Veidlapa Nr. M-3 (8)
Study Course Description
Health Pedagogy
Course Code
LSPA_643
Branch of Science
Branch Pedagogy; Educational sciences
ECTS
3.00
Target Audience
Sports Trainer
LQF
Level 6
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Aira Aija Krūmiņa
Structure Unit Manager
Uģis Ciematnieks
Structural Unit
Department of Sports Theory
Contacts
LSPA, Brīvības gatve 333, Riga, LV-1006
About Study Course
Objective
To deepen students’ knowledge of the acquisition of basic categories and legalities of health pedagogy. To improve skills and competence to use them in the study process and in their professional development in health sports practice.
Preliminary Knowledge
Not required.
Learning Outcomes
Knowledge
1.Describe categories of health pedagogy and theoretical guidelines in the context of processes and changes in health education and health behaviour, assess their usefulness and potential risk factors.
Individual work and tests
Presentation on a topical issue in the course of Health Pedagogy. • Knowledge test on the learning of the Health pedagogy study course.
2.Describes the nature of pedagogy theories and the possibilities for use in the professional activities of a sports coach.
Individual work and tests
Overruling on the subject: “Health pedagogy in the work of a sports coach.”
3.Is aware of the importance of professional communication and the development of ethical values in health sports, increasing levels of public health awareness and sustainability processes.
Skills
1.Purposefully select, critically evaluate and structure information according to professional needs using contemporary technologies.
2.Take a personalised and personalised approach to the development and implementation of the learning/teaching process.
Individual work and tests
Development of an educational programme in health sports for a specific target audience. • Project of an educational programme in health sports.
3.Use appropriate health pedagogy strategies in imaginative and creative visualization exercises to demonstrate/transfer their skills and experience in a professional environment.
Individual work and tests
Project of an educational programme in health sports. • Development of an educational programme in health sports for a specific target audience.
4.Demonstrates the ability to speak freely and structure your performance according to its purpose.
Individual work and tests
Independent work
Competences
1.A structured and reasoned basis shall be given for the role of knowledge, skills and competence of health pedagogy in sports education and the selection of their profession.
Individual work and tests
Overruling on the subject: “Health pedagogy in the work of a sports coach.”
2.Present their vision of an issue of relevance in health pedagogy, manage and direct the discussion in the study group, including interactive methods that stimulate the perception of information.
Individual work and tests
Presentation on a topical issue in the course of Health Pedagogy.
3.Develop and justify an educational programme relevant to the professional activities of a sports coach in health sports based on the latest pedagogical studies.
Individual work and tests
Development of an educational programme in health sports for a specific target audience.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Independent work |
10.00% from total grade
|
10 points
|
|
Self-familiarisation with materials for lectures and classes in e-studies. ACTIVITY. INITIATIVE. Willingness to discuss and raise problems during classes. Mandatory class attendance. I call for constructive and meaningful feedback on the study course by completing its assessment questionnaire. I recall that questionnaires are anonymous and data are only available to the teaching staff in aggregated form. |
||
|
2.
Overruling on the subject: “Health pedagogy in the work of a sports coach.” |
10.00% from total grade
|
10 points
|
|
Individually. Produce a 3 min narrative - a brief reflection on the “health pedagogy in the work of a sports coach” rematch presented in e-studies. Engage in group discussion, base your opinion and vision on specific research. Criteria for the assessment of overstatement: 1. The substantive relevance to the subject, the relation to the profession. 2. The overruling is structured in the form of a reasoned essay (introduction, part of the arguments, conclusion). 3. The text makes a logical and sequential assessment of at least 3 statements explained to facts, figures, data from a scientific study (at least 3-5), corrected references. 4. The author’s personal attitude has been expressed. 5. The work is properly designed, free from orthography, punctuation and negligence errors. |
||
|
3.
Presentation on a topical issue in the course of Health Pedagogy. |
20.00% from total grade
|
10 points
|
|
Couples’ work. “Presentation on a topical issue in the Health pedagogy course” (choice of topic according to the list in e-studies). Criteria for rating a presentation: 1. Presentation volume, content relevance to the selected topic. 2. The scientific nature of the sources of information used. 3. Contains a description of an interactive method. An alternative solution has been chosen for a traditional PowerPoint presentation (interview, discussion, video recording). 4. Added 2-3 questions for discussion on selected topic. 5. Presentation skills (time management, verbal and non-verbal communication, contact with lecture theatre). |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Project of an educational programme in health sports. |
10.00% from total grade
|
10 points
|
|
Individually. Develop and submit a project for an educational program in health sports in e-studies (PowerPoint presentation 7-10 slides, 5 min). |
||
|
2.
