Veidlapa Nr. M-3 (8)
Study Course Description
Play and Corrective Exercise in Preschool, School
Course Code
LSPA_046
Branch of Science
Health sciences
ECTS
3.00
Target Audience
Sports Trainer
LQF
Level 6
Study Type And Form
Full-Time; Part-Time
Study Course Implementer
Course Supervisor
Rihards Leja
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 promote the development of the professional competence of students in the organisation and management of the teaching and learning of movement toys, taking into account individual opportunities of learners and compliance with the learning outcomes to be achieved, as well as to enable students to acquire theoretical knowledge and practical skills in the modelling and regulation of movement variants of play with changed regulations, organisation of activities of learners
Preliminary Knowledge
Acquisition of the study subjects of the 1st and 2nd year of the bachelor programme at the level of 4 – 10 points. Study courses acquired: Educational psychology for teachers, professional skills of teachers, socio-emotional learning, legal aspects of the pedagogical process, sports theory, innovative information communication technologies and methods in sports teaching, biomechanics and ergonomics, general and physical activity biochemistry, general and age physiology, physical activity physiology, human anatomy and dynamic anatomy, environmental health, health-promoting physical activity, basics and methodology of basketball, foundations and methodology of volleyball, Football basics and methodology, Florbola basics and methodology, handball basics and methodology, athletics practice basics and methodology, swimming basics and methodology, outdoor and adventure activities I, II, III, gymnastics basics and methodology, rhythmic and rhythmic combinations, sports history, sports philosophy, sports in multicultural environments and Olympic education, project development, sports medicine, professional communication and terminology I (English, German, Russian), professional communication and terminology II (English German, Russian), Professional ethics, teacher placements I, II
Learning Outcomes
Knowledge
1.At the level of awareness: 1. Diversity of play and games, types of classification, history and development in Latvia and the world. At application level: 2. Methodology for teaching motion toys and games (teaching methods, teaching aids, forms for organising sports lessons).
Skills
1.At application level: 3. Practically plan, manage movement games and games and evaluate their acquisition in accordance with the State pre-school education guidelines, the State basic education standard and the State secondary education standard requirements in the field of learning. 4. Apply toy variant modelling and load adjustment to practical toy management. 5. Demonstrate acquired skills in organising and managing movement toys at a training event.
Competences
1.6. Ability to plan, manage interdisciplinary and individualized learning process in a variety of movement in play and games, in accordance with the State pre-school education guidelines, the State basic education standard and the State secondary education standard requirements in the field of learning. 7. Ability to critically analyse and evaluate pedagogical means applied, methods, techniques in movement toys and games, their conformity with the ability of learners and educational objectives in health-promoting diverse movement toys and physical activities. 8. Ability to take responsibility for the safety of the classroom with motion play and games and the safety of the event at the school with motion play. 9. Ability to develop clear performance and student growth scoring criteria and test methods for learning movement toys. 10. Ability to analyse learning outcomes in learning motion toys and track a student’s growth, identify support measures needed to improve learning performance. 11. Ability to provide feedback in the assessment of both learners and their activities in motion toy learning activities. 12. Ability to creatively select study aids in motion toys and games, integrating health and safety content as well as other subject areas, transversal skills and values. 13. Ability to identify security threats and risks in different environments and situations in motion toys and games, and to take preventive safety measures by selecting the most appropriate problem-solving strategies.
Assessment
Individual work
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Title
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% from total grade
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1.
Individual work |
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1. Preparing for the practical control of motion play by the specified task: optional motion play. Pre-school movement play. Play of movement in primary school. Play of movement in primary school. A learning game in high school. A relay. Of the above: movement and play hours shall be entered in the preparatory part, in the main part of the hour, in the final part of the hour. Motion play for developing physical characteristics. Motion play for skill development. Motion play for developing general, social and transversal skills. Games of motion with a variety of equipment. Musical, rhythm, plot play. Compliance with safety rules in motion toys, training games and trainees. 2. Preparation for practical control of modelled motion toys and variants thereof by task, conducting analysis (oponation) and evaluation. Motion toy modelling: generation of variants, adaptation to the appropriate circumstances, contingent and individual development needs of learners, as well as the tasks set out in the hour and the results to be achieved. Compliance with the conditions for the management of the relay. Adjusting the load by different means. 3. Development of motion play and game plans, including as a task: movement play for different age groups; movement play for the development of physical characteristics; movement games for skills development; movement play for the development of general, social and translational skills; musical, rhythm and plot games; leading choice; team building; motion toy modelling. 4. Preparing to run a motion play event, drawing up a plan and organising an event (or creating a plot hour). Self-assessment, its justification for the plan developed and the toy measure of movement. Preparation of movement toy descriptions (records). 5. Preparing for the theoretical test in motion toy methodology. |
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Examination
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Grade
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1.
Examination |
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10 points
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Criteria for evaluation of learning outcomes: 1. Targeted activity in theoretical, methodological practical classes, seminars – 25% 2. Independent work performed by the student in preparation for practical management of training activities and other examinations – 50% 3. Knowledge and skills tests – 25% |
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Study Course Theme Plan
FULL-TIME
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Total ECTS (Creditpoints):
3.00
Contact hours:
52 Academic Hours
Final Examination:
Exam
PART-TIME
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Total ECTS (Creditpoints):
1.50
Contact hours:
16 Academic Hours
Final Examination:
Test (Semester)
Part 2
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Total ECTS (Creditpoints):
1.50
Contact hours:
14 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Bula-Biteniece, I, Jansone, R., & Piech, K. (2014). Bērns un sports pirmsskolā. Rīga: RaKa, 179 lpp.
2.
Dravniece, I. (2023). Rotaļas pirmsskolā un skolā. Lekcija. Rīga: LSPA.
3.
Fernāte, A. (2002). Sporta treniņu teorijas pamati 1., 2. daļa. Rīga: LSPA.
4.
Jansone, R., & Krauksts, V. (2005). Sporta izglītības didaktika skolā. Rīga: RaKa, 336 lpp.
5.
Ķīsis, I. (2002). Sporta treniņa teorija 1., 2. daļa. Rīga: LSPA, 76 lpp.
6.
Jonikāne, I. (1983). Kustību rotaļas. Metodisks materiāls. Rīga: LVFKI, 75 lpp.
7.
Laiviņa, M. (1992). Rotaļas. Rīga: Zvaigzne ABC, 238 lpp.
8.
Mācīšanās lietpratībai. (2018). Kolektīvā monogrāfija. Zin.red. D.Namsone.
9.
Noteikumi par valsts pirmsskolas izglītības vadlīnijām un pirmsskolas izglītības programmu paraugiem (2018). Ministru kabineta noteikumi Nr. 716.Suitable for English stream
10.
Noteikumi par valsts pamatizglītības standartu un pamatizglītības programmu paraugiem (2018). Ministru kabineta noteikumi Nr. 747.Suitable for English stream
11.
Noteikumi par valsts vispārējās vidējās izglītības standartu un vispārējās vidējās izglītības programmu paraugiem (2019). Ministru kabineta noteikumi Nr. 416.Suitable for English stream
Additional Reading
1.
Antiņa, I., & Mežale, S. (2008). Spēles radošiem pedagogiem. Rīga: Raka, 172 lpp.
2.
Lielā Spēļu enciklopēdija. (2007). Kušneres red. Rīga: Jumava, 359 lpp.
3.
Lielā spēļu grāmata. (2015). Jērinaites red. Rīga: Zvaigzne ABC, 436 lpp.
4.
Liepa, M., & Liepa, A. (1992). Rotaļas. Rīga: Zvaigzne ABC, 183 lpp.
5.
Ošs, J., Rinks, J., & Slavietis, J. (1993). Rotaļnieks. Rīga: Zinātne, 151 lpp.
6.
Visādas spēles. (2003). Celmiņas red. Rīga: Zvaigzne ABC, 95 lpp.
7.
100 spēles un rotaļas. (2014). Kartīšu komplekts. Rīga: Zvaigzne ABC, 50 kartītes.
8.
Mācīšanās lietpratībai. (2018). Kolektīvā monogrāfija. Zin., red. D. Namsone.
9.
Sport games in modern school. (2016). Kolektīvā monogrāfija. Rīga, P. 56.
10.
Sports un veselība 1.–9. klasei. (2019). Mācību priekšmeta programmas paraugs. Valsts izglītības satura centrs | ESF projekts Nr.8.3.1.1/16/I/002 Kompetenču pieeja mācību saturā, 179 lpp.
11.
Jansone, R., Fernāte, A., & Bula-Biteniece, I. (2016). Sporta pedagoģija vakar, šodien, rīt. Kolektīvā monogrāfija. Rīga: RaKa, 567 lpp.
12.
Dravniece, I. (2018). Latviešu tautas tradicionālās rotaļas. Rīga: LSPA, 75 lpp.
13.
Likumi/LawsSuitable for English stream
Other Information Sources
1.
Jansone, R., & Fernāte, A. (2009). Kustību apguves un fizisko spēju attīstīšanās sporta stundās. Rīga: ISEC.
2.
Jansone, R., Bula-Biteniece, I., Kalniņa, L., & Tripāne, T. (2011). Vingro kopā ar mani. Rīga: VISC.