Veidlapa Nr. M-3 (8)
Study Course Description
A Child-Centered Approach in Adapted Physical Activities
Course Code
LSPA_153
Branch of Science
Health sciences
ECTS
3.00
Target Audience
Pedagogy; Sports Trainer
LQF
Level 5
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Nadija Strazdiņa
Structure Unit Manager
Diāna Laipniece
Structural Unit
Academy of Sports
Contacts
LSPA, Brīvības gatve 333, Riga, LV-1006
About Study Course
Objective
Provide basic knowledge of physical activity goals, holistic approach theories in custom physical activity (PFA), inclusion and support levels (LRE), and planning and formulation of goals and tasks in custom physical activity.
Preliminary Knowledge
Understands the basic principles of pedagogy and child development psychology, as well as the legal relationships of physical and psychosocial development of children. Is able to analyse, critically evaluate and use scientific literature and research results in professional activities.
Learning Outcomes
Knowledge
1.Explains holistic approaches theories in tailored physical activity.
Individual work and tests
Practical work - evaluation of inclusion and support levels (LRE) • Quiz - physical activity goals and holistic approach to tailored physical activity • Exam
2.Describes the principles for evaluating learning achievements of learners with special educational needs (SEN).
Individual work and tests
Exam • Quiz - physical activity goals and holistic approach to tailored physical activity
3.Explains the role of the individual Education Plan (IIP) in planning learning objectives and assessing achievements.
Individual work and tests
Quiz - physical activity goals and holistic approach to tailored physical activity • Exam • Quiz - physical activity targets for learners with special educational needs
4.Describe tools for evaluating learning achievements for learners with special educational needs.
Individual work and tests
Exam
Skills
1.Methods for assessment of learning achievements corresponding to the individual education plan shall be applied.
2.Assess the relevance of a tailored curriculum to the individual needs and abilities of learners.
Individual work and tests
Quiz - physical activity targets for learners with special educational needs • Practical work - evaluation of inclusion and support levels (LRE) • Exam
3.Analyses the effectiveness of teaching and support strategies in the learning process of tailored physical activity.
Individual work and tests
Exam • Quiz - physical activity goals and holistic approach to tailored physical activity • Practical work - evaluation of inclusion and support levels (LRE) • Quiz - physical activity targets for learners with special educational needs • Practical work - Plan goals and tasks in custom physical activities
Competences
1.Select and apply appropriate teaching and support strategies in the curriculum of tailored physical activity.
Individual work and tests
Practical work - evaluation of inclusion and support levels (LRE) • Quiz - physical activity targets for learners with special educational needs • Practical work - Plan goals and tasks in custom physical activities
2.Develop a customized physical activity lesson profile for the school’s sports and health class, justifying the chosen methods and adjustments.
Individual work and tests
Practical work - Plan goals and tasks in custom physical activities
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Practical work - evaluation of inclusion and support levels (LRE) |
20.00% from total grade
|
10 points
|
|
Students analyse the levels of inclusion and support (LRE) least, prepare theoretical justification, summarise and interpret the results obtained against scientific literature findings. The work shall be individually developed. Conditions of implementation: prepare the theoretical justification, analyse the situation and draw conclusions. Evaluation criteria: assess the quality of the theoretical justification, the analysis of the situation, the validity of the conclusions and the ability to use scientific literature. |
||
|
2.
Practical work - Plan goals and tasks in custom physical activities |
20.00% from total grade
|
10 points
|
|
Students shall develop objectives and tasks for adapted physical activities, justifying their conformity with the individual needs of learners. The work shall be individually developed. Fulfilment conditions: develop objectives and objectives, justify their selection and analyse the results obtained. Evaluation criteria: assess the accuracy of the wording of the objectives, the theoretical justification, the quality of the conclusions and the use of professional terminology. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Quiz - physical activity targets for learners with special educational needs |
15.00% from total grade
|
10 points
|
|
Students shall analyse in writing the objectives of physical activity for students with special educational needs and justify their importance in the learning process. The work shall be individually developed. Fulfillment conditions: perform the quiz on an individual basis. Evaluation criteria: assess the understanding of theoretical knowledge, the use of professional terminology and the ability to justify answers. |
||
|
2.
Quiz - inclusion levels in custom physical activity |
10.00% from total grade
|
10 points
|
|
Students analyse holistic approach theories and inclusion and support levels (LRE) in custom physical activity in writing. The work shall be individually developed. Fulfillment conditions: perform the quiz on an individual basis. Evaluation criteria: assess the understanding of theoretical knowledge, ability to analyse situations and use professional terminology. |
||
|
3.
Quiz - physical activity goals and holistic approach to tailored physical activity |
10.00% from total grade
|
10 points
|
|
Students shall analyse in writing the objectives of physical activity for learners with special educational needs and holistic approach theories in adapted physical activities. The work shall be individually developed. Fulfillment conditions: perform the quiz on an individual basis. Evaluation criteria: assess the understanding of theoretical knowledge, the use of professional terminology and the ability to analyse and substantiate answers. |
||
|
4.
Exam |
25.00% from total grade
|
10 points
|
|
Students shall demonstrate in the examination the knowledge, skills and competences acquired in the study course regarding the objectives of physical activity, holistic approach, levels of inclusion and support, as well as the planning of objectives and tasks in tailored physical activities. Fulfilment conditions: The quiz and the two practical jobs must be successfully completed before the exam. Evaluation criteria: assess the understanding of theoretical knowledge, ability to analyse situations, justify accepted solutions and use professional terminology. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Planning and formulation of goals/tasks in APA.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Holistic approach theories in adapted physical activities.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Holistic approach theories in adapted physical activities.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Purpose of physical activity for students with SENs.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Purpose of physical activity for students with SENs.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Inclusion/support levels (LRE).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Inclusion/support levels (LRE).
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Planning and formulation of goals/tasks in APA.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Planning and formulation of goals/tasks in APA.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Holistic approach theories in adapted physical activities.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Purpose of physical activity for students with SENs.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Holistic approach theories in adapted physical activities.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Purpose of physical activity for students with SENs.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Holistic approach theories in adapted physical activities.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Planning and formulation of goals/tasks in APA.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Inclusion/support levels (LRE).
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Inclusion/support levels (LRE).
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Planning and formulation of goals/tasks in APA.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
36 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Sherrill, C. (2004). Adapted physical activity, recreation, and sport. 6th ed. New York: McGraw Hill.
2.
Winnick, J. P. & Porretta, D. (Eds.). (2017). Adapted physical education and sport. 6th ed. Champaign, IL: Human Kinetics.
3.
Block, M. E. (2016). Including students with disabilities in physical education. New York: McGraw Hill.
Additional Reading
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).
Other Information Sources
1.
Horvat, M., L., Block, M., & Croce, R. (2018). Developmental and Adapted Physical Activity Assessment. 2nd ed. With Web Resource, Human Kinetics