targets for pupils with SENs; strengths and weaknesses of the school’s sports education curriculum in relation to adapted physical education. To demonstrate comprehensive and sport-specific knowledge of the holistic approach in education for theories in adapted physical activities. To demonstrate knowledge about cooperation with other specialists implementing PE/APE. 4. Understands cooperation with health care and rehabilitation specialists (for example, physiotherapist, occupational therapist, speech therapist, psychologist).
Skills:		5. Demonstrates the skills to the suitability of the curriculum for individual needs and abilities. Able to use appropriate assessment methods to determine the pupils’ functional capacity and be able to carry out an assessment for pupils corresponding to their potential and performance. Skills to develop an individual education plan (IEP) for PE. 6. To plan such an adapted physical education (APE) learning experience that promotes individual development. To prepare an individual sports education plan for pupils with special educational needs. To plan the most appropriate communication strategies for pupils with special educational needs. To take responsibility and initiative through study and practical work, individually or in a team. 7. To use the assessment of the suitability for individual needs and abilities. Uses it for effectiveness of the teaching and support strategies. To cooperate with health care and rehabilitation specialists (for example, physiotherapist, occupational therapist, speech therapist, psychologist) in the planning and implementation of IEP for pupils with SENs. 8. To cooperate with parents or guardians of pupils with SENs. 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:		9. Skilfully analyses the results obtained: plans inclusive sports classes to provide appropriate and safe learning methods for all pupils. Plans appropriate behaviour management strategies. Plans learning strategies for motivating students to participate in physical activities, to apply appropriate communication strategies. 10. Uses the suitability principles of teaching strategies according to individual SENs. Uses the support suitability strategy. Establishes 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