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Basics and Methodology of Athletics Exercises
Study Course Description
Course Description Statuss:Approved
Course Description Version:1.00
Study Course Accepted:18.06.2024 16:15:43
| Study Course Information | |||||||||
| Course Code: | LSPA_225 | LQF level: | Level 6 | ||||||
| Credit Points: | 4.00 | ECTS: | 6.00 | ||||||
| Branch of Science: | Sports Science | Target Audience: | Pedagogy; Sports Trainer | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Sandra Škutāne | ||||||||
| 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) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 13 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 26 | ||||
| Total Contact Hours | 30 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 0 | Lecture Length (academic hours) | 0 | Total Contact Hours of Lectures | 0 | ||||
| Classes (count) | 21 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 42 | ||||
| Total Contact Hours | 42 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 13 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 26 | ||||
| Total Contact Hours | 30 | ||||||||
| Part-Time - Semester No.2 | |||||||||
| Lectures (count) | 0 | Lecture Length (academic hours) | 0 | Total Contact Hours of Lectures | 0 | ||||
| Classes (count) | 21 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 42 | ||||
| Total Contact Hours | 42 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Study courses mastered: Teacher’s Professional Skills, Social-Emotional Learning, Teaching and Learning in the Context of Diversity, General and Physical Activity Biochemistry, Foundations and Methodology of Volleyball, Foundations and Methodology of Gymnastics, History of Sport or Philosophy of Sport. | ||||||||
| Objective: | To learn different types of movement and types of moving objects, to acquire theoretical knowledge, practical skills and skills in teaching different types of movement and types of moving objects at all stages of education, in accordance with the competences provided for in the Teacher’s standard, Pre-School Education Guidelines and content requirements of Health and Physical Activity Education in section Movement. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introductory lesson, content, requirements and assessment of study course. Roles of track and field exercises in sports education of school age children, fostering their physical and mental development. Safety rules in the gym, arena, stadium and on a rough terrain. Safety rules for walking, running, jumping and moving objects by throwing. | Lectures | 1.00 | auditorium | |||||
| 2 | “Rules on national pre-school education guidelines and model programmes”, Regulations regarding the state basic education standard and model basic education programmes (CM Regulations No. 747). Learning outcomes in the field of physical activity – at the end of grade 3, 6 and 9. Topic Movement (walking, running, jumping and moving objects by throwing). | Lectures | 1.00 | auditorium | |||||
| 3 | Exercise tasks in walking and jumping in pre-school. Exercise tasks in running and moving objects by throwing in pre-school. | Classes | 2.00 | auditorium | |||||
| 4 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Obstacle course or circuit exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 1. | Classes | 1.00 | auditorium | |||||
| 5 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Obstacle course or circuit exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 2. | Classes | 1.00 | auditorium | |||||
| 6 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Obstacle course or circuit exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 3. | Classes | 1.00 | auditorium | |||||
| 7 | Mastering of pedagogical skills in leading part of a lesson with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grades 1-3 and their analysis. | Classes | 1.00 | auditorium | |||||
| 8 | Mastering of pedagogical skills in leading an obstacle course or circuit exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grades 1-3 and analysis. | Classes | 1.00 | auditorium | |||||
| 9 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Obstacle course or circuit exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 4. | Classes | 2.00 | auditorium | |||||
| 10 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Obstacle course, circuit exercises or sets of exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 5. | Classes | 2.00 | auditorium | |||||
| 11 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Sets of exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 6. | Classes | 2.00 | auditorium | |||||
| 12 | Mastering of pedagogical skills in leading part of a lesson with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grades 4-6 and their analysis. | Classes | 5.00 | auditorium | |||||
| 13 | Exercise tasks in running and moving objects by throwing. Sets of exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 8. | Classes | 2.00 | auditorium | |||||
| 14 | Exercise tasks in running and moving objects by throwing. Sets of exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing). Mastering of pedagogical skills in leading part of a lesson with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grades 7-9 and their analysis. | Classes | 3.00 | auditorium | |||||
