.
Preschool Sports Pedagogy
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:18.06.2024 12:05:33
| Study Course Information | |||||||||
| Course Code: | LSPA_214 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.67 | ECTS: | 4.00 | ||||||
| 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) | 10 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 20 | ||||
| Classes (count) | 14 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 28 | ||||
| Total Contact Hours | 48 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 10 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 20 | ||||
| Classes (count) | 14 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 28 | ||||
| Total Contact Hours | 48 | ||||||||
| 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, Quantitative Research in Sport and Health Education, Nutrition, 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 Track and Field Exercises, Foundations and Methodology of Swimming, Outdoor and Adventure Activities I, II, III, Foundations and Methodology of Self-Defence, Foundations and Methodology of Track and Field, Rhythmics and Rhythmic Combinations, History of Sport, Philosophy of Sport, Sport in Multicultural Environment and Olympic Education, Project Development, 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. | ||||||||
| Objective: | To use knowledge, skills, attitudes and values, the objectives, tasks in the field of Health and Physical Activity of the physical exercises, health promoting exercises and safety promoting exercises included in pre-school guidelines evaluating them in a targeted, critical manner and adapting to the requirements of the specific environment. Application of didactic principles of alternative pedagogies by promoting individual approaches and the implementation of transversal skills in sports classes. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Theoretical foundations of the philosophy of movement in pre-school. Solutions to the problems of pre-school children from the point of view of sports pedagogy in the field of Health and Physical Activity. Development of pre-school children and characterisation of the need for movement activities. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Infant’s development stages and content of physical activity. Characteristics of the development of motor and fine motor skills and their role in the further development of a child. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Regularities in the formation of basic movement skills in children aged 1 to 3 years. Content and tools for physical activities. Didactic principles in physical activity at the age of 1 to 3 years. Content of physical activity in indoor and outdoor environments. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Sequence of formation of movement skills. Conditions for developing healthy habits (learning hygienic skills and abilities) in terms of physical activity. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 5 | A targeted process of learning movement skills through the use of a wide range of tools in conjunction with the development of the child as a whole. Content of safe (inviolability of own body) and health promoting physical activity according to pre-school education guidelines. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 6 | Readiness of a child for school in terms of physical activity. Content of preschool guidelines in sports education. Change of educational paradigms. Structure, objectives, tools, forms of organisation of sports classes in pre-school. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 7 | Characteristics of the basic movements, use of tools and external environment according to age-specific characteristics. | Classes | 2.00 | auditorium | |||||
| 8 | Holistic approach in family sport in pre-school education. | Classes | 4.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Theoretical foundations of the philosophy of movement in pre-school. Solutions to the problems of pre-school children from the point of view of sports pedagogy in the field of Health and Physical Activity. Development of pre-school children and characterisation of the need for movement activities. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 2 | Infant’s development stages and content of physical activity. Characteristics of the development of motor and fine motor skills and their role in the further development of a child. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 3 | Regularities in the formation of basic movement skills in children aged 1 to 3 years. Content and tools for physical activities. Didactic principles in physical activity at the age of 1 to 3 years. Content of physical activity in indoor and outdoor environments. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 4 | Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Sequence of formation of movement skills. Conditions for developing healthy habits (learning hygienic skills and abilities) in terms of physical activity. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 5 | A targeted process of learning movement skills through the use of a wide range of tools in conjunction with the development of the child as a whole. Content of safe (inviolability of own body) and health promoting physical activity according to pre-school education guidelines. | Lectures | 2.00 | auditorium | |||||
| Classes | 1.00 | auditorium | |||||||
| 6 | Readiness of a child for school in terms of physical activity. Content of preschool guidelines in sports education. Change of educational paradigms. Structure, objectives, tools, forms of organisation of sports classes in pre-school. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 7 | Characteristics of the basic movements, use of tools and external environment according to age-specific characteristics. | Classes | 2.00 | auditorium | |||||
