Course Objectives

Introduction

The curriculum of Physical Education 2 is a continuation and concretisation of point 3.8 Physical Education in the National Curriculum for General Teacher Education’, published by the Ministry of Education and Research on April 3rd 2003 and the curriculum for Physical Education 1.

Physical Education 2 will further develop students’ knowledge and skills within those areas of study specified in Physical Education 1, and will also provide students with qualifications in other areas.

Aims and major course units

1. Teaching cctivities

2. Basic subjects

3. Subject didactics

4. Teaching practice

1. Teaching of activities (12 ECTS)

Teaching activities is related to primary and lower secondary schools, with particular emphasis on lower secondary schools. Teaching of activities includes play, sports, dance and outdoor activities related to:

• Selected sports
• Outdoor activities, including a hiking trip in the mountains and a canoe trip.

2. Basic subjects (15 ECTS)

In Physical Education 2, basic subjects include two main topics:

• Physical activity and health
• Theory of training and theory of movement

Physical activity and health (9 ECTS)

This target area will provide students with the necessary theoretical and practical background to understand the relationship between physical activity and health. Students will gain insight into, and experience of, preventative health care and sport.

Course components:

Circulation and the respiratory system

• Circulatory system
• Respiratory system
• Temperature regulation

Health and lifestyle

• Lifestyle sicknesses
• Mental health among children and adolescents
• Ergonomics and behaviour
• Sports injuries
• Diet
• Eating disorders and doping

Planning play spaces for children

• School playgrounds – reasons for their development
• Outdoor playgrounds: a place for play and learning, shaping and function
• Area of reference – what – how – why?
• Local facilities
• Safety regulations for playgrounds and apparatuses

Training theory and movement theory (6 ECTS)

Course components:

Basic principles of movement:

• Basic mechanics of movement
• Mechanical laws governing position and movement
• Organic principles of movement

Training theory and basic training:

• Stamina
• Strength
• Mobility
• Speed and suppleness
• Planning training
• Training motor skills

3. Subject didactics (3 ECTS)

Subject didactics relates to the didactic aspects of specific disciplines, pedagogy and practical training. It is important that students, mentors, subject teachers and pedagogy teachers share a common understanding of what subject didactics involves, to enable them to co-operate on developing aims, target areas and teaching and learning methods.

• The distinctive character of physical education as a subject, and its development and legitimacy
• Planning
• Organisation, implementation and evaluation of teaching and training
• Planning in practice
• Subject didactics and various activities
• Subject didactic theories and teaching methods
• Curriculum evaluation
• Pupil evaluation
• The role of the teacher in physical education
• Adaptive teaching strategies

3. Teaching practice

See ‘relationship between theory and practice’ below.

Learning Methods

Physical Education 2 may be chosen by students during their 4th year.

Physical Education 2 is structured around both theory and practice, which are closely related to each other in the programme. It is most likely that the majority of teaching sessions will be carried out together with first year students who are enrolled in the Subject Teacher study programme.

The various activities will be presented during the season which they are naturally associated with. In addition to the instruction offered in the practical activities sessions, periods will also be allocated for individual training and activities. Outdoor activities will be organised around two obligatory trips: an autumn trip in the forest and mountains and a spring trip paddling on flat water.

Physical Education 2 demands varied teaching and learning methods. The teaching is organised as problem-based learning, teacher- and student-directed theoretical and practical sessions, individual study, group work, project work and laboratory work. Relevant methods include planning of play and activity environments with the aim of including a diversity of challenges and observation as a basis of quality assurance of teaching.

The relationship between theory/practice

There is no teaching practice during the fourth year of study.

Assessment Methods

The course requires a minimum attendance rate of 80% in the practical teaching activities, and completion of two obligatory field courses.

Grades are allocated for each of the following assessments:

One 4-hour written examination in physical activity and health (counts for 50% of the final grade).

Portfolio assessment in training theory and movement theory (counts for 25% of the final grade).

Assessment grade in activities (counts for 25% of the final grade).

To obtain final approval for the programme students must have valid certification in aquatic life-saving.

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