Veidlapa Nr. M-3 (8)
Study Course Description
Content and Methodology of Outdoor and Adventure Activities III - Bicycles
Course Code
LSPA_231
Branch of Science
Health sciences
ECTS
3.00
Target Audience
Pedagogy; Sports Trainer
LQF
Level 6
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Kalvis Ciekurs
Structure Unit Manager
Renārs Līcis
Structural Unit
Department of Individual and Team Sports
Contacts
LSPA, Brīvības gatve 333, Riga, LV-1006
About Study Course
Objective
To enable students to acquire basic theoretical and practical knowledge in outdoor and adventure activities (including in tourism, orienteering and riding), according to the content of primary, basic and secondary school studies.
Preliminary Knowledge
Basic knowledge of organizing outdoor activities. Understanding the fundamentals of human functioning. Understanding the basics of organising hikes, the basics of turism and orientation and organising their activities. Ability to critically evaluate the best - a possible solution in sub-standard situations during hikes. Topographic, urban and orientation maps shall be used within the scope of competence.
Learning Outcomes
Knowledge
1.Demonstrate knowledge in the application, methods and techniques of learning strategies.
Individual work and tests
Implementation of the hike route • Solo work - developing a hike route • Planning and arranging of hiking • Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour • Class in outdoor activities
2.Students will demonstrate an understanding of knowledge of theories and legal relationships in all outdoor and adventure activities (including tourism and orientation).
Individual work and tests
Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour • Class in outdoor activities • Planning and arranging of hiking • Solo work - developing a hike route • Implementation of the hike route
3.Students explain the importance of respecting confidentiality and privacy principles in the study process, during hiking, during outdoor activities.
Individual work and tests
Implementation of the hike route • Solo work - developing a hike route • Planning and arranging of hiking • Conducting a hike route on an individual basis • Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour
4.Students will explain in a reasoned manner the ways in which learning performance is assessed and the criteria governing it
Individual work and tests
Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour • Class in outdoor activities • Planning and arranging of hiking
Skills
1.Adapt the learning methods to the content of the training, the age of the learners and the skills acquired.
Individual work and tests
Planning and arranging of hiking • Conducting a hike route on an individual basis • Class in outdoor activities • Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour
2.Develop and evaluate a supportive learning environment in accordance with the principles of confidentiality and privacy.
Individual work and tests
Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour • Class in outdoor activities • Planning and arranging of hiking • Solo work - developing a hike route • Implementation of the hike route
3.Organise situations close to real life in the learning process.
Individual work and tests
Planning and arranging of hiking • Conducting a hike route on an individual basis • Class in outdoor activities • Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour
4.Select appropriate methods for assessing learning achievements.
Individual work and tests
Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour • Class in outdoor activities • Planning and arranging of hiking • Solo work - developing a hike route
Competences
1.Able to use factual, theoretical and legal knowledge in an integrated manner, purposefully and critically select and use different methods, technologies and teaching methodological materials in the learning process for the needs of learners and implementation of the appropriate learning process to be achieved.
Individual work and tests
Implementation of the hike route • Solo work - developing a hike route • Class in outdoor activities • Planning and arranging of hiking • Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour
2.Is able to organise the training environment appropriate to the purpose and tasks of the training, the TSA. for driving (movement with sports equipment - bicycle, skateboard, skatewheel, etc.) according to the situation and safe handling.
Individual work and tests
Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour • Solo work - developing a hike route • Implementation of the hike route • Planning and arranging of hiking • Conducting a hike route on an individual basis
3.Able to justify the role of feedback, formal and summative evaluation in achieving the purpose and results of learning.
Individual work and tests
Conducting a hike route on an individual basis • Planning and arranging of hiking • Implementation of the hike route • Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour • Class in outdoor activities
4.Able to creatively select learning aids for outdoor activities, TSA. driving, integrating health and safety content, fields of other subjects, translational skills and values.
Individual work and tests
Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour • Class in outdoor activities • Implementation of the hike route • Planning and arranging of hiking • Conducting a hike route on an individual basis
5.Be able to identify security threats and risks in different environments and situations in outdoor and adventurous activities, take preventive security measures by selecting the most appropriate strategies for solving the problem.
