Veidlapa Nr. M-3 (8)
Study Course Description
Physical Activity in Pre-School and School
Course Code
LSPA_469
Branch of Science
Health sciences; Other Sub-Branches of Health and Sports Science; Sport Pedagogy; Theory and History of Sports
ECTS
4.00
Target Audience
Pedagogy; Sports Science; Sports Trainer
LQF
Level 6
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Inta Bula-Biteniece
Structure Unit Manager
Uģis Ciematnieks
Structural Unit
Department of Sports Theory
Contacts
LSPA, Brīvības gatve 333, Riga, LV-1006
About Study Course
Objective
Promote students’ ability to plan, organise and analyse diverse physical activities for children in different educational contexts (pre-school, school and interest education), promoting the competence, health and active lifestyle of children’s movements, while developing the professional competences of the educator – cooperation, communication, reflection and professional ethics – using modern pedagogical approaches and digital and artificial intelligence tools.
Preliminary Knowledge
General secondary education.
Learning Outcomes
Knowledge
1.Explains the importance of physical activity in children’s development, health and wellbeing in different educational contexts.
Individual work and tests
Exam • Analysis of a scientific Article (supported by AI) • FA planning ’prompt’ kit
2.Describes the principles of physical activity organisation, safety aspects and pedagogical approaches to working with children.
Individual work and tests
Exam • Volunteering at a physical activity event
3.Describes the relationship between movement and learning, as well as pedagogical approaches that promote active involvement of children in physical activity in different educational contexts.
Individual work and tests
Exam • Organising a physical activity event in PII
4.Describes the principles of professional activity of the educator in organising physical activities (communication, co-operation, reflection, ethics).
Individual work and tests
Thought card “me as a physical activity educator” • Analysis of a scientific Article (supported by AI) • Exam • Volunteering at a physical activity event
Skills
1.Plans for diverse physical activity ideas and activities for children in different educational contexts.
Individual work and tests
Exam • Organising a physical activity event in PII • Team consolidation physical activity
2.Organise and demonstrate physical activities tailored to children’s age, abilities and educational environment.
Individual work and tests
Team consolidation physical activity • Organising a physical activity event in PII • Exam
3.Provides constructive feedback to children and colleagues and discusses the impact of physical activity on children’s wellbeing.
Individual work and tests
Exam • Team consolidation physical activity • Volunteering at a physical activity event
4.Use creative approaches and different means of organising physical activity.
Individual work and tests
Volunteering at a physical activity event • Organising a physical activity event in PII • Production of creative sporting equipment • Exam
5.Use digital and AI tools for physical activity planning, documentation and analysis.
Individual work and tests
Exam • Analysis of a scientific Article (supported by AI) • FA planning ’prompt’ kit • Production of creative sporting equipment • Volunteering at a physical activity event
Competences
1.Independently plan and organise physical activity events for children in different educational contexts, collaborating with other students and observing safety, pedagogical and ethical principles.
Individual work and tests
Team consolidation physical activity • Volunteering at a physical activity event • Organising a physical activity event in PII • Exam
2.Reflexively evaluate their pedagogical activity in organising and managing physical activity, taking into account peer feedback, SVID and the standard of the teaching profession, and provide colleagues with constructive feedback.
Individual work and tests
Thought card “me as a physical activity educator” • Exam • Organising a physical activity event in PII • Team consolidation physical activity • SVID analysis for FA • Volunteering at a physical activity event
3.Demonstrates a creative and professionally sound approach to organising physical activity, promoting child engagement, collaboration and positive learning experiences.
Individual work and tests
Team consolidation physical activity • Exam • Production of creative sporting equipment
4.Plans its professional development in the field of physical activity organisation and sports pedagogy, integrating the skills acquired in the professional development process into pedagogical activity and reflexively linking theory to physical activity organisation practice.
Individual work and tests
Exam • SVID analysis for FA • Volunteering at a physical activity event
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Thought card “me as a physical activity educator” |
5.00% from total grade
|
Test
|
|
Students create a thought card on the professional qualities of the educator in organising physical activities (e.g. communication, creativity, security, empathy, collaboration). |
||
|
2.
Analysis of a scientific Article (supported by AI) |
5.00% from total grade
|
Test
|
|
The student chooses a peer-reviewed Article on children’s physical activity/health/wellbeing, uses AI tools to structure information (summary, key concepts), but formulates conclusions and criticisms himself. Submits 1-2 pages of analysis + source. |
||
|
3.
FA planning ’prompt’ kit |
5.00% from total grade
|
Test
|
|
Student creates 6-8 qualitative AI Task requests (promptus) for event planning (objectives, security, inclusion, inventory, timesheet, communication with parents). Add a brief justification for why prompt is good and as a test of the result. |
||
|
4.