Development of an educational programme in health sports for a specific target audience. |
30.00% from total grade
|
10 points
|
|
Develop and submit, not later than one week after the last lesson, an educational programme for health sports in e-studies to the selected target audience in the final version (Word 6-7 pp with 2 attachments - information card and program evaluation questionnaire). Programme evaluation criteria: 1. Structure, quality, scope and design of the submitted programme (in Word format) in accordance with RSU student development requirements. 2. Professional language, scientific knowledge of sources of information, correct use of references. 3. PROJECT presentation (PowerPoint) and presentation skills. 4. Attachments: information card and programme evaluation questionnaire. 5. Self-analysis - reflection on your work, group collaboration, highlighting each participant’s personal contribution to the development of a prgram. |
||
|
3.
Knowledge test on the learning of the Health pedagogy study course. |
20.00% from total grade
|
10 points
|
|
The test (20 questions) is performed online, during class, once. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health pedagogy in the education sciences system. Health pedagogy and health education.
Description
Theoretical guidelines – nature, concepts, general relationship of the process. Health pedagogy and health education. Paradigm transformation in pedagogical Science and practice 20-21cent. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical and professional ethics in communication and communication.
Description
Basic principles of professional ethics and contact between an educator and a sports coach. Discussion of the pedagogical and ethical aspects of his profession. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The perspective of learning and nurture in the perspective of generational theory.
Description
Pedagogical approaches to working with people of different generations. The dynamics of learning and parenting theories in the 20-21.cent. A historical look back and a future perspective. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health pedagogy in the context of my chosen profession.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health literacy and health behaviour. Theoretical and practical scope.
Description
Knowledge and skills of health pedagogy for increasing the level of health literacy. Pedagogical and preventive work with the public in the context of changing behavior patterns. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health literacy levels and patterns of change in health behaviour.
Description
Specificity of health behavior patterns in working with children, young people, adults. Relationship between physical activity and changes in health behavior. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Awareness of one’s identity and role in developing professional skills and competences.
Description
Changes in the Education, Health and Sport Development Guidelines 2021-2027. OECD skills Strategy. Today’s skills in the context of future skills. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
OECD skills strategy, skill diversity and demand dynamics. Presentation and discussion of topical issues in the field of health education.
Description
The skills a sports coach needs today and in the future. Independent work: “Presentation on a matter of relevance in Health Pedagogy” in a professional environment. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The importance of educational work in the professional environment. Development of an educational programme in sport for a specific target audience.
Description
Types of educational programmes and basic principles of development. Objectives, objectives, achievable results of the educational programme: knowledge, skills and competences. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Principles for programming. Predicting and evaluating learning achievements.
Description
How do I develop an educational programme for preventive preservation/improvement of health and changing health behaviour? |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The true, virtual and mixed reality in sports education.
Description
Digitization of education. Technology enriched study process. Artificial intelligence. Technology explosion in learning and teaching. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The balance between technology and professional digital competence.
Description
Selection and analysis of scientific studies in health pedagogy supported by AI. Feasibility and evaluation of different digital interventions. Gamification. Platforming. Challenges ahead. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Use of pedagogical tools (methods, possibilities, techniques) in the practice of a sports coach.
Description
Pedagogy theories in practice in sports education. Stages of implementation of the method. Selecting and selecting pedagogical tools according to the situation. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Methods for researching, supporting and motivating oneself and others.
Description
Developing imaginative abilities. PETTLEP’S strategy for athletes. Creative visualization. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
A person-centered and personalized approach to education/education.
Description
Patterns and approaches to mutual relations in the education/training process. Health pedagogy – Science and Art. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Environmental and health sustainability aspects in the practice of a sports coach. Presentation of an educational programme project.
Description
Presentation of the independent work “Education Programme Project”, assessment of compliance with the principles of health and environmental sustainability. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health pedagogy in the context of shaping values (dignity, honesty, fairness, equal treatment, inclusion, etc.).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Discussion and evaluation of educational programmes developed in sport.
Description
How do you teach values - respect, fairness, equal treatment, etc., how do you respect them in your professional activities? Value building within the programme – opportunities, benefits, reflections. |
Total ECTS (Creditpoints):
3.00
Contact hours:
36 Academic Hours
Final Examination:
Exam
PART-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health pedagogy in the education sciences system. Health pedagogy and health education.
Description
Theoretical guidelines – nature, concepts, general relationship of the process. Health pedagogy and health education. Paradigm transformation in pedagogical Science and practice 20-21cent. |
|
Health literacy and health behaviour. Theoretical and practical scope.
Description
Knowledge and skills of health pedagogy for increasing the level of health literacy. Pedagogical and preventive work with the public in the context of changing behavior patterns. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Use of pedagogical tools (methods, possibilities, techniques) in the practice of a sports coach.
Description
Pedagogy theories in practice in sports education. Stages of implementation of the method. Selecting and selecting pedagogical tools according to the situation. |
|
Methods for researching, supporting and motivating oneself and others.
Description
Developing imaginative abilities. PETTLEP’S strategy for athletes. Creative visualization. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The importance of educational work in the professional environment. Development of an educational programme in sport for a specific target audience.
