Sports Theory

“Assessment of pedagogical problems in the acquisition of movement and the development of physical abilities in the selected study and the chosen age stage.”

Job description:

The student analyses a selected scientific study on the acquisition of movement and the development of physical abilities in the subject “Sports and Health”, identifying the pedagogical problem it discusses at the chosen age stage. The work evaluates the conclusions of the study, their relation to the theory and practice of sports pedagogy, as well as provides a reasoned opinion of the author regarding possible solutions and their application in the educational process.

Fulfilment conditions:

• choose one scientific study on the acquisition of movement and the development of physical abilities in sports education at school;
• determine the age stage to be analysed;
• identify and characterise the problem addressed in the study in sports pedagogy;
• analyse the causes of the problem, the factors affecting it and possible solutions;
• to assess the relevance of the study conclusions in the pedagogical practice of sport;
• formulate reasoned conclusions based on the results of the study;
• design the work according to the requirements of the academic design.

Evaluation criteria:

• relevance of the selected study to the subject and age stage of the work;
• quality of identification and analysis of sports pedagogical problems;
• linking theoretical findings and study results;
• the reasoning of the conclusions;
• compliance with academic design requirements.

Rating scale: The work credited

has been fulfilled in accordance with all the conditions laid down, the study results have been achieved and academic writing requirements have been complied with.

“Analysis and evaluation of good practice examples for providing an inclusive environment in an educational institution for learning movements and developing physical abilities.”

Job description:

students in groups analyse theoretical and practical best practice examples for creating an inclusive educational environment for learning movements and developing physical abilities. Based on literature and normative documents, criteria for the assessment of an inclusive educational environment are developed. Using the criteria developed, students shall each evaluate one selected educational institution, analyse the results obtained, formulate conclusions and make proposals for the improvement of the inclusive environment. The results of the work shall be presented in the study group.

Fulfilment conditions:

In the student group, the student shall:

• research scientific literature, methodological materials and best practice examples on ensuring an inclusive educational environment for learning movements and developing physical abilities;
• develop criteria for assessing the environment of inclusive education;
• each student chooses one educational institution and performs an assessment of its situation using the criteria developed by the group;
• collect and analyse the findings;
• formulate conclusions and proposals for the improvement of the inclusive environment;
• prepare and present verbally the results of the work (up to 10 minutes), ensuring the participation of all members of the group.

Evaluation criteria:

• relevance of the information sources used to the topic of work, quality of analysis of good practice examples and linking theory to the problem under investigation.
• justification of the criteria for assessment of the inclusive educational environment, compliance with the principles of inclusive education and the specificities of the acquisition of movement.
• justification for assessment of the situation of the educational institution, consistent use of the criteria developed.
• reasoning of conclusions and application of the proposals provided in practice.
• presentation structure, quality of visual material, involvement of each group member and answers to questions.

Rating scale: The credited

work is fulfilled in accordance with the conditions laid down, the assessment of the situation is justified and linked to the theory and the criteria developed, the conclusions and proposals are reasoned, the content of the presentation is appropriate and all members of the group participate in the presentation of the work and answer questions.

“Drawing up a plan for the acquisition of movement and development of physical abilities for learners of the chosen age stage”

description of the work:

Within the framework of the independent work, the student shall develop a justified and methodologically structured plan for the acquisition of movements and the development of physical abilities for learners of the chosen age stage. The development of the plan is based on critical evaluation of teaching theories, principles of the competence approach and scientifically sound knowledge of movement teaching and physical capacity development. At the end of the work, the student performs self-assessment of the plan he or she has developed and participates in mutual evaluation by providing reasoned feedback.

Fulfilment conditions:

• select a specific age stage (e.g. pre-school, primary, primary or secondary);
• develop a plan for the acquisition of movement and the development of physical capabilities, taking into account the principles of the competence approach; formulate the learning outcomes to be achieved, select appropriate learning methods, organisation forms and evaluation techniques;
• justify the methodological solutions used in the plan;
• carry out a self-assessment of its work, assessing the strengths of the plan and the possibilities for improvement;
• perform mutual evaluation of the work of another student, providing constructive and reasoned feedback.

Evaluation criteria:

• compliance of the selected age profile with the developed plan;
• the logic of the plan for the acquisition of movements and the development of physical capabilities and compliance with the competency approach;
• consistency between learning outcomes, methods and assessment methods;
• the quality of the literature used and the correct presentation of references;
• self-assessment reflection quality;
• the constructiveness of the mutual assessment.

Rating scale:

All the requirements of the performance conditions of the work have been credited, the plan is methodically justified and complies with the competence approach, self-assessment and mutual assessment carried out, the work complies with the principles of academic integrity.