Production of creative sporting equipment |
10.00% from total grade
|
10 points
|
|
Students individually produce sports equipment from reusable or accessible materials (e.g. plastic bottles, cardboard, ropes, etc.). The inventory should be suitable for organising physical activities for children. Students demonstrate the possibilities for using inventory in at least three different activities and explain how it promotes children’s development or skills development. Inventory ideas and activity variations can be generated by the student using the AI tool, indicating the prompts used and critically evaluating the solution. |
||
|
5.
SVID analysis for FA |
5.00% from total grade
|
Test
|
|
Students perform personal professional SVID analysis in the context of organising physical activities. Work must identify its strengths, weaknesses, development opportunities and potential challenges. The student formulates concrete steps to improve his or her professional skills. |
||
|
6.
Team consolidation physical activity |
10.00% from total grade
|
10 points
|
|
Students in groups of 4 develop and practice team consolidation activities for children or young people. Activities should promote cooperation, communication and trust within the group. Students explain the objectives of the activities and reflect on their results. |
||
|
7.
Organising a physical activity event in PII |
15.00% from total grade
|
10 points
|
|
Students in the group plan and organise a physical activity event for children in PII (e.g. morning of movement, sports day or activity stations). The project should include objectives, activity descriptions, required inventory, security aspects and a plan for the event. After the event, students perform a brief reflection on its progress, including a brief analysis of the ethics/security dilemma. |
||
|
8.
Volunteering at a physical activity event |
15.00% from total grade
|
10 points
|
|
Students participate in at least 10 physical activity events and organising or conducting them (e.g. pre-school, school or interest education). The student documents his or her participation and prepares a brief reflection on the acquired experience. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Exam |
30.00% from total grade
|
10 points
|
|
The exam consists of two parts: theoretical and practical. In the theoretical part, students answer questions regarding the role of physical activity in the development of children, principles for the association of movement and learning, the organisation of physical activities and the professional activities of an educator in the organisation of physical activities. In the practical part, students plan, organise and manage one physical activity for children at an interest education event. After the activity, students perform a brief reflection using SVID analysis. Analyse one potential ethical or security dilemma that may arise during the physical activity organization process. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
The role of physical activity in children’s development and wellbeing
Description
FA as a resource for health, development and wellbeing; contexts (PII, school, interest education, events). Introduction to course requirements and evaluation. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
-
|
2
|
Topics
|
The role of physical activity in children’s development and wellbeing
Description
FA as a resource for health, development and wellbeing; contexts (PII, school, interest education, events). Introduction to course requirements and evaluation. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Movement and learning
Description
Movement as learning support; promoting active engagement; examples in different contexts (movement stations, storytelling activities). |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
-
|
2
|
Topics
|
Movement and learning
Description
Movement as learning support; promoting active engagement; examples in different contexts (movement stations, storytelling activities). |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Principles and safety of the organisation of physical activities
Description
Structure of measures; safety risks and prevention; characteristics of age stages; instructions, space, inventory. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
-
|
2
|
Topics
|
Principles and safety of the organisation of physical activities
Description
Structure of measures; safety risks and prevention; characteristics of age stages; instructions, space, inventory. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Design and planning of the event
Description
Objective-tasks-content-time-resources; participant engagement; event scenario. Mini-planning workshop. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
-
|
2
|
Topics
|
Design and planning of the event
Description
Objective-tasks-content-time-resources; participant engagement; event scenario. Mini-planning workshop. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
-
|
2
|
Topics
|
Design and planning of the event
Description
Objective-tasks-content-time-resources; participant engagement; event scenario. Mini-planning workshop. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
AI and digital tools for planning and analysis
Description
Use of AI for ideas, structure, list of risks, communication texts; critical evaluation and verification of sources |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
AI and digital tools for planning and analysis
Description
Use of AI for ideas, structure, list of risks, communication texts; critical evaluation and verification of sources |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
AI and digital tools for planning and analysis
Description
Use of AI for ideas, structure, list of risks, communication texts; critical evaluation and verification of sources |
Total ECTS (Creditpoints):
2.00
Contact hours:
24 Academic Hours
Final Examination:
Test (Semester)
Part 2
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Creative equipment and assets
Description
Inventory design from available materials; usage variations; load/task adjustment. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Creative equipment and assets
Description
Inventory design from available materials; usage variations; load/task adjustment. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Tailor activities to different abilities and environments
Description
Adaptation to age, ability and environment; inclusive activities; differentiation and equal engagement. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Placement location
|
2
|
Topics
|
Tailor activities to different abilities and environments
Description
Adaptation to age, ability and environment; inclusive activities; differentiation and equal engagement. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
-
|
2
|