Description
Types of educational programmes and basic principles of development. Objectives, objectives, achievable results of the educational programme: knowledge, skills and competences. |
|
Principles for programming. Predicting and evaluating learning achievements.
Description
How do I develop an educational programme for preventive preservation/improvement of health and changing health behaviour? |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical and professional ethics in communication and communication.
Description
Basic principles of professional ethics and contact between an educator and a sports coach. Discussion of the pedagogical and ethical aspects of his profession. |
|
Health pedagogy in the context of my chosen profession.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The balance between technology and professional digital competence.
Description
Selection and analysis of scientific studies in health pedagogy supported by AI. Feasibility and evaluation of different digital interventions. Gamification. Platforming. Challenges ahead. |
|
A person-centered and personalized approach to education/education.
Description
Patterns and approaches to mutual relations in the education/training process. Health pedagogy – Science and Art. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The perspective of learning and nurture in the perspective of generational theory.
Description
Pedagogical approaches to working with people of different generations. The dynamics of learning and parenting theories in the 20-21.cent. A historical look back and a future perspective. |
|
Awareness of one’s identity and role in developing professional skills and competences.
Description
Changes in the Education, Health and Sport Development Guidelines 2021-2027. OECD skills Strategy. Today’s skills in the context of future skills. |
|
OECD skills strategy, skill diversity and demand dynamics. Presentation and discussion of topical issues in the field of health education.
Description
The skills a sports coach needs today and in the future. Independent work: “Presentation on a matter of relevance in Health Pedagogy” in a professional environment. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The true, virtual and mixed reality in sports education.
Description
Digitization of education. Technology enriched study process. Artificial intelligence. Technology explosion in learning and teaching. |
|
The balance between technology and professional digital competence.
Description
Selection and analysis of scientific studies in health pedagogy supported by AI. Feasibility and evaluation of different digital interventions. Gamification. Platforming. Challenges ahead. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health literacy levels and patterns of change in health behaviour.
Description
Specificity of health behavior patterns in working with children, young people, adults. Relationship between physical activity and changes in health behavior. |
|
Health pedagogy in the context of shaping values (dignity, honesty, fairness, equal treatment, inclusion, etc.).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Environmental and health sustainability aspects in the practice of a sports coach. Presentation of an educational programme project.
Description
Presentation of the independent work “Education Programme Project”, assessment of compliance with the principles of health and environmental sustainability. |
|
Discussion and evaluation of educational programmes developed in sport.
Description
How do you teach values - respect, fairness, equal treatment, etc., how do you respect them in your professional activities? Value building within the programme – opportunities, benefits, reflections. |
Total ECTS (Creditpoints):
3.00
Contact hours:
18 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Špona, A. Pedagoģija. Pārdomas. Atziņas (2022). Rīga: RaKa. 216.
2.
Krūmiņa, A.A., Mihailovs, I.J. (2020). Izglītības organizācijas pamatjautājumi un izglītošanās iespējas Latvijā. Rīga: NordLynx, 204.
3.
Kūle, M. u.c. (2019). Kritiskā domāšana, inovācija, konkurētspēja un globalizācija.
4.
Dunn, T.& Kennedy, M. (2019). Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers & Education. 137. 113. 10.1016/j.compedu.2019.04.004.
5.
Sport, Performance and Sustainability (2023). ed. by Svensson, D. et al., Taylor & Francis Group.
6.
Cottrell, R.R., et.al. (2021). Principles of Health Education and Promotion. San Francisco: Pearson/Benjamin Cummings. 384.
Additional Reading
1.
Skunstiņš, E. (2019). Sporta vērtības katrā klasē. Mācīt cieņu, taisnīgumu un iekļaušanu 8–12 gadus veciem skolēniem (sk. e-studijas)
2.
Veinberga, S. (2019). Komunikācija. Teorija un prakse. Rīga, Sava grāmata.
3.
Žuga, B. (2020). Tehnoloģiju bagātināts studiju process.
4.
Krūmiņa, A.A., Lubenko, J. (2016). Web-based intervention for developing long-term health literacy of individuals: Advantages and limitations. JTEFS, Vol.18, Nr.1, 69-83.
5.
Upmane, A., Ozoliņa, Z., Krūmiņa, A.A., Mihailovs, I.J. (2016). Komunikācija veselības aprūpes vidē. No K. Mārtinsone un Sudraba V. (zin. red.), Veselības psiholoģija. (155-169). Rīga: RSU.
6.
K.Glanz, B.K.Rimer, F.M.Lewis. (2015). Health Behavior and Health Education: Theory, Research, and Practice. JosseyBass. 583p.
Other Information Sources
1.
Rekomendācijas drošai un nekaitīgai moderno tehnoloģiju lietošanai bērniem (2022). Veselības ministrija
2.
Journal of Health Education.
3.
American Journal of Health Education.