| 8 | Holistic approach in family sport in pre-school education. | Classes | 4.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | - Mind map Child. Movement. Brain. - Set of exercises with volume, intensity and theoretical justification at each infant’s development stage. - Set of exercises with volume, intensity and theoretical justification for the age of 1 to 3 years. Research paper. Pedagogical, psychological, anatomical and physiological characteristics of one child. Set of exercises created specifically for the child. Interview with the child and his/her parents. - Specific examples in sport education in pre-school in terms of alternative pedagogies. Set of exercises with movement skills regularities in terms of health promotion in the long term. - Set of exercises with volume, intensity and theoretical justification for the age of 4 to 5 years for outdoor activities. Interactive poster Be safe. Description of exercise Iceberg. - Set of exercises for movement skills for a 6-year-old child based on preschool guidelines. Original exercise prepared and practically conducted according to the age to promote transversal skills. - Physical activity event for pre-school age children together with parents, indicating the purpose, tasks, methods, tools and theoretical justification of each activity from a theoretical point of view. | ||||||||
| Assessment Criteria: | Assessment content and criteria of learning outcomes: 3p.: - The materials have been selected and interpreted according to the topics. All tasks that are marked in red and numbered in the PowerPoint material have been completed. Attachments have been created. At the end of each topic, self-assessment of the results achieved. Self-assessment of the study course completed at the end of the practical training. Homework has been and submitted on time. Active activity during classes. - Original exercises have been created, according to the age and the development of physical abilities of the child. Theoretically justified using theories of physiology and psychology. Visually appealing design. - Pedagogical, psychological, anatomical and physiological characteristics of one child. Set of exercises created specifically for the child. Interview with the child and his/her parents. The data obtained have been analysed, compared to theory, and proposals have been made. - In cooperation with colleagues, a physical activity event has been created for pre-school children, indicating the purpose, tasks, methods, tools and theoretical justification of each activity based on personal experience. The process diagram has been specified and described. - Original exercise prepared and practically (successfully) conducted according to the age to promote transversal skills (description and drawing attached). 2p.: - All the knowledge and skills tasks have been performed according to the given example, sometimes lacking originality and creativity, use of the latest literature, theoretical justification. - The task has been performed according to the given example, sometimes lacking originality and creativity, use of the latest literature, theoretical justification. - An exercise has been prepared, but does not match the chosen age or transversal skill or is not successfully conducted. 1p.: - All the parameters of knowledge and skill tasks have been met, but they have been carried out formally with no personal opinion or positive attitude to the work to be performed. - The parameters of the task have been met, but they have been carried out formally with no personal opinion or positive attitude to the work to be performed. - A formally prepared exercise, with no personal opinion or positive attitude to the work to be performed. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Assesses, selects, critically analyses and describes information on the pedagogical process in pre-school. 2. Understands the use of theoretical relationships in research. 3. Expresses, explains and analyses ideas in problem situations, formulates a context-based and structured assumption. | ||||||||
| Skills: | 4. Independently structures and forwards personal professional improvement in pre-school sports education. 5. Able to think critically and make decisions, find creative solutions in the process of implementing physical activity in pre-school. 6. Assesses and recommends physical activity content and assessment options for sports teachers and parents. 7. Identifies real needs of pre-school children and describes the nature of the problem – recognises and articulates the problem in a context characterised by interdependent dimensions, aspects, causal links. | ||||||||
| Competencies: | 8. Implements the promotion of transversal skills in sports classes and at sporting events. 9. Able to identify in sports classes security hazards and risks in different environments and situations, take preventive safety measures, choosing the most appropriate problem-solving strategies. 10. Creates, plans and implements a physical activity event setting specific objectives, tasks, content, organisational diversity, development of collaborative skills, diverse techniques for learning feedback. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | 1. Jansone, R., Fernāte, A., & Bula-Biteniece, I. (2016). Sporta pedagoģija: vakar šodien rīt. RaKa, 369lpp. | ||||||||
| 2 | 2. Bula-Biteniece, I., Jansone, R., & Piech, K. (2013). Bērns un sporta pirmskolā. RaKa, 208lpp. | ||||||||
| 3 | 3. Profesijas standarts SKOLOTĀJS. Piektais profesionālās kvalifikācijas līmenis (5.PKL) (atbilst sestajam Latvijas kvalifikāciju ietvarstruktūras līmenim (6.LKI) | ||||||||
| 4 | 4. MK noteikumi Nr.716, Rīgā 2018. gada 21. novembrī (prot. Nr. 53 29. §) Noteikumi par valsts pirmsskolas izglītības vadlīnijām un pirmsskolas izglītības programmu paraugiem. | ||||||||
| 5 | 5. Domens, G., Domens, D., & Heigijs, B. (2004). Aktīvs mazulis – gudrs mazulis! No dzimšanas līdz sešu gadu vecumam. Zvaigzne ABC, 306lpp. | ||||||||
| 6 | 6. Elnebija, I. (1999). Pakāpieni bērna attīstībā. Pētergailis, 87lpp. | ||||||||
| Additional Reading | |||||||||
| 1 | 7. Helinga, H. (2008). Montesori pedagoģija, Jumava, 267lpp. | ||||||||
| 2 | 8. Karlgrēns, F. (2008). Valdorfa pedagoģija, Jumava, 252lpp. | ||||||||
| 3 | 9. Ibuka, M. (1999). Pēc trīs gadi var būt par vēlu. E-resursi. | ||||||||
| 4 | 10. Bouchard, C., Blair, N., S., & Haskell, L., W. (2012). Physical Activity and Health, Human Kinetics. Inc. 586p. | ||||||||
