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
Familiarise yourself with the basic principles of professional skills and ethics of the educator in order to ensure the acquisition of theoretical knowledge and to promote the development of pedagogical competence.
Preliminary Knowledge
General secondary education.
Learning Outcomes
Knowledge
1.Reflexive and critical evaluation of their knowledge, skills and motivation and the setting of objectives for professional development for the development of their professional activities, following up on developments and innovations in the professional field;
Individual work and tests
brain map • I- teacher
2.Self-analysis, self-assessment and self-reflection of pedagogical activity and collegiately constructive feedback;
Individual work and tests
I- teacher • brain map • Exam • Question
3.Targeted selection of skills necessary for the development of professional competence and awareness of strategies for self-directed learning;
Individual work and tests
brain map • I- teacher • Volunteering at a physical activity event
4.Understands the principles of teamwork, organisation methods and the social role of the teaching profession, basic concepts, types of professional ethics, moral structure and ethical management styles.
Individual work and tests
Exam • Fingerkaleidodkops • Question
Skills
1.Provide constructive feedback to colleagues and discuss the contribution of pedagogical activity to the quality and well-being of pupils by demonstrating cooperation and communication skills;
Individual work and tests
Fingerkaleidodkops • Exam
2.Plan your professional development and career; reflexively evaluate your learning outcomes and organise self-learning;
Individual work and tests
Fingerkaleidodkops • I- teacher
3.Is able to apply the basic principles and norms of professional ethics by formulating the nature of the action and predicting its consequences in the activities of a sports educator.
Individual work and tests
Question • Volunteering at a physical activity event
Competences
1.To provide professional support by promoting the development of their and colleagues’ pedagogical practices, in accordance with the requirements of education and social environment development;
Individual work and tests
Exam
2.Reflexively and critically evaluate their pedagogical practice taking into account the learning outcomes achieved, feedback provided by colleagues, the standard of the teaching profession and the latest developments in pedagogy;
Individual work and tests
Fingerkaleidodkops • Volunteering at a physical activity event
3.Strategically plan your professional development, taking responsibility and showing initiative and leadership skills, and offering creative solutions in a diversity context;
Individual work and tests
Volunteering at a physical activity event • I- teacher • Question
4.Able to integrate the skills and competences acquired in the professional development process into the pedagogical learning process, solving the ethical and moral education problems of a sports specialist independently and in a team, using modern methods, ethical styles of communication, evaluating codes of ethics, as well as expressing personal opinions and performing critical self-analysis, linking theory to practical activity.
Individual work and tests
Exam • Question • Fingerkaleidodkops • I- teacher • Production of creative sporting equipment
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
brain map |
1.00% from total grade
|
Test
|
|
Using a metaphor, develop a group explanation of the concept of learning to be an educator. |
||
|
2.
Question |
1.00% from total grade
|
Test
|
|
Based on the inductive approach and the given learning strategies, research and develop the characteristics and acquisition methods of the professional skills of a teacher, explain and provide examples of the application of these skills in educational practice. Conduct a self-assessment of their pedagogical skills. |
||
|
3.
Fingerkaleidodkops |
1.00% from total grade
|
Test
|
|
By collaborating in a group, they analyze and evaluate examples of good practice/research and, by choosing a specific reflection framework and method, they base their new experiences and understanding on professional growth. |
||
|
4.
I- teacher |
7.00% from total grade
|
Test
|
|
Analyses 3 different articles related to the teacher, Sports Studies and higher Education aspects and performs reflection on the content acquired in seminars and lectures after self-guided learning for awareness. |
||
|
5.
Production of creative sporting equipment |
5.00% from total grade
|
Test
|
|
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. |
||
|
6.
