Veidlapa Nr. M-3 (8)
Study Course Description
Inclusive and Special Sports Education
Course Code
LSPA_168
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
Latvian Academy of Sport Education (LASE)
Contacts
LSPA, Brīvības gatve 333, Riga, LV-1006
About Study Course
Objective
Promote students’ understanding of the principles of inclusive and special sports education by providing knowledge and skills for planning and implementing an inclusive learning environment, as well as for promoting the achievement of individual educational objectives of learners with special educational needs.
Preliminary Knowledge
The student has knowledge of basic principles of pedagogy, psychology and inclusive education, human anatomy, motion biomechanics and ergonomics, as well as an understanding of safety requirements in the sports and health learning process. The student is able to plan and organise the learning process, formulate the learning objectives and the results to be achieved, choose appropriate learning and evaluation methods, collaborate with learners and other specialists involved in the educational process, as well as adapt the learning environment and learning process to the individual needs of learners.
Learning Outcomes
Knowledge
1.Explain the principles of inclusive sports education and curriculum adaptation strategies.
Individual work and tests
Quiz - planning Custom physical activity programs and student-centered approach • Practical work – planning an inclusive sport lesson • Quiz - theory of inclusive sports education
2.Describe the different types of special educational needs (SEN) and their impact on the sports and health learning process.
Individual work and tests
Quiz - planning Custom physical activity programs and student-centered approach • Exam
3.Explains the principles for planning, implementing and evaluating learning achievements of an inclusive sports class.
Individual work and tests
Exam • Practical work – planning an inclusive sport lesson
4.Describes the principles of holistic and student-centred approach in tailored physical activities, as well as the role of the individual education plan in planning and evaluating the learning process.
Individual work and tests
Practical work – planning an inclusive sport lesson • Quiz - theory of inclusive sports education
Skills
1.Plan and adapt the sports and health training process according to the individual needs of learners.
Individual work and tests
Quiz - theory of inclusive sports education • Practical work – planning an inclusive sport lesson • Exam
2.Appropriate methods of assessment of learning and achievement for learners with special educational needs shall be selected and applied.
Individual work and tests
Quiz - planning Custom physical activity programs and student-centered approach • Group work — Interdisciplinary Cooperation in inclusive Sports Education • Exam
3.Formulate measurable learning goals and select appropriate training and support strategies.
Individual work and tests
Exam • Group work — Interdisciplinary Cooperation in inclusive Sports Education
Competences
1.Assess the suitability of the learning process, methods used and support strategies for the individual needs of learners.
Individual work and tests
Exam • Group work — Interdisciplinary Cooperation in inclusive Sports Education
2.Work with educators, support staff, parents and other professionals to ensure an inclusive sports and health learning process.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Practical work – planning an inclusive sport lesson |
30.00% from total grade
|
10 points
|
|
Students develop an inclusive sports and health curriculum plan, perform situational analysis, formulate measurable learning goals and choose appropriate learning and support strategies. The work shall be individually developed. Conditions of implementation: prepare a theoretical justification, draw up a lesson plan and justify the options chosen. Evaluation criteria: assess theoretical justification, quality of lesson plan, wording of objectives, validity of adjustments and conclusions. |
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|
2.
Group work — Interdisciplinary Cooperation in inclusive Sports Education |
10.00% from total grade
|
10 points
|
|
Students in groups of 3-5 people shall analyse the situation of interdisciplinary co-operation, develop a solution for co-operation with educators, support staff, healthcare professionals, parents and other involved parties, as well as present the results of the work of the group. Fulfilment conditions: in a group of 3-5 people prepare an analysis of the situation, present the proposed solution and justify it. Evaluation criteria: assess the analysis of the situation, the theoretical justification, the validity of the cooperation model, the quality of the presentation and the cooperation of the team. |
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Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Quiz - planning Custom physical activity programs and student-centered approach |
20.00% from total grade
|
10 points
|
|
Students shall analyse in writing the planning of adjusted physical activity programmes, the approach of critical thinking, the holistic and student-centred approach, as well as the formulation of measurable learning objectives. The work shall be individually developed. Fulfillment conditions: perform the quiz on an individual basis. Evaluation criteria: assess the understanding of theoretical knowledge, the ability to plan the learning process and justify the solutions chosen. |
||
|
2.
