LU1-KR315P Physical education 2a, 1-7.

Contents and structure

The core subject comprises 2a within the practical-aesthetic subjects of physical education, music or arts and crafts. The subject will alternate between single discipline, multidisciplinary and cross-disciplinary perspectives in the teaching. Characteristics of the common subject are that assignments, work methods and content must provide experience with and knowledge of practical-aesthetic learning processes in the creation of the integrated person. Practical-aesthetic learning processes are experience-based learning processes that are linked to active, physical, experience-oriented, relational, improvisational, creative and investigative strategies for holistic learning.

The characteristics of physical education lie in physical activity in various forms of games, dance, sport and outdoor life.

The subject is intended to make an important contribution to supporting a culture of movement and to the further development of the students' interest in physical activity for their own pleasure and health. The aim is to stimulate students into long-lasting activity habits.

Physical education will especially qualify students to be good teachers, so that the subject becomes a positive experience for pupils and is adapted to the needs and circumstances of the individual.

Physical education is intended to give students the solid educational and didactic competence to work from the current curriculum, but also to develop the subject in the future so as to maintain from a better basis the human physical dimensions.

Students will acquire knowledge and experience of various movement environments and cultures. The subject is intended to give students the basis for developing their teaching competence individually and together with others and for promoting physical activity and pleasure in movement. It will strengthen the students' general education and professional identity with respect for different cultures and values, including the Sami.

The didactics of the subject are based on an exemplary and practical approach. Didactic themes will be linked to what is common for the various practical-aesthetic subjects, as well as core elements of physical education.

In the subject there will be emphasis on multi-disciplinary cooperation between the practical-aesthetic subjects, and how these subjects may be used as methodology subjects.

Students are able to try out various movement activities and varied working methods that are suitable for promoting physical development, learning, creativity and pleasure in movement for all pupils. Knowledge of characteristics typical of age for pupils in years 1 - 7 and cooperation with practice on meeting the pupil and pupil groups in physical education is of great significance in order to achieve targets in the subject.

The subject is an introduction to becoming a physical education teacher in primary and lower secondary school. It emphasises physical education as part of teaching at beginner's level, with special responsibility for all-round physical development, experience and learning. Physical education in different movement environments, facilitation of play and teaching at the beginner's level in sports, dance and outdoor life are central.

Physical education 2a. Practical-aesthetic core subject (15 credits) has the following content and theme:

Single discipline and multidisciplinary theoretical subjects:

Didactics, practice (see practice plan), Sports - Health.

Practical subjects:

Activity theory 2a: Sports and Outdoor Life

Single discipline and multidisciplinary projects.

The scope of the learning outcome formulations indicates that, during the course of their studies in physical education, students will receive teaching in various subjects. What holds these together and creates continuity is the physical education didactics and methods in the various courses. Where this is natural from the point of view of didactics and methodology, themes such as basic skills, adapted teaching, international conditions and cultural diversity will be an integral part of the teaching and related to the practice field.

Learning Outcome

 Learning outcome

Knowledge:

The student

• has knowledge of the distinctive character of the practical-aesthetic subjects with emphasis on the distinctive character of the physical education subject
• has the academic and didactic knowledge to make considered judgements relating to teaching and learning in practical-aesthetic learning processes
• has knowledge of games, sports, dance, outdoor life and contemporary forms of movement in children's development
• have knowledge about pupils based on theories of physical and motor development, the significance of gender, social background, ethnicity, ability and functional level relating to physical education
• has knowledge of physical activity and physical education in a public health perspective
• has understanding of the body as a symbol in current society with emphasis on how this is expressed in children's culture

Skills:

The student

• can contribute with subject-specific knowledge and skills in multidisciplinary cooperation to support practical-aesthetic learning processes in all subjects
• can plan, implement and critically assess teaching in physical education on the basis of legislation, the current curriculum and ethical professional requirements
• can exercise academic and didactic judgement related to teaching and learning physical education
• can facilitate and head learning work through varied work methods in play, sports, dance, outdoor life and contemporary forms of movement that are relevant
• has knowledge on how the basic skills are integrated in the competence targets for the subject and how it is natural to include these on the basis of the subject's distinctive character
• can evaluate the pupils' movement patterns and circumstances as a basis for adapted teaching, feedback to promote learning and evaluation in physical education
• be able to identify risks and safeguard the pupils' safety in different activities and movement environments
• can perform lifesaving first aid

  General competence: 

The student

• can analytically and critically analyse how physical education together with other school subjects contributes to the pupils' general education
• can communicate with pupils, parents and colleagues about issues relating to physical education
• can understand, exercise and develop his or her own professionalism as a physical education teacher

Entry requirements

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Teaching methods

In physical education, a great deal of time will be used in working on physical activities. Various forms of work will be used, depending on what is best suited to what is being taught. This applies to work on both theoretical and practical subjects.

Lectures

Problem-based learning in groups or individually

Practical work on activities in different environments

Teacher- and student-controlled tasks in the course of study

The students will work on various practical, methodical tasks during the course of study

Guidance individually or in groups

ICT will be used to convey information to students and for communication between students and employees. ICT will be brought into subjects where it is natural to do so.

Open-air trips: Great emphasis will be placed on gaining experience of various nature types in different seasons. The students must themselves cover expenses for food, travel and accommodation.

Compulsory learning activities

Approved in skills and effort

Approved sports practice

Approved mandatory work requirements

100% participation on all trips.

All study requirements are specified in the semester plan

Assessment

3 parts exam: written, practical with oral and practical groupe exam

 

Examination support material

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