Individual work and tests
Conducting a hike route on an individual basis • Planning and arranging of hiking • Implementation of the hike route • Solo work - developing a hike route • Class in outdoor activities • Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Solo work - developing a hike route |
20.00% from total grade
|
Test
|
|
Plans and develops a hiking route for a bicycle using modern technologies - mobile apps and/or GPS logging devices. The developed route is a mandatory requirement for a successful course and implementation of the hike during the study process. Realisation of the hike is not allowed without a developed hike route. The content of the successful hike route must include: +) the name of the hiking route for which age is foreseen, how many participants participate; +) purpose and task/tasks of the hiking route; +) hiking route map and/or diagram; +) a description of the itinerary of the hike (attractions, if images are necessary for activities and provisions for implementation of the hike); +) the budget estimate of the hike route (broken down by item); +) the safety rules of the hiking route during the hiking; +) sources used for the hike route (literature, Internet resources, etc.); +) hike route feedback after hike. The hike route is developed for academic work development requirements (assessed). In order for the trekking route to be counted, it is necessary to develop the above requirements specified in the content of the trekking route. You can get 20 points for a hike route, but a successful score requires 12 points, which represents a score of 20% of the entire course’s score. |
||
|
2.
Conducting a hike route on an individual basis |
10.00% from total grade
|
Test
|
|
During the hike, the route is realized as planned. One of the applications that registers an eletronic hike (e.g. STRAVA, etc.) SHOULD be used to carry out the hike route. The hiking route is mandatory in order to obtain a successful assessment in the study course. |
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Implementation of the hike route |
10.00% from total grade
|
Test
|
|
Realisation of the hike route - realisation of the route it has developed with a developed presentation and presentation to colleagues. Presentation duration approximately 5 minutes with questions up to 3 minutes. The presentation should include an overview of the hiking route - attractions. Pictures, scraped in the presentation, only reflect participants who have agreed to make the hike public within the framework of the study process (from 2 to 5 participants, family members may also participate in the trek). Presenting in front of an audience gives you up to 10 points. A presentation submitted can provide up to 6 points. |
||
|
2.
Planning and arranging of hiking |
20.00% from total grade
|
Test
|
|
Within the framework of the study course - group students develop and organise a bike hike. A Velovar procession with an expanded description and layout is developed when students split responsibility. At the same time, students shall evaluate each other’s performance and involvement in the organisation process. Sales are made on Day 1 (if a 2-day hike can also be realised). The responsibility and performance of each student shall be assessed by the lecturer and the student himself. It is possible for a student to score 20 points, but the minimum number of points to be scored is 12. Participation in the hike is a mandatory, successful course. Cycling requirements: +) development of posters; +) development of the application questionnaire; +) information material on the attractions; +) asylum placement (establishment of an asylum, provision of accommodation, perimeter monitoring); +) cooking lunch (fire, water filtration, etc.); +) inspection of inventory and statement (latest trends in bicycle equipment, protective equipment); +) financial (themes) development; +) transport provision during the hike; +) feedback execution and common cycling analysis; +) presentation on cycling (progress, feedback, proposals) (after cycling). |
||
|
3.
Development, organisation, methods and means of cycling routes - Safety and unforeseen behaviour |
20.00% from total grade
|
Test
|
|
Content and methodology of outdoor and adventurous activities - cycle rides and their itineraries. Inventory selection, content and methodology, security questions, etc. include a test with 20 questions where questions will be presented with multiple answers, as well as questions where answers will need to be recorded themselves. To get a successful score on the test, you must answer correctly with at least 55% correct answers. |
||
|
4.
Class in outdoor activities |
20.00% from total grade
|
Test
|
|
Development of a lesson report in outdoor activities (implementation of orientation, tourism and outdoor transport by various means). Drawing up a lesson report and conducting an outdoor activity is mandatory. Drawing up an hourly prospectus for 40 min (Sport and Health hour content Plan), managing one or more outdoor activities optionally (teaching, repeating or refining). A successful assessment requires a score of at least 12, while a score of 20 can be obtained for high-quality account presentation (content) and outdoor activity management. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Study environment, organisation. Inclusion of orienteering and tourism skills into the sport standard of general education schools.
