Study Guide

Objective

You can plan, implement and assess goal-oriented group instruction situations by making use of the theories of sports pedagogy and didactics.
You can plan and implement instruction by accounting for client and instruction arrangement specific factors.
You know how to establish a positive atmosphere in instruction situations.
You are able to use different instruction methods and know the principles of providing feedback.
You can make use of self-reflection and peer feedback in developing your own activities.

Content

How do you make use of the theories of sports pedagogy and didactics in instruction situations?
How do you identify the specific features and needs of different target groups and account for instruction arrangements?
How do you plan goal-oriented instruction situations and how does this show in instruction situations in practice?
How do you establish a positive atmosphere for instruction and learning?
What kind of instruction methods are there? How do you choose methods to support the targets, and how do the methods chosen affect your own activities?
How do you give and receive feedback?

Evaluation scale

1-5

Objective

You can plan, implement and assess goal-oriented group instruction situations by making use of the theories of sports pedagogy and didactics.
You can plan and implement instruction by accounting for client and instruction arrangement specific factors.
You know how to establish a positive atmosphere in instruction situations.
You are able to use different instruction methods and know the principles of providing feedback.
You can make use of self-reflection and peer feedback in developing your own activities.

Content

How do you make use of the theories of sports pedagogy and didactics in instruction situations?
How do you identify the specific features and needs of different target groups and account for instruction arrangements?
How do you plan goal-oriented instruction situations and how does this show in instruction situations in practice?
How do you establish a positive atmosphere for instruction and learning?
What kind of instruction methods are there? How do you choose methods to support the targets, and how do the methods chosen affect your own activities?
How do you give and receive feedback?

Evaluation scale

1-5

Objective

You can plan, implement and assess goal-oriented group instruction situations by making use of the theories of sports pedagogy and didactics.
You can plan and implement instruction by accounting for client and instruction arrangement specific factors.
You know how to establish a positive atmosphere in instruction situations.
You are able to use different instruction methods and know the principles of providing feedback.
You can make use of self-reflection and peer feedback in developing your own activities.

Content

How do you make use of the theories of sports pedagogy and didactics in instruction situations?
How do you identify the specific features and needs of different target groups and account for instruction arrangements?
How do you plan goal-oriented instruction situations and how does this show in instruction situations in practice?
How do you establish a positive atmosphere for instruction and learning?
What kind of instruction methods are there? How do you choose methods to support the targets, and how do the methods chosen affect your own activities?
How do you give and receive feedback?

Evaluation scale

1-5

Objective

You can plan, implement and assess goal-oriented group instruction situations by making use of the theories of sports pedagogy and didactics.
You can plan and implement instruction by accounting for client and instruction arrangement specific factors.
You know how to establish a positive atmosphere in instruction situations.
You are able to use different instruction methods and know the principles of providing feedback.
You can make use of self-reflection and peer feedback in developing your own activities.

Content

How do you make use of the theories of sports pedagogy and didactics in instruction situations?
How do you identify the specific features and needs of different target groups and account for instruction arrangements?
How do you plan goal-oriented instruction situations and how does this show in instruction situations in practice?
How do you establish a positive atmosphere for instruction and learning?
What kind of instruction methods are there? How do you choose methods to support the targets, and how do the methods chosen affect your own activities?
How do you give and receive feedback?

Evaluation scale

1-5

Objective

You can plan, implement and assess goal-oriented group instruction situations by making use of the theories of sports pedagogy and didactics.
You can plan and implement instruction by accounting for client and instruction arrangement specific factors.
You know how to establish a positive atmosphere in instruction situations.
You are able to use different instruction methods and know the principles of providing feedback.
You can make use of self-reflection and peer feedback in developing your own activities.

Content

How do you make use of the theories of sports pedagogy and didactics in instruction situations?
How do you identify the specific features and needs of different target groups and account for instruction arrangements?
How do you plan goal-oriented instruction situations and how does this show in instruction situations in practice?
How do you establish a positive atmosphere for instruction and learning?
What kind of instruction methods are there? How do you choose methods to support the targets, and how do the methods chosen affect your own activities?
How do you give and receive feedback?

Opiskelumateriaali

Oppimateriaali muodostