School Sports Pedagogy

Study Course Description

Course Description Statuss:Approved

Course Description Version:2.00

Study Course Accepted:29.07.2024 11:34:51

Study Course Information
Course Code:		LSPA_215		LQF level:		Level 6
Credit Points:		6.67		ECTS:		10.00
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)		3	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		6
Classes (count)		12	Class Length (academic hours)		2	Total Contact Hours of Classes		24
Total Contact Hours								30
Full-Time - Semester No.2
Lectures (count)		3	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		6
Classes (count)		11	Class Length (academic hours)		2	Total Contact Hours of Classes		22
Total Contact Hours								28
Full-Time - Semester No.3
Lectures (count)		1	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		2
Classes (count)		10	Class Length (academic hours)		2	Total Contact Hours of Classes		20
Total Contact Hours								22
Full-Time - Semester No.4
Lectures (count)		1	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		2
Classes (count)		8	Class Length (academic hours)		2	Total Contact Hours of Classes		16
Total Contact Hours								18
Part-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
Part-Time - Semester No.2
Lectures (count)		3	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		6
Classes (count)		8	Class Length (academic hours)		2	Total Contact Hours of Classes		16
Total Contact Hours								22
Part-Time - Semester No.3
Lectures (count)		1	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		2
Classes (count)		10	Class Length (academic hours)		2	Total Contact Hours of Classes		20
Total Contact Hours								22
Part-Time - Semester No.4
Lectures (count)		1	Lecture Length (academic hours)		2	Total Contact Hours of Lectures		2
Classes (count)		8	Class Length (academic hours)		2	Total Contact Hours of Classes		16
Total Contact Hours								18
Study course description
Preliminary Knowledge:
Study courses mastered: Educational Psychology for Teachers, Teacher’s Professional Skills, Social-Emotional Learning, Legal Aspects of Pedagogical Process, Theory of Sport, Innovative Information Communication Technologies and Methods in Sport Pedagogy, Biomechanics and Ergonomics, General and Physical Activity Biochemistry, 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 Gymnastics, 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 the basic education standard evaluating them in a targeted, critical manner and adapting to the requirements of the specific environment. Promoting the use of transversal skills in the implementation of different didactic approaches in sports classes.
Topic Layout (Full-Time)
No.	Topic			Type of Implementation		Number	Venue
1	Introductory class. Description of competence. Sports teacher and athletic discipline coach – shared and different. Video material. Value education in the context of sports education. Mission of a sports teacher. Didactic contract (agreement). Safety in sports lessons.			Lectures		1.00	auditorium
				Classes		2.00	auditorium
2	Goals, tasks, content, tools (exercises), teaching and learning methods, organisational techniques of sports classes in primary school (grades 1-3). Transversal competences. Content of the standard. Creativity in a sports lesson. Components of a creative sports lessons. Creativity as teacher’s personality qualities. Presentation and peer assessment of a creative lesson (story-driven lesson).			Lectures		1.00	auditorium
				Classes		4.00	auditorium
3	Use of a story-driven obstacle course in primary school. Educational, socialising and developing tasks in a story-driven obstacle course. Presentation and peer assessment of a story-driven obstacle course. Goals, tasks, content, tools (exercises), teaching and learning methods, organisational techniques of sports classes in basic school (grades 4-9). Transversal competences.			Lectures		1.00	auditorium
				Classes		3.00	auditorium
4	Presentation and peer assessment of lesson plans. Presentation and peer assessment of exercises.			Classes		3.00	auditorium
5	Sensitive periods for promoting physical characteristics according to ages.			Classes		3.00	auditorium
6	Changes in basic assessment principles in terms of normative and humane pedagogy. Application of normative and critical assessment in the field Health and Physical Activity in primary school. Assessment functions. Summative and formative assessment. Assessment systems in grades 1-6.			Lectures		1.00	auditorium
				Classes		3.00	auditorium
7	Theoretical justification of the need for physical activity in primary and secondary school. Impact of physical activity on thinking and creativity, self-actualised learning and digital literacy.			Lectures		1.00	auditorium
				Classes		2.00	auditorium
8	Goals, tasks, content, tools (exercises), teaching and learning methods, organisational techniques of sports classes in basic school (grades 4-9). Formation of transversal competences. Creative sports class within the framework of self-directed and self-actualised sports education. Creativity as a contributing factor to the development of a pupil’s personality. Presentation and peer assessment of a creative lesson.			Lectures		1.00	auditorium
				Classes		3.00	auditorium
9	Implementation of a qualitative educational process in relation to the content of the basic and secondary education standard and the planned and learning results (timing). Presentation and peer assessment of lesson plans.			Lectures		1.00	auditorium