Description
Describe learning environment, organization. Inclusion of orientation and tourism skills in the sport standard of mainstream schools. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Overview of study methods: classification of study methods according to basic didactic tasks, organisation of cognitive activity, type of joint activity of pupils and the teacher.
Description
Describes and analyzes learning methods: Classification of learning methods according to basic didactic tasks, cognitive activity organization, type of student-teacher collaboration. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Choice of learning strategies, study methods and techniques at different levels of basic education – in accordance with age characteristics, fitness of pupils, study tasks and learning outcomes.
Description
The choice of learning strategies, learning methods and techniques in different grades of primary education shall be analysed in accordance with the characteristics of the age stage, pupil preparedness, teaching tasks and the results to be achieved. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Feedback. Self-assessment of performance of pupils.
Assessment of learning outcomes:
in the field of Outdoor and Adventure Activities.
Description
Organises feedback. Self-assessment of pupils’ performance. Evaluation of learning outcomes achieved: in the field of outdoor and adventure activities. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The most important outdoor and adventure activity skills: map orienteering, understanding a map, determining and control of distance on the terrain and on a map, reading and using different (orienteering, aerial, digital) maps, choosing the safest, shortest and fastest route on the map, overcoming obstacles on a hike, choosing the necessary tools for 1- or 2-day hike, using a rope to overcome obstacles, using mobile apps, etc.
Description
Describes and is able to implement the most important skills of outdoor and adventure activity: map orientation, map understanding, distance determination and control in the terrain and map, reading and using various (orientation, aerial, digital) maps, choosing the safest, shortest and fastest route option on the map, overcoming obstacles while hiking, choosing the required inventory when hiking 1 or 2 days, using rope to overcome obstacles, using mobile apps, etc. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The most important outdoor and adventure activity skills: map orienteering, understanding a map, determining and control of distance on the terrain and on a map, reading and using different (orienteering, aerial, digital) maps, choosing the safest, shortest and fastest route on the map, overcoming obstacles on a hike, choosing the necessary tools for 1- or 2-day hike, using a rope to overcome obstacles, using mobile apps, etc.
Description
Describes and is able to implement the most important skills of outdoor and adventure activity: map orientation, map understanding, distance determination and control in the terrain and map, reading and using various (orientation, aerial, digital) maps, choosing the safest, shortest and fastest route option on the map, overcoming obstacles while hiking, choosing the required inventory when hiking 1 or 2 days, using rope to overcome obstacles, using mobile apps, etc. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The most important outdoor and adventure activity skills: map orienteering, understanding a map, determining and control of distance on the terrain and on a map, reading and using different (orienteering, aerial, digital) maps, choosing the safest, shortest and fastest route on the map, overcoming obstacles on a hike, choosing the necessary tools for 1- or 2-day hike, using a rope to overcome obstacles, using mobile apps, etc.
Description
Describes and is able to implement the most important skills of outdoor and adventure activity: map orientation, map understanding, distance determination and control in the terrain and map, reading and using various (orientation, aerial, digital) maps, choosing the safest, shortest and fastest route option on the map, overcoming obstacles while hiking, choosing the required inventory when hiking 1 or 2 days, using rope to overcome obstacles, using mobile apps, etc. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Study strategies and methods at all levels of basic education for learning knowledge and skills according to learning outcomes Outdoor and Adventure Activities III.
Description
Describe and analyse learning strategies and methods at all stages of primary education for the acquisition of knowledge and skills according to the results to be achieved. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Personal safety. Content and study methods for learning the topic Personal Safety at all stages of education. What to do when you get to an unfamiliar area, how to find a safe way home or the starting point.
Description
Organise personal security and the safety of other participants. Content and learning methods for learning the topic personal safety at all levels of education. What to do when you reach unfamiliar terrain, find a safe way home or a starting point. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Methodology of teaching basic skills of moving with sports equipment (riding) methodology at all stages of education – road traffic regulations.
Description
The methodology for teaching basic skills at all levels of education – road traffic regulations – organises movement with sports equipment (driving). |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student.