Volunteering at a physical activity event |
5.00% from total grade
|
Test
|
|
Student participates 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 |
80.00% from total grade
|
10 points
|
|
The examination takes place in two parts, written and theoretical. In the written part, the student demonstrates the skills of the teacher by conducting physical activities in pre-school/school/interest education centre. In the theoretical examination, the theoretical justification of Dodt for one of the teacher’s prtopessional skills based on theory and the lead in the FA primary school/school/interest education centre! |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Profession of educator
Description
Learning to be an educator understanding and essence. Dilemmas in the professional development of teachers. How this is implemented in the organisation and management of physical activities |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Profession of educator
Description
Learning to be an educator understanding and essence. Dilemmas in the professional development of teachers. How this is implemented in the organisation and management of physical activities |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Profession of educator
Description
Learning to be an educator understanding and essence. Dilemmas in the professional development of teachers. How this is implemented in the organisation and management of physical activities |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Teaching profession II
Description
Awareness of professional and autonomously self-guided learning. Awareness of operational objectives. Professional development in the organisation of physical activities. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Teaching profession II
Description
Awareness of professional and autonomously self-guided learning. Awareness of operational objectives. Professional development in the organisation of physical activities. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Learning and learning strategies
Description
Learning strategies. Professional skills: self-reflection, self-analysis, self-assessment, creativity, leadership, collaboration, etc. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Learning and learning strategies
Description
Learning strategies. Professional skills: self-reflection, self-analysis, self-assessment, creativity, leadership, collaboration, etc. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Reflection
Description
Learning reflection skills. Types of reflection, cases, methods for perfecting pedagogical activity |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Reflection
Description
Learning reflection skills. Types of reflection, cases, methods for perfecting pedagogical activity |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Educator identity
Description
Awareness of professional identity. The concept of the EU and finding personally meaningful meaning. How to bring a teacher’s image to society. present to parents. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Arranging and conducting of physical activities
Description
The student plans and conducts physical activity independently and/or in groups for children of different ages. Formed by the FA for families with children. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Placement location
|
2
|
Topics
|
Arranging and conducting of physical activities
Description
The student plans and conducts physical activity independently and/or in groups for children of different ages. Formed by the FA for families with children. |
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
|
Career
Description
Pedagogical self-assessment in the career development of a future educator. Career development phases. Objective and subjective career |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Career
Description
Pedagogical self-assessment in the career development of a future educator. Career development phases. Objective and subjective career |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Career
Description
Pedagogical self-assessment in the career development of a future educator. Career development phases. Objective and subjective career |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Ethics
Description
Subject matter of professional ethics and types thereof. Structure of professional morality. Sports ethics as a form of normative ethics. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Ethics
Description
Subject matter of professional ethics and types thereof. Structure of professional morality. Sports ethics as a form of normative ethics. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Ethics
Description
Subject matter of professional ethics and types thereof. Structure of professional morality. Sports ethics as a form of normative ethics. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Codes of Ethics
Description
Codes of professional conduct. Code of conduct for sport. The essence of ethical value in sport, behavioural and work culture. FA context: pre-school, school and interest education |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Codes of Ethics
Description
Codes of professional conduct. Code of conduct for sport. The essence of ethical value in sport, behavioural and work culture. FA context: pre-school, school and interest education |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Codes of Ethics
Description
Codes of professional conduct. Code of conduct for sport. The essence of ethical value in sport, behavioural and work culture. FA context: pre-school, school and interest education |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Ethics of the educator
Description
Ethics of educator, sports educator. Ethical management styles in communication in FA management and organisation. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Ethics of the educator
Description
Ethics of educator, sports educator. Ethical management styles in communication in FA management and organisation. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Ethics of the educator
Description
Ethics of educator, sports educator. Ethical management styles in communication in FA management and organisation. |
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
|
Profession of educator
Description
Learning to be an educator understanding and essence. Dilemmas in the professional development of teachers. How this is implemented in the organisation and management of physical activities |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Teaching profession II
Description
Awareness of professional and autonomously self-guided learning. Awareness of operational objectives. Professional development in the organisation of physical activities. |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Learning and learning strategies
Description
Learning strategies. Professional skills: self-reflection, self-analysis, self-assessment, creativity, leadership, collaboration, etc. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Reflection
Description
Learning reflection skills. Types of reflection, cases, methods for perfecting pedagogical activity |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Educator identity
Description
Awareness of professional identity. The concept of the EU and finding personally meaningful meaning. How to bring a teacher’s image to society. present to parents. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Educator identity
Description
Awareness of professional identity. The concept of the EU and finding personally meaningful meaning. How to bring a teacher’s image to society. present to parents. |
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
|
Career
Description
Pedagogical self-assessment in the career development of a future educator. Career development phases. Objective and subjective career |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Career
Description
Pedagogical self-assessment in the career development of a future educator. Career development phases. Objective and subjective career |
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Ethics
Description
Subject matter of professional ethics and types thereof. Structure of professional morality. Sports ethics as a form of normative ethics. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Codes of Ethics
Description
Codes of professional conduct. Code of conduct for sport. The essence of ethical value in sport, behavioural and work culture. FA context: pre-school, school and interest education |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Ethics of the educator
Description
Ethics of educator, sports educator. Ethical management styles in communication in FA management and organisation. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Ethics of the educator
Description
Ethics of educator, sports educator. Ethical management styles in communication in FA management and organisation. |
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