				Classes		3.00	auditorium
10	Sensitive periods for promoting physical characteristics in basic school and secondary school. Presentation and peer assessment of exercises.			Classes		3.00	auditorium
11	Creating a pulse curve in a sports class. Circuit exercises in a sports lesson (methods, promoting physical characteristics). Development of a pupil’s individual physical fitness plan.			Classes		4.00	auditorium
12	Goals, tasks, content, tools (exercises), teaching and learning methods, organisational techniques of sports classes in secondary school (grades 10-12). Formation of transversal competences.			Lectures		1.00	auditorium
				Classes		3.00	auditorium
13	Pedagogical psychological aspects of assessment in the context of pupil’s personality. Creation of student performance assessment content in primary and secondary school.			Classes		5.00	auditorium
Topic Layout (Part-Time)
No.	Topic			Type of Implementation		Number	Venue
1	Introductory class. Description of competence. Sports teacher and athletic discipline coach – shared and different. Video material. Value education in the context of sports education. Mission of a sports teacher. Didactic contract (agreement). Safety in sports lessons.			Lectures		1.00	auditorium
				Classes		2.00	auditorium
2	Goals, tasks, content, tools (exercises), teaching and learning methods, organisational techniques of sports classes in primary school (grades 1-3). Transversal competences. Content of the standard. Creativity in a sports lesson. Components of a creative sports lessons. Creativity as teacher’s personality qualities. Presentation and peer assessment of a creative lesson (story-driven lesson).			Lectures		1.00	auditorium
				Classes		4.00	auditorium
3	Use of a story-driven obstacle course in primary school. Educational, socialising and developing tasks in a story-driven obstacle course. Presentation and peer assessment of a story-driven obstacle course. Goals, tasks, content, tools (exercises), teaching and learning methods, organisational techniques of sports classes in basic school (grades 4-9). Transversal competences.			Lectures		1.00	auditorium
				Classes		3.00	auditorium
4	Presentation and peer assessment of lesson plans. Presentation and peer assessment of exercises.			Classes		3.00	auditorium
5	Sensitive periods for promoting physical characteristics according to ages.			Classes		3.00	auditorium
6	Changes in basic assessment principles in terms of normative and humane pedagogy. Application of normative and critical assessment in the field Health and Physical Activity in primary school. Assessment functions. Summative and formative assessment. Assessment systems in grades 1-6.			Lectures		1.00	auditorium
				Classes		3.00	auditorium
7	Theoretical justification of the need for physical activity in primary and secondary school. Impact of physical activity on thinking and creativity, self-actualised learning and digital literacy.			Lectures		1.00	auditorium
				Classes		2.00	auditorium
8	Goals, tasks, content, tools (exercises), teaching and learning methods, organisational techniques of sports classes in basic school (grades 4-9). Formation of transversal competences. Creative sports class within the framework of self-directed and self-actualised sports education. Creativity as a contributing factor to the development of a pupil’s personality. Presentation and peer assessment of a creative lesson.			Lectures		1.00	auditorium
				Classes		3.00	auditorium
9	Implementation of a qualitative educational process in relation to the content of the basic and secondary education standard and the planned and learning results (timing). Presentation and peer assessment of lesson plans.			Lectures		1.00	auditorium
				Classes		3.00	auditorium
10	Sensitive periods for promoting physical characteristics in basic school and secondary school. Presentation and peer assessment of exercises.			Classes		3.00	auditorium
11	Creating a pulse curve in a sports class. Circuit exercises in a sports lesson (methods, promoting physical characteristics). Development of a pupil’s individual physical fitness plan.			Classes		4.00	auditorium
12	Goals, tasks, content, tools (exercises), teaching and learning methods, organisational techniques of sports classes in secondary school (grades 10-12). Formation of transversal competences.			Lectures		1.00	auditorium
				Classes		3.00	auditorium
13	Pedagogical psychological aspects of assessment in the context of pupil’s personality. Creation of student performance assessment content in primary and secondary school.			Classes		5.00	auditorium
Assessment
Unaided Work:
Assessment parameters (students’ independent works): 1. Argumented essay Answer to the pupil’s question: “Why do I have to come to school/sports class?” 2. Annotation for the video material. 3. Critically evaluated content of the book (10 statement per chapter). 4. Descriptions created in accordance with the standard (primary/basic school) of the learning outcomes in specific skills at the end of grades 3 and 6 (thematic plan). 5. Teachers’ mission – practical implementation steps for the commencement of pedagogical activity. 6. Mind map – goal, tasks, content, tools (transversal – health, safety) of the lesson. 7. Plan of a story-driven lesson with illustrations. 8. Presentation of a story-driven lesson. 9. Selection of exercises and creation of lesson plans. 10. Creation of a self-assessment map in primary school. 11. Self-assessment of previous independent works. 12. Augmented essay Physical activities. 13. Plan of a meaningful sports lesson with the theoretical justification of each task (physiological, psychological, transversal skills). 14. Self-made (filmed) understanding part of a lesson with an emphasis on content promoting the development of a pupil’s personality based on learning outcomes included in the standard for the specific age. 15. Content of one physical activity (with a specific goal and task from a standard) with as many steps as possible in a given time unit (photo, video, description). 16. 3 exercises have been created for one physical characteristics with a specific form of expression for grades 7, 9, 12. Prepares different presentations for each exercise. 17. Creation of interactive circuit exercises in pairs with a specific goal, for a specific age. Establishes control exercises got determining individual physical fitness (to analyse and evaluate the physical fitness of a course mate). 18. Plan of a meaningful sports lesson with the theoretical justification of each task (physiological, psychological, transversal skills). 19. Creation of student performance assessment content in a specific grade. Creation of a self-assessment map for the assessment of the study course School Sport Didactics. 20. Research paper.
Assessment Criteria:
For each independent work task parameter, it is possible to receive: 3 points – the work purpose and planned work tasks have been written, means to perform them and the final learning outcome has been written, a critically analytical personal opinion has been expressed, self-assessment has been given. 2. points – minor shortcomings in the description. 1 point – the description is not deep enough. Test – 20 questions, for each question – 1 point, a total of 20 points can be received. Attitude – systematic work, tasks performed for each class (max 2 points, episodically 1 point). Development dynamics – assessment of practical works in terms of points increases (max 2 points, episodically 1 point).
Final Examination (Full-Time):		Exam
Final Examination (Part-Time):		Exam
Learning Outcomes
Knowledge:		1. Recognises and formulates actuality, health and physical activity challenges in a context related to personal experience. Sets a binding goal for each class and chooses the optimal solution.
Skills:		2. Formulates open, cognition-oriented questions in situations regarding the sports education process in primary and secondary school. 3. Compares, interprets, evaluates and groups the documents regulating the teacher’s activities according to the given criteria. In cooperation with each other, makes sure that a sufficiently comprehensive and precise description has been developed. 4. Creates and develops individually or in a group a class planning based on existing samples. Individually develops each document, plans work and identifies resources to implement the created idea of a sports class at all levels of education. 5. Uses digital technologies for acquiring, processing, presenting, transmitting knowledge and justifies the need for the use of digital technologies in the implementation of sports classes. 6. Establishes and analyses assessment parameters and criteria according to standard requirements and individual abilities and skills of each pupil.
Competencies:		7. Independently analyses the school-related tasks. Recognises the strengths of their activities and what needs to be improved, finds different ways to develop their thinking and skills to be improved in professional competence. 8. Works on a team, focuses on the development of equivalent input documents, accepts and collaborates with coursemates to achieve the specific objective of developing classroom and school activities. 9. Forwards its actions according to knowledge, skills, attitudes and values, justifying own choices. 10. Able to identify security hazards and risks in different environments and situations in a sports class, take preventive safety measures, choosing the most appropriate problem-solving strategies.
Bibliography
No.	Reference
Required Reading
1	Jansone, R., Fernāte, A., & Bula-Biteniece, I. (2016). Sporta pedagoģija: vakar šodien rīt. Rīga, RaKa, 567lpp.
2	Jansone, R., & Krauksts, V. (2005). Sporta izglītības didaktika skolā. Rīga, RaKa, 365lpp.
3	Sporta skolotāju profesionālo un pedagoģisko kompeteņču pilnveide. (2012).Valsts izglītības satura centrs, 55lpp.
4	Profesijas standarts SKOLOTĀJS. Piektais profesionālās kvalifikācijas līmenis (5.PKL) (atbilst sestajam Latvijas kvalifikāciju ietvarstruktūras līmenim (6. LKI)
5	MK noteikumi Nr. 747. Noteikumi par valsts pamatizglītības standartu un pamatizglītības programmu paraugiem Rīgā, 2018. gada 27. novembrī (prot. Nr. 56 38. §)
6	MK Noteikumi Nr. 416 par valsts vispārējās vidējās izglītības standartu un vispārējās vidējās izglītības programmu paraugiem. Rīgā 2019. gada 3. septembrī (prot. Nr. 37 21. §)
7	Ābele, A. (2018). Sporta psiholoģija: teorija un prakse. Rīga, RaKa, 348lpp.
Additional Reading
1	De Bono, E. (2012). Domā, kamēr nav par vēlu. Apgāds Zvaigzne ABC, 245lpp.
2	Bouchard, C., Blair, N., S., & Haskell, L., W. (2012). Physical Activity and Health, Human Kinetics, Inc. 456p.