Description
Describe and organise the development and practical management of the lesson plan at all levels of education. Presentation of selected teaching methods, study content, evaluation criteria, methodological and instructional material and presentation on 3 topics drawn by the student. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student.
Description
Describe and organise the development and practical management of the lesson plan at all levels of education. Presentation of selected teaching methods, study content, evaluation criteria, methodological and instructional material and presentation on 3 topics drawn by the student. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student.
Description
Describe and organise the development and practical management of the lesson plan at all levels of education. Presentation of selected teaching methods, study content, evaluation criteria, methodological and instructional material and presentation on 3 topics drawn by the student. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student.
Description
Describe and organise the development and practical management of the lesson plan at all levels of education. Presentation of selected teaching methods, study content, evaluation criteria, methodological and instructional material and presentation on 3 topics drawn by the student. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student.
Description
Describe and organise the development and practical management of the lesson plan at all levels of education. Presentation of selected teaching methods, study content, evaluation criteria, methodological and instructional material and presentation on 3 topics drawn by the student. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student.
Description
Describe and organise the development and practical management of the lesson plan at all levels of education. Presentation of selected teaching methods, study content, evaluation criteria, methodological and instructional material and presentation on 3 topics drawn by the student. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student.
Description
Describe and organise the development and practical management of the lesson plan at all levels of education. Presentation of selected teaching methods, study content, evaluation criteria, methodological and instructional material and presentation on 3 topics drawn by the student. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Preparation of visual materials — preparing a card/diagram, drawing.
|
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
|
Study environment, organisation. Inclusion of orienteering and tourism skills into the sport standard of general education schools.
Description
Describe learning environment, organization. Inclusion of orientation and tourism skills in the sport standard of mainstream schools. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Overview of study methods: classification of study methods according to basic didactic tasks, organisation of cognitive activity, type of joint activity of pupils and the teacher.
Description
Describes and analyzes learning methods: Classification of learning methods according to basic didactic tasks, cognitive activity organization, type of student-teacher collaboration. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Choice of learning strategies, study methods and techniques at different levels of basic education – in accordance with age characteristics, fitness of pupils, study tasks and learning outcomes.
Description
The choice of learning strategies, learning methods and techniques in different grades of primary education shall be analysed in accordance with the characteristics of the age stage, pupil preparedness, teaching tasks and the results to be achieved. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Feedback. Self-assessment of performance of pupils.
Assessment of learning outcomes:
in the field of Outdoor and Adventure Activities.
Description
Organises feedback. Self-assessment of pupils’ performance. Evaluation of learning outcomes achieved: in the field of outdoor and adventure activities. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The most important outdoor and adventure activity skills: map orienteering, understanding a map, determining and control of distance on the terrain and on a map, reading and using different (orienteering, aerial, digital) maps, choosing the safest, shortest and fastest route on the map, overcoming obstacles on a hike, choosing the necessary tools for 1- or 2-day hike, using a rope to overcome obstacles, using mobile apps, etc.
Description
Describes and is able to implement the most important skills of outdoor and adventure activity: map orientation, map understanding, distance determination and control in the terrain and map, reading and using various (orientation, aerial, digital) maps, choosing the safest, shortest and fastest route option on the map, overcoming obstacles while hiking, choosing the required inventory when hiking 1 or 2 days, using rope to overcome obstacles, using mobile apps, etc. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Study strategies and methods at all levels of basic education for learning knowledge and skills according to learning outcomes Outdoor and Adventure Activities III.
Description
Describe and analyse learning strategies and methods at all stages of primary education for the acquisition of knowledge and skills according to the results to be achieved. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Personal safety. Content and study methods for learning the topic Personal Safety at all stages of education. What to do when you get to an unfamiliar area, how to find a safe way home or the starting point.
Description
Organise personal security and the safety of other participants. Content and learning methods for learning the topic personal safety at all levels of education. What to do when you reach unfamiliar terrain, find a safe way home or a starting point. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Methodology of teaching basic skills of moving with sports equipment (riding) methodology at all stages of education – road traffic regulations.
Description
The methodology for teaching basic skills at all levels of education – road traffic regulations – organises movement with sports equipment (driving). |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student.
