Learning outcome

After successfully completing the course, the candidate will have achieved the following learning outcomes defined in terms of knowledge, skills and general competence.

They will be able to reflect on what the instructor and supervisor role involves in a broad sense, and the type of knowledge they will need to best fulfil this role.

Knowledge

The candidate has knowledge of:

• Their role as instructor/supervisor (and is able to reflect upon this) in relation to the interaction between practical work in the field of physical activity and health, along with the educational, sociological and physiological aspects of the role
• The principal theories of behavioural change and barriers to physical activity, and the use of change-focused counselling
• The social importance of physical activity and exercise.
  

Skills

The candidate can:

• Independently relate the topics discussed in the courses Sports Physiology II, Sports Sociology II and Sports Pedagogy and Coaching II and physical activity and health, and relate these topics to the role of instructor and supervisor
• Conduct a motivational interview/discussions based on the principles of change-focused counselling.

General competence

The candidate can:

• Organize and implement training and motivational talks for various groups of inactive children/adolescents, adults and seniors, with reflective and well-founded professionally grounded physiological, pedagogical and sociological justifications.

Course Description

This course highlights and discusses various aspects of planning, organization and implementation of training, motivation dialogues and other tools that are important in a physical activity and health perspective.

Sports/training-physiological topics:

• The pathophysiological mechanisms of type 2 diabetes, obesity, various cardiovascular diseases (e.g. hypertension) and various musculoskeletal disorders (such as lower back pain and osteoporosis)
• The relevance of endurance, strength, flexibility and stability in relation to the various conditions and disorders
• How to train endurance, strength, flexibility and stability for these various conditions and disorders

Sports-sociological themes:

• Training’s sociology: achievement, health or social capital?
• Training or free play? Children’s sports and socialization
• Inclusion/exclusion and withdrawal from physical activity
• Physical activity as a health-promoting tool from a social science perspective
  

Educational/psychological themes:

• Health-psychological models of physical activity behaviour
• Barriers to physical activity
• Motivation dialogue and change-focused counselling
• Instructor/supervisor - patient/user relationship
  

In addition, various themes will be highlighted through interdisciplinary seminars:

• Training planning and periodization
• The role of the coach in relation to interdisciplinarity
• Total load, recovery and overtraining
• Performance development

Teaching and Learning Methods

Lectures in blocks of teaching and interdisciplinary and multidisciplinary seminars in the autumn and spring semesters.

Assessment Methods

• Oral presentation in groups in student seminars; graded marks that count for 30% of the final grade.
• Individual oral examination; graded mark that counts for 70% of the final grade.
• Requirement of minimum 75% attendance.

All parts of the assessment must receive passing marks in order to be awarded a final course grade.

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