Topics
|
Tailor activities to different abilities and environments
Description
Adaptation to age, ability and environment; inclusive activities; differentiation and equal engagement. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Team consolidation activities
Description
Collaborative and trust games; group dynamics; manager communication; post-lead reflection. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
-
|
2
|
Topics
|
Team consolidation activities
Description
Collaborative and trust games; group dynamics; manager communication; post-lead reflection. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Implementation of the physical activity measure in PII
Description
Conducting the event (stations, rotation, instruction, safety); process assessment and feedback; brief reflection. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Placement location
|
2
|
Topics
|
Implementation of the physical activity measure in PII
Description
Conducting the event (stations, rotation, instruction, safety); process assessment and feedback; brief reflection. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Placement location
|
2
|
Topics
|
Implementation of the physical activity measure in PII
Description
Conducting the event (stations, rotation, instruction, safety); process assessment and feedback; brief reflection. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Professional development and experience analysis
Description
SVID in FA context; goals for professional development; preparation for volunteering and exam; collection of experience/portfolio principles. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Professional development and experience analysis
Description
SVID in FA context; goals for professional development; preparation for volunteering and exam; collection of experience/portfolio principles. |
Total ECTS (Creditpoints):
2.00
Contact hours:
24 Academic Hours
Final Examination:
Exam
PART-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
The role of physical activity in children’s development and wellbeing
Description
FA as a resource for health, development and wellbeing; contexts (PII, school, interest education, events). Introduction to course requirements and evaluation. |
|
Movement and learning
Description
Movement as learning support; promoting active engagement; examples in different contexts (movement stations, storytelling activities). |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Principles and safety of the organisation of physical activities
Description
Structure of measures; safety risks and prevention; characteristics of age stages; instructions, space, inventory. |
|
Professional role of educator in FA organisation
Description
Communication, cooperation, motivation, boundaries; reflection and feedback; ethics of educator in FA context. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Design and planning of the event
Description
Objective-tasks-content-time-resources; participant engagement; event scenario. Mini-planning workshop. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Creativity in physical activity
Description
Creative approaches in activities (variation, play, plot, rule change); how to create “wow” while staying safe. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
AI and digital tools for planning and analysis
Description
Use of AI for ideas, structure, list of risks, communication texts; critical evaluation and verification of sources |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Creative equipment and assets
Description
Inventory design from available materials; usage variations; load/task adjustment. |
Total ECTS (Creditpoints):
2.00
Contact hours:
12 Academic Hours
Final Examination:
Test (Semester)
Part 2
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Tailor activities to different abilities and environments
Description
Adaptation to age, ability and environment; inclusive activities; differentiation and equal engagement. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Tailor activities to different abilities and environments
Description
Adaptation to age, ability and environment; inclusive activities; differentiation and equal engagement. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Team consolidation activities
Description
Collaborative and trust games; group dynamics; manager communication; post-lead reflection. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Team consolidation activities
Description
Collaborative and trust games; group dynamics; manager communication; post-lead reflection. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Implementation of the physical activity measure in PII
Description
Conducting the event (stations, rotation, instruction, safety); process assessment and feedback; brief reflection. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Professional development and experience analysis
Description
SVID in FA context; goals for professional development; preparation for volunteering and exam; collection of experience/portfolio principles. |
Total ECTS (Creditpoints):
2.00
Contact hours:
12 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Kuzņecova, A., & Jakovļeva, M. (2015). Profesionālās ētikas kodeksi. Rīga, LSPA.
2.
Lange, J., & Burroughs-Lange, S. (2017). Learning to be a teacher.Suitable for English stream
3.
Whitehead, M. (2010). Physical Literacy: Throughout the Lifecourse. Routledge.Suitable for English stream
4.
Bull, F. C., Al-Ansari, S. S., Biddle, S., Borodulin, K., Buman, M. P., Cardon, G., ... & Willumsen, J. F. (2020). World Health Organization 2020 guidelines on physical activity and sedentary behaviour. British journal of sports medicine, 54(24), 1451-1462.
5.
Ennis, C. D. (2017). Educating students for a lifetime of physical activity: Enhancing mindfulness, motivation, and meaning. Research quarterly for exercise and sport, 88(3), 241-250.
Additional Reading
1.
Criss, C. J., Konrad, M., Alber-Morgan, S. R., & Brock, M. E. (2024). A systematic review of goal setting and performance feedback to improve teacher practice. Journal of Behavioral Education, 33(2), 275-296.Suitable for English stream
2.
Kaupuzs, A., & Liepina, I. (2018, May). Factors affecting levels of physical activity in school environment. In SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference (Vol. 4, pp. 85-98).
3.
Stangaine, I., & Augstkalne, D. (2019, May). PEDAGOGICAL PROCESS FACILITATING PHYSICAL ACTIVITY OF PRE-SCHOOLERS. In SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference (Vol. 2, pp. 619-628).
Other Information Sources
1.
Miķelsone, I., Odiņa, I. (2018). Goal Setting Skills in Teachers’ Professional Development. (pp. 313 -325). 4th International conference on lifelong education and leadership for all.Suitable for English stream
2.
WHO
3.
UNESCO Quality Physical Education
4.
SHAPE America