Quiz - theory of inclusive sports education |
20.00% from total grade
|
10 points
|
|
Students shall analyse in writing the principles of inclusive sports education, legal regulation, options for adapting the curriculum and factors affecting the implementation of inclusive education. The work shall be individually developed. Fulfillment conditions: perform the quiz on an individual basis. Evaluation criteria: assess the understanding of theoretical knowledge, use of professional terminology, analysis of situations and quality of reasoning. |
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|
3.
Exam |
20.00% from total grade
|
10 points
|
|
Students shall demonstrate in the examination the knowledge, skills and competences acquired in the study course regarding inclusive sports education, adjusted physical activities, student-centered approach and interdisciplinary co-operation. Fulfilment conditions: Both controls must be successfully completed before the examination and the practical and group work must be submitted. Evaluation criteria: assess the understanding of theoretical knowledge, ability to analyse situations, justify professional decisions and use professional terminology. |
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Study Course Theme Plan
FULL-TIME
Part 1
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Lecture
|
Modality
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Location
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Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
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Topics
|
Theory of Inclusive Sports Education. Principles of adjustment theories in education. Foundations of special education.
Legal bases of inclusive education in Latvia. International and national regulations for sports education. Barriers and contributing factors of inclusive education. Process of inclusion in sports education.
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-
Class/Seminar
|
Modality
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Location
|
Contact hours
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|---|---|---|
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On site
|
Auditorium
|
2
|
Topics
|
Theory of Inclusive Sports Education. Principles of adjustment theories in education. Foundations of special education.
Legal bases of inclusive education in Latvia. International and national regulations for sports education. Barriers and contributing factors of inclusive education. Process of inclusion in sports education.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
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Topics
|
Theory of Inclusive Sports Education. Barriers and contributing factors of inclusive education. Process of inclusion in sports education.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
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Theory of Inclusive Sports Education. Barriers and contributing factors of inclusive education. Process of inclusion in sports education.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
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2
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Topics
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Content and Methodology of Adapted Physical Activity Programmes. Planning, assessment, implementation, midterm assessment of an inclusive sports class, assessment of the need for modifications in the study process. Technical aids and adaptation of sport equipment to students with functional disorders in physical activities. Critical thinking approach in APA education. Setting measurable targets for students with SENs in sports education.
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Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
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On site
|
Auditorium
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2
|
Topics
|
Content and Methodology of Adapted Physical Activity Programmes. Planning, assessment, implementation, midterm assessment of an inclusive sports class, assessment of the need for modifications in the study process. Technical aids and adaptation of sport equipment to students with functional disorders in physical activities. Critical thinking approach in APA education. Setting measurable targets for students with SENs in sports education.
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Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
|
Content and Methodology of Adapted Physical Activity Programmes. Planning, assessment, implementation, midterm assessment of an inclusive sports class, assessment of the need for modifications in the study process. Technical aids and adaptation of sport equipment to students with functional disorders in physical activities. Critical thinking approach in APA education. Setting measurable targets for students with SENs in sports education.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Content and Methodology of Adapted Physical Activity Programmes. Planning, assessment, implementation, midterm assessment of an inclusive sports class, assessment of the need for modifications in the study process. Technical aids and adaptation of sport equipment to students with functional disorders in physical activities. Critical thinking approach in APA education. Setting measurable targets for students with SENs in sports education.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Auditorium
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2
|
Topics
|
Content and Methodology of Adapted Physical Activity Programmes. Planning, assessment, implementation, midterm assessment of an inclusive sports class, assessment of the need for modifications in the study process. Technical aids and adaptation of sport equipment to students with functional disorders in physical activities. Critical thinking approach in APA education. Setting measurable targets for students with SENs in sports education.
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Content and Methodology of Adapted Physical Activity Programmes. Planning, assessment, implementation, midterm assessment of an inclusive sports class, assessment of the need for modifications in the study process. Technical aids and adaptation of sport equipment to students with functional disorders in physical activities. Critical thinking approach in APA education. Setting measurable targets for students with SENs in sports education.
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Content and Methodology of Adapted Physical Activity Programmes. Planning, assessment, implementation, midterm assessment of an inclusive sports class, assessment of the need for modifications in the study process. Technical aids and adaptation of sport equipment to students with functional disorders in physical activities. Critical thinking approach in APA education. Setting measurable targets for students with SENs in sports education.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Content and Methodology of Adapted Physical Activity Programmes. Planning, assessment, implementation, midterm assessment of an inclusive sports class, assessment of the need for modifications in the study process. Technical aids and adaptation of sport equipment to students with functional disorders in physical activities. Critical thinking approach in APA education. Setting measurable targets for students with SENs in sports education.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Content and Methodology of Adapted Physical Activity Programmes. Planning, assessment, implementation, midterm assessment of an inclusive sports class, assessment of the need for modifications in the study process. Technical aids and adaptation of sport equipment to students with functional disorders in physical activities. Critical thinking approach in APA education. Setting measurable targets for students with SENs in sports education.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Student-Centred Approach in Adapted Physical Activities. Purpose of physical activity for students with SENs.
Holistic approach theories in adapted physical activities. Inclusion/support levels (LRE). Planning and formulation of goals/tasks in APA. Physical activity modification adjustments
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Student-Centred Approach in Adapted Physical Activities. Purpose of physical activity for students with SENs.
Holistic approach theories in adapted physical activities. Inclusion/support levels (LRE). Planning and formulation of goals/tasks in APA. Physical activity modification adjustments
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
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Interdisciplinary Cooperation in Inclusive Education. In cooperation with other specialists implementing PE/APE (healthcare specialists and rehabilitation specialists, representatives of sports and recreation services for the disabled, parents or guardians, non-governmental organisations).
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-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Interdisciplinary Cooperation in Inclusive Education. In cooperation with other specialists implementing PE/APE (healthcare specialists and rehabilitation specialists, representatives of sports and recreation services for the disabled, parents or guardians, non-governmental organisations).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Interdisciplinary Cooperation in Inclusive Education. In cooperation with other specialists implementing PE/APE (healthcare specialists and rehabilitation specialists, representatives of sports and recreation services for the disabled, parents or guardians, non-governmental organisations).
|
Total ECTS (Creditpoints):
3.00
Contact hours:
36 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
1. Sherrill, C. (2004). Adapted physical activity, recreation, and sport (6th ed.). New York, NY: McGraw Hill.
2.
2. Winnick, J. P. & Porretta, D. (Eds.). (2017). Adapted physical education and sport (6th ed.). Champaign, IL: Human Kinetics.
3.
3. Block, M. E. (2016). Including students with disabilities in physical education. New York, NY: McGraw Hill.
4.
4. Kļaviņa, A. (2007). Iekļauj Mani. Rokasgrāmata bērnu ar invaliditāti iekļaušanai sporta nodarbībās. Jelgavas Tipogrāfija, 88lpp.
5.
5. Eiropas standarti pielāgotās fiziskās aktivitātēs. (2010), 36-47.
6.
6. Kļaviņa, A. (2014). Pielāgotā sporta izglītība skolā. LSPA, 78lpp.
Additional Reading
1.
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).
2.
2. Block, M., E. (2016). A teacher’s guide to including children with disabilities in general physical education (4rd ed.).
Other Information Sources
1.
1. Horvat, M., Kelly, L., Block, M., & Croce, R. (2018) Developmental and Adapted Physical Activity Assessment, 2nd Ed. With Web Resource, Human Kinetics