Veidlapa Nr. M-3 (8)
Study Course Description
Socio-Emotional Skills in Sport
Course Code
LSPA_438
Branch of Science
Health sciences
ECTS
2.00
Target Audience
Sports Trainer
LQF
Level 6
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Gundega Ulme
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
During the course, students will gain an understanding of the socio-emotional competence approach in education, develop the skills to apply socio-emotional competences in everyday life and create a relationship-oriented learning environment.
Preliminary Knowledge
General secondary education
Learning Outcomes
Knowledge
1.1. Knows the SEM model and five SEM (social-emotional learning) competencies (hereinafter - SEMK), and their connection with sports pedagogy. 2. Students acquire knowledge of all five SEMKs in practical lessons - through personal experience and self-understanding.
Skills
1.3. Consciously develops SEM competencies by creating a relationship-oriented learning environment. 4. Can apply SEM methods in the learning process in order to create a learning environment oriented to mutual trust and cooperation in the classroom. 5. Apply various SEM strategies to promote socio-emotional development. Can create self-management plans.
Competences
1.6. Manages his emotions, thoughts and behavior in different situations. 7. Demonstrates competencies in coping with stress, self-motivation and setting personal and academic goals.
Assessment
Individual work
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Individual work |
-
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-
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Students deepen their knowledge in the topics learned during the lecture by doing two independent works. Students' independent work is organized individually and/or in work groups.
The independent works must be presented in seminar classes, the self-assessment of SEM competences must be presented individually. If the student has been sick for a long time and/or has not actively participated in the seminars, knowledge can be tested in a test.
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Examination
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Title
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% from total grade
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Grade
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|---|---|---|
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1.
Examination |
-
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-
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The total score is summative.
Self-assessment
Activity
Participation in seminars
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Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Other
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2
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Topics
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SEM, learning as a social process.
The relationship of SEM to the individual's mental health.
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SEM model. Groups of cognitive, emotional and behavioral competencies.
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-
Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Other
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2
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Topics
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SEM's five groups of competences and their development approaches
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-
Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Other
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2
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Topics
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Application of SEM in Formal, Formal and Non-formal Education. Teaching methods and techniques. Group work and learning through play.
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Reflection, its levels. Learning-oriented feedback.
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-
Class/Seminar
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Other
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2
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Topics
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Implementation of SEM in the practice of sports pedagogy. Creating a relationship-oriented learning environment in sports lessons.
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-
Lecture
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Modality
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Location
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Contact hours
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|---|---|---|
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On site
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Other
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2
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Topics
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Teaching methods and techniques - kinetic activities.
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Assessing SEM skills using formative assessment methods and self-assessments. Practical tools for evaluating SEM in school.
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Total ECTS (Creditpoints):
2.00
Contact hours:
10 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Metodiskie paņēmieni skolēnu sociāli emocionālo prasmju novērtēšanai skolā (2015). Projekts “Learning to be”, 164lpp.
2.
Rokasgrāmata pedagogiem cieņpilnas komunikācijaskultūras veicināšanai klasē, “Izzini sevi - saproti citus!” Rokasgrāmatas elektroniskā versija ir atrodama: www.spkc.gov.lv / sadaļā “Projekti”
3.
Conley, C., S. (2015). SEL in Higher Education. In Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Guillotta, T. P. (Eds.), Handbook of Social and Emotional Learning. NY: Guilford Press.Suitable for English stream
Additional Reading
1.
Drago-Severson, E., & Blum-DeStefano, J. (2016). Theoretical Foundations of Feedback for Growth. Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators. Cambridge, MA: Harvard Education Press.Suitable for English stream
2.
Social-Emotional Learning Is the Rage in K-12. So Why Not in College? (2017). EdSurge article by Norian Caporale-Berkowitz (May 4, 2017)Suitable for English stream
3.
Bridging Theory to Practice (BTtoP)Suitable for English stream