Course Objectives

The course in Physical Education will help students to acquire knowledge and understanding why physical activity is important in pedagogical efforts in day-care centres and the first years of primary schools.

The aim of Physical Education is that students will:

• Acquire an understanding of the physical and sensory motor development of children and its importance for their learning and overall development.
• Gain knowledge and experience of various forms of play and physical activity and how these may affect a child’s physical capacity, their development in general and sensory motor development in particular.
• Broaden their understanding of and insight into culture and the relationship between development in society, physical activity and health.
• Acquire knowledge and understanding of people’s relationship to nature and environmental protection through outdoor activities.
• Become familiar with a wide range of movement-orientated activities and experiences in a variety of environments, in order to develop skills in play and physical activity as well as cultivate a positive attitude to physical education.
• Learn how to plan, organise, execute and evaluate movement environments for children through various forms of play as well as indoor and outdoor physical activities in all seasons.
• Learn to perform basic life-saving first aid.

Physical Education includes three target areas:

1. SUBJECT KNOWLEDGE
2. PEDAGOGICAL WORK WITH CHILDREN
3. INTERACTION AND REFLECTION

1. SUBJECT KNOWLEDGE

This target area focuses on physical and sensory-motor development and the significance that physical awareness has for general development and learning.

Course components

• Physical and sensory motor development
• Observing the motor coordination of children
• Basic movement
• Adaptive teaching strategies
• Creative and expressive activities
• Winter outdoor activities
• The forest as an arena for outdoor activities
• Ergonomics and physical demands on pre-school teachers
• Basic and life-saving first aid

2. PEDAGOGICAL WORK WITH CHILDREN

Within this target area, we will learn why play is vital to the development and education of children, and how to plan active environments that will provide children from various backgrounds with a variety of opportunities for physical activity and positive experiences, both individually and in groups.

Course components

• Observing, planning, organising and evaluating play-environments
• The transition from day-care centre to primary school
• Children and sports, all-around movement activities in various environments
• Nature as an arena for play
• Culture and tradition
• Gender roles

3. INTERACTION AND REFLECTION

This target area emphasises the mapping and analysis of indoor and outdoor physical activities both within and outside the perimeter of day-care centres. The role of adults will be discussed in this context.

An understanding of initiatives appropriate for children from various backgrounds is essential.

Course components

• Observation and evaluation of the physical activities of children.
• Planning, evaluating and supervising physical-education initiatives.

Theory of science is a part of this study, and it is elucidated through a three week multidisciplinary project dealing with the transition from day-care centre to primary school.

Course Description

The curriculum for Physical Education is built on the National Curriculum for Pre-school Teacher Education, published by the Ministry of Education and Research, April 3rd, 2003.

Physical activity influences most of the developmental aspects of children, and is important for their total development and future health. Current social trends contribute to less physical activity among children, and inactivity in children may lead to future health problems. Day-care centres are therefore a very important arena for influencing physical and sensory-motor development. Varied outdoor activities may also foster positive attitudes to and experience in using the natural environment.

Learning Methods

Physical Education is organised so that theory and practice are integrated and the practical aspects of the course will help to clarify the theoretical fundaments. Since the course will be conducted in a variety of environments, there will be an obligatory 3-day winter course, with snow and skis.

All of the practical exercises in the course are mandatory, and the subject material covered there might be the object of questions in the examination. Several of the target areas are related to target areas of other courses which are to be taken simultaneously, such as natural sciences.

Physical Education requires a variety of approaches. The use of lectures, group work and observation will be realised through theoretical and practical activities associated with various indoor and outdoor exercise arenas. Throughout the course, students will gain experience of how physical education may be organised and integrated with the daily activities of day-care centres and for the youngest children in primary schools. The practice teaching period is meant to relate theory to practice, enabling the students to understand the significance of theoretical understanding as a basis for working with physical education in day-care centres.

Assessment Methods

Requirements:

Before students are allowed to sit the examination, they must have:

• Participated in at least 80 % of the practice teaching
• Participated in an obligatory group work focussing on the planning and organisation of a physical-activity environment with children
• Participated in an obligatory group project on planning and organising a practical-pedagogical effort associated with the winter course
• Participated in an obligatory 3-day winter course, with snow and skis
• Participated in basic and life-saving first aid teaching

Individual evaluation with grade:

a) Final, individual 3-hour written examination (8 ECTS)

b) Practical organisation of a physical-activity environment with children, with associated report (3,5 ECTS)

c) Practical organisation of a group project during the winter course, with associated report (3,5 ECTS)

A single grade will be recorded on the diploma. The grading scale ranges from A to F, where A is the top grade, and E the lowest passing grade. Each part of the assessment must receive a passing grade in order to receive a final passing grade for the course.

Please refer to the Examination Regulation for Telemark University College for further information.

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