| 15 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Sets of exercises and obstacle courses with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 10. | Classes | 2.00 | auditorium | |||||
| 16 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Sets of exercises and obstacle courses with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 11. | Classes | 2.00 | auditorium | |||||
| 17 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Sets of exercises and obstacle courses with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 12. | Classes | 2.00 | auditorium | |||||
| 18 | Class modelling, practical presentation. Leading of track and field exercises on the basis of a self-created description of performance levels of pupils and for the assessment of transversal skills and self-assessment. Self-assessment of assessment of the lesson plan and performance level of pupils. Peer assessment of assessment of the lesson plan and performance levels of pupils. | Classes | 5.00 | auditorium | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introductory lesson, content, requirements and assessment of study course. Roles of track and field exercises in sports education of school age children, fostering their physical and mental development. Safety rules in the gym, arena, stadium and on a rough terrain. Safety rules for walking, running, jumping and moving objects by throwing. | Lectures | 1.00 | auditorium | |||||
| 2 | “Rules on national pre-school education guidelines and model programmes”, Regulations regarding the state basic education standard and model basic education programmes (CM Regulations No. 747). Learning outcomes in the field of physical activity – at the end of grade 3, 6 and 9. Topic Movement (walking, running, jumping and moving objects by throwing). | Lectures | 1.00 | auditorium | |||||
| 3 | Exercise tasks in walking and jumping in pre-school. Exercise tasks in running and moving objects by throwing in pre-school. | Classes | 2.00 | auditorium | |||||
| 4 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Obstacle course or circuit exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 1. | Classes | 1.00 | auditorium | |||||
| 5 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Obstacle course or circuit exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 2. | Classes | 1.00 | auditorium | |||||
| 6 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Obstacle course or circuit exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 3. | Classes | 1.00 | auditorium | |||||
| 7 | Mastering of pedagogical skills in leading part of a lesson with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grades 1-3 and their analysis. | Classes | 1.00 | auditorium | |||||
| 8 | Mastering of pedagogical skills in leading an obstacle course or circuit exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grades 1-3 and analysis. | Classes | 1.00 | auditorium | |||||
| 9 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Obstacle course or circuit exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 4. | Classes | 2.00 | auditorium | |||||
| 10 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Obstacle course, circuit exercises or sets of exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 5. | Classes | 2.00 | auditorium | |||||
| 11 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Sets of exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 6. | Classes | 2.00 | auditorium | |||||
| 12 | Mastering of pedagogical skills in leading part of a lesson with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grades 4-6 and their analysis. | Classes | 5.00 | auditorium | |||||
| 13 | Exercise tasks in running and moving objects by throwing. Sets of exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 8. | Classes | 2.00 | auditorium | |||||
| 14 | Exercise tasks in running and moving objects by throwing. Sets of exercises with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing). Mastering of pedagogical skills in leading part of a lesson with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grades 7-9 and their analysis. | Classes | 3.00 | auditorium | |||||
| 15 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Sets of exercises and obstacle courses with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 10. | Classes | 2.00 | auditorium | |||||
| 16 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Sets of exercises and obstacle courses with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 11. | Classes | 2.00 | auditorium | |||||
| 17 | Exercise tasks in walking and jumping. Exercise tasks in running and moving objects by throwing. Sets of exercises and obstacle courses with previously mastered exercise tasks (walking, running, jumping and moving objects by throwing) in grade 12. | Classes | 2.00 | auditorium | |||||