Description
Describe and organise the development and practical management of the lesson plan at all levels of education. Presentation of selected teaching methods, study content, evaluation criteria, methodological and instructional material and presentation on 3 topics drawn by the student. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student.
Description
Describe and organise the development and practical management of the lesson plan at all levels of education. Presentation of selected teaching methods, study content, evaluation criteria, methodological and instructional material and presentation on 3 topics drawn by the student. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Development and practical management of a lesson plan at all stages of education. Presentation of selected study methods, study content, assessment criteria, methodological and visual materials on 3 topics drawn by the student.
Description
Describe and organise the development and practical management of the lesson plan at all levels of education. Presentation of selected teaching methods, study content, evaluation criteria, methodological and instructional material and presentation on 3 topics drawn by the student. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Preparation of visual materials — preparing a card/diagram, drawing.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Badvērts, Dž. (2009). Mezgli. Mezglu siešanas rokasgrāmata. Rīga, Zvaigzne ABC, 128lpp.
2.
Noteikumi par valsts pamatizglītības standartu un pamatizglītības programmu paraugiem.. Ministru kabineta noteikumi Nr. 747. Rīgā 2018. gada 27. novembrī (prot. Nr. 56 38. §)
3.
Smila, B., Vārna, A., & Indriksone, L. (2016). Orientēšnās pamati. Rīga, 52lpp. (akceptējams izdevums)
4.
Jansone, R., Fernāte, A., & Bula-Biteniece, I. (2016). Sporta pedagoģija vakar, šodien, rīt. Rīga, RaKA, 526lpp. (akceptējams izdevums)
5.
Larss, E. (1994). Orienteering technic from start to finish. SOF, 38lpp.Suitable for English stream
Additional Reading
1.
Antiņa, I., & Mežale, S. (2008). Spēles radošiem pedagogiem. Rīga, RaKa, 172lpp.
2.
Indriksone, L. (1998). Orientēšanās pamati. Rīga, LSPA, 46lpp.
3.
Liepiņa, I. (2004). Tūrisma tehnikas paņēmieni. Maģistra darbs, LSPA, 78lpp.
4.
Liepiņa, I. (2006). Tūrisma speciālais inventārs. Lekcija, LSPA, 21lpp.
5.
Neuman, J., & Doubalik, I., P. (2004). Education and learning through outdoor acitivities, outdoor exercises and rope courses for youth programmes. Praha: Duha, 294 p.Suitable for English stream
6.
Orientēšanās bērniem un jauniešiem. (1997). Svenska Orientierinsgs forbundet, Rīga, 144lpp.
7.
Rohnke, K., E., & Rogers, D. (2007). The Complete Ropes Course Manual, 428p.Suitable for English stream
8.
Brūders, A., & Krauksta, D. (1998). Tūrisms. Rīga, LSPA, 77lpp
9.
Orientēšanās bērniem un jauniešiem. (1997). Svenska Orientierinsgs forbundet. Rīga, 144lpp.
10.
Bērnu un jauniešu trenera rokasgrāmata. Rīga, 215lpp
11.
Neformālās izglītības metodes. Tūrisma aktivitātes. Materiālu sagatavoja: Jaunatnes starptautisko programmu aģentūra, 2009.
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Kalniņš, G., (2011). Skolēnu un jauniešu grupu aktivitātes brīvā dabā. To plānošana, organizēšana un drošības aspekti. LR Labklājības Ministrija, Valsts bērnu tiesību aizsardzības inspekcija.
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Indriksone, L., & Smila, B. (2000). Orientēšanās I daļa. Rīga, LSPA, 83lpp
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Indriksone, L., & Smila, B. (2002). Orientēšanās II daļa. Rīga, LSPA, 67lpp.
Other Information Sources
1.
Aktīva atpūta Latvijas Valsts mežos. Aktivitātes skolām
2.
Liepiņa, I., & Vilka, S. (2002). Kāpšanas sports. Rīga, Jumava, 173lpp.
3.
My TrailsSuitable for English stream
4.
MOBOSuitable for English stream
5.
GPS OrienteeringSuitable for English stream
6.
EndomondoSuitable for English stream
7.
Sport TrakerSuitable for English stream
8.
Magnēts