“Setting a learning goal for learning and developing physical abilities at the chosen age”

job description:

Within the scope of the work, the student shall set a learning goal, formulate the results to be achieved, select and justify appropriate learning methods, as well as present practical application thereof, ensuring a purposeful and methodologically justified organisation of the learning process.

Fulfilment conditions:

• a specific age stage for learners has been selected;
• a formulated learning objective for the acquisition of movement and the development of physical capacity;
• clear and measurable learning outcomes have been developed;
• appropriate training methods have been selected to achieve the learning objective;
• provide a pedagogical justification for the chosen teaching methods;
• presentation of exercises in the acquisition of movement and the development of physical abilities using the chosen learning methods;
• the development of the work respects the methodological, organisational and safety principles.

Evaluation criteria:

• compliance of the learning objective with the chosen age stage and learning content in the acquisition of movement and the development of physical abilities;
• the accuracy and linkage of learning outcomes to be achieved with the learning goal;
• the consistency of the chosen teaching methods with the results to be achieved and their pedagogical justification;
• compliance of exercises with the chosen age stage and intended learning purpose;
• the quality of the presentation, the methodological justification, the clarity of the instructions given to pupils;
• compliance with safety requirements and effective timing.

Rating scale: All

the conditions of the task have been met at work, a methodically substantiated description of the part of the hour in the acquisition of movement and development of physical abilities has been developed, appropriate learning methods have been rightly chosen, the fitness of the exercises to the chosen age stage and the learning outcomes to be achieved.

“World countries” experience in providing feedback and assessing pupil performance in learning movements and developing physical capacity. "

Job description:

student groups carry out research on the experience of at least three countries around the world in providing feedback and evaluating pupil performance in learning movement and developing physical abilities. The work analyses approaches, evaluation principles, methods used and best practices from different countries, comparing their similarities and differences. The results of the research are collected and presented at the seminar, facilitating the exchange of discussions and experiences.

Fulfilment conditions:

• explore in a group the experience of at least three countries around the world in providing feedback and assessing pupil performance in learning movement and developing physical capacity;
• analyse the approaches, evaluation criteria, feedback forms used by each country and their role in the learning process;
• compare the experience of the selected countries, highlighting the common and different characteristics;
• prepare a structured presentation and present the results of the work to each member of the group;
• participate in the discussion and answer questions about the research carried out.

Evaluation criteria:

• the relevance of the information studied to the subject matter of the work and its credibility;
• depth and comparison of the experience analysis of the selected countries;
• the validity of the conclusions and the ability to link theory to practice;
• the structure, logic and visual design of the presentation;
• group collaboration and quality of oral presentation, ability to answer questions in a reasoned manner.

Rating scale: A study of

the experience of at least three countries in the world has been included in the group, an analysis and comparison of experience has been carried out, a presentation prepared and presented by all participants in the group has reached at least 60% of the evaluation criteria.

“Demonstration of sports pedagogical skills and competences in the teaching of movements and the development of physical abilities in a modelled pedagogical situation, assessment of their professional skills and pedagogical competence”.

Job description:

The student shall demonstrate the acquired pedagogical knowledge, professional skills and competences in a written examination, analysing and addressing a modelled pedagogical situation in the teaching of movements and the development of physical abilities in a modelled pedagogical situation and case study. The work shall demonstrate the ability to justify pedagogical decisions, to choose methods of teaching and education appropriate to the situation, as well as the ability to reflect on the solutions adopted. Carry out a self-evaluation of his or her professional pedagogical competence by analysing the acquired learning outcomes and professional improvement needs. On the basis of self-assessment, the objectives of professional development, the areas of competence to be developed, shall be determined.

Fulfilment conditions:

• analyse the proposed or independently selected pedagogical situation (case);
• identify the problem and its possible causes;
• develop a pedagogically sound solution to the situation;
• to substantiate the chosen pedagogical methods and approaches on the basis of pedagogical theory and professional regulatory documents;
• present and justify their solution by demonstrating professional communication and reflection skills;
• carry out self-assessment of their professional and pedagogical competences;
• analyse your strengths and professional competences to be developed.

Evaluation criteria:

• quality of the analysis of the pedagogical situation;
• the validity and reasoning of pedagogical decisions;
• the use of theoretical knowledge in a practical situation;
• professional communication and cooperation skills;
• the validity of the reflection on the decisions taken and their possible impact;
• impartiality and reasoning of self-assessment;
• quality of analysis of professional competencies.

Rating scale: credited.

Reasoned analysis of the pedagogical situation, key problems identified, reasoned and professionally justified solutions offered, pedagogical competences and reflection skills demonstrated in accordance with the results to be achieved by the study course.