Introduction

The programme covers theoretical and practical sports subjects. The practical subjects cover ball skills, skiing, skating, snow boarding, athletics, climbing and orienteering, as well as outdoor activities, dance and games. In the theoretical subjects motor skills and the relation between physical activity and health, culture and society are studied. In this context physiology, anatomy, training theory, sports history, sports sociology and sports psychology are also studied. Students who have already completed a one-year programme in Sports Studies may apply to join this programme in the second year.

1st year

• Subject Didactics (5 ECTS)
• Basic Subjects (30 ECTS)
• Activity Studies (25 ECTS)
• Teaching practice (1 week)

2nd year

• Pedagogy (15 ECTS)
• Subject Didactics (10 ECTS)
• Activity Studies (30 ECTS)
• Elective subject (5 ECTS)
• Teaching practice (3 + 3 weeks)

3rd year

• Pedagogy (15 ECTS)
• Subject Didactics (15 ECTS)
• Activity Studies (20 ECTS)
• Elective subject (10 ECTS)
• Teaching practice (4 + 1 week)

Target Group and Admission Requirements

General admission requirements.

Aim of the Programme

The subject teacher in physical education and sports subjects is qualified to teach in primary, secondary and folk high schools. Graduates are also qualified for positions as sports instructors or administrative positions in the public and private sectors.

Learning outcome

Knowledge

The candidate has knowledge of:

- Theoretical and didactic knowledge of physical education

- Working with pupils’ basic skills in oral expression, reading, writing, arithmetic and using digital tools in physical education and across disciplines

- The school’s, teaching profession’s and physical education discipline’s characteristics, history, development and place in society

- The relevant statutory framework, including the school’s objectives, values, curricula and pupils’ rights

- Curriculum work and the school as an organization

- Children’s education, development and education in social, multicultural and multilingual contexts

- Classroom management and classroom environments, and the development of good relations with and between pupils

- The importance of, and prerequisites for, good communication and cooperation between the school and the home

- A wide repertoire of working methods, learning resources and learning contexts, and the relationship between objectives, content, working methods, assessment and the individual pupil’s abilities

- Child and adolescent developmental environments, as well as equal opportunities and identity issues

- Issues surrounding children in difficult situations, and of children’s rights in national and international perspectives

- National and international research and development relevant to the teaching profession

Skills

The candidate:

- Can independently and in collaboration with others plan, implement and reflect on teaching within and across disciplines, based on research and experience-based knowledge

- Is able to relate physical education to interdisciplinary work in the school

- Can facilitate and lead effective and creative learning environments

- Can facilitate expression in movement, aesthetic expression, experience and knowledge

- Can adapt instruction to pupils’ various abilities and aptitudes, interests and socio-cultural backgrounds and motivate learning

- Can assess and document pupils’ learning and development in relation to educational objectives, provide feedback that promotes learning and help pupils to assess their own learning

- Can critically reflect upon personal and school practices in the further development of the teacher’s role and professional ethics issues

- Can evaluate and use relevant research findings and carry out systematic development activities

- Can cooperate with parents and professional bodies in identifying the needs of the pupils and take appropriate action in relation to physical education

- Can facilitate the development of skills in entrepreneurship, so that local businesses, the community and its cultural life are involved in educational matters

- Has a good understanding of global issues and sustainable development

General competence

The candidate:

- Can help to place physical education in a holistic social perspective

- Can contribute to the professional learning community with regard to further development of good practices and professional ethics

- Can stimulate understanding of democracy, democratic participation and critical reflection adapted to the year which is being taught

- Can strengthen the international and multicultural dimensions of the school’s work

- Can identify their own learning needs and skills related to the teaching profession

- Possesses change and development expertise as the basis for meeting the future needs of the school

Curriculum and structure

Courses Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) S5(A) S6(V) 30BASIS Foundation Subjects 30.00 O 15 15         30FAGDI2 Subject Didactics 30.00 O 2,5 2,5 5 5 7,5 7,5 30PD140 Pedagogy - Subject Teacher: Physical Education 30.00 O     7,5 7,5 7,5 7,5 15VALG Elective Subject 15.00 V     2,5 2,5 5,0 5,0 Total: 17,5 17,5 15,0 15,0 20,0 20,0 *) O - Mandatory course, V - Optional course

Activity Studies Code Course title Credits O/V *) Credits pr. semester   S1(A) S2(V) S3(A) S4(V) S5(A) S6(V) 10DANS Dance 10.00 O 1,5 1,5 3,5 3,5     15FRILUF Outdoor Life 15.00 O 1,5 1,5 6 6     45IDRETT Sports 45.00 O 8 8 4,5 4,5 10 10 5LEIK Play 5.00 O 1,5 1,5 1 1     Total: 12,5 12,5 15,0 15,0 10,0 10,0 *) O - Mandatory course, V - Optional course

Please refer to structure of studies.

Teaching and Learning Methods

Project work and teaching practice form two important aspects of the programme. The faculty arranges seminars and theme days which focus on working together with parents, cooperation between schools and sports clubs and associations, and coordination between schools and the local community. There is an emphasis on excursions all year round.

Theory and Practical Training

The national curriculum for Subject Teacher in Physical Education and Sports Subjects, chapter 2.3, section 13 describes the framework, organisation and aims of students’ practical training. The curriculum stipulates that the period of practical training should be of 12-14 weeks’ duration during the course of the 3-year study programme.

The Faculty of Art, Folk Culture and Teacher Education distributes the period of practical training in the following manner:

• 1st year, 1 week
• 2nd year, 6 weeks
• 3rd year, 5 weeks

Assessment Methods

Please refer to the respective courses.

Minor adjustments may occur during the academic year, subject to the decision of the Dean