| 18 | Class modelling, practical presentation. Leading of track and field exercises on the basis of a self-created description of performance levels of pupils and for the assessment of transversal skills and self-assessment. Self-assessment of assessment of the lesson plan and performance level of pupils. Peer assessment of assessment of the lesson plan and performance levels of pupils. | Classes | 5.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Creating a portfolio of exercise tasks (according to the standard at all stages of education). Development of lesson plans (abstracts) at all stages of education. Modelling of a lesson, practical presentation of leading track and field exercises according to a self-designed lesson plan and assessment of learning on the basis of a self-created descriptions of performance levels of pupils for the assessment of transversal skills and self-assessment. Self-assessment of assessment of the lesson plan and performance levels of pupils. Peer assessment of assessment of the lesson plan and performance levels of pupils. Development and approbation of obstacle courses and circuit exercises at all stages of education. 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% Independent work assessment criteria (study portfolio for pre-school and for each group of classes): 5p. The portfolio for pre-school and group of classes 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 pupil. For exercises with competing and competition judging elements, description of specific activity with drawings and rules. 4p. The portfolio for pre-school and group of classes 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 pupil. Exercises with competing and competition judging elements have a description of specific activity and rules. 3p. The portfolio for pre-school and group of classes 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 pupil. Exercises with competing and competition judging elements have a short description of activity and rules. 2p. The portfolio for pre-school and group of classes 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 pupil is described in part. 1p. The portfolio for pre-school and group of classes 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 pupil is described insufficiently. 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): | Exam | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. Origin, history and development of track and field disciplines in Latvia and worldwide. 2. Methodology for teaching techniques and tactics of track and field disciplines (teaching methods, study aids, forms of organisation of sports classes). 3. Formative, summative assessment and self-assessment in learning track and field exercises. | ||||||||
| Skills: | 4. Demonstrates different movement methods (walking, running, jumping) and movement of objects (throwing) at all levels of education. 5. Practically plans, leads track and field exercises and assesses their learning in accordance with state pre-school education guidelines, the requirements of the state basic education standard and the state secondary education standard in the field of studies. Demonstrates the skills learned in modified track and field discipline competitions. | ||||||||
| Competencies: | 6. Able to plan, lead an interdisciplinary and individualised learning process in various activities involving track and field exercises. 7. Able to critically analyse and evaluate the pedagogical aids, methods, techniques and track and field aids used, their compliance with students’ abilities and education goals in diverse health-promoting track and field exercise activities. 8. Able to take responsibility for classes with track and field exercises and safety of events at school. 9. Able to establish clear performance and growth assessment criteria and testing methods for students. 10. Able to analyse learning outcomes and track student’s growth, identify support measures needed to improve learning performance. 11. Able to provide feedback in the assessment of both the students and their activities. 12. Able to creatively choose study aids in learning track and field exercises by integrating health and safety content, other subject areas, transversal skills and values. 13. Able to identify security hazards and risks in different environments and situations during track and field exercises, take preventive safety measures, choosing the most appropriate problem-solving strategies. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | 1. Avotiņa, I. (2016). Vieglatlētika. Rīga, DUE, 160lpp. | ||||||||
| 2 | 2. Avotiņa, I. (2015). Vieglatlētikas pamati. 1.daļa, Rīga, LSPA, 102lpp. | ||||||||
| 3 | 3. Avotiņa, I. (2015). Vieglatlētikas pamati. 2.daļa, Rīga, LSPA, 104lpp. | ||||||||
| 4 | 4. Avotiņa, I., & Škutāne, S. (2015). Stafetes no sporta zāles līdz stadionam. Rīga. LSPA, 32lpp. | ||||||||
| 5 | 5. Noteikumi par valsts pamatizglītības standartu un pamatizglītības programmu paraugiem. (2018). Ministru kabineta noteikumi Nr. 747. | ||||||||
| 6 | 6. Noteikumi par valsts vispārējās vidējās izglītības standartu un vispārējās vidējās izglītības programmu paraugiem. (2019). Ministru kabineta noteikumi Nr. 416. | ||||||||
| 7 | 7. Sports un veselība 1.-9. klasei. (2019). Mācību priekšmeta programmas paraugs. Valsts izglītības satura centrs | ESF projekts Nr.8.3.1.1/16/I/002 Kompetenču pieeja mācību saturā, 179lpp. | ||||||||
| Other Information Sources | |||||||||
| 1 | Skola2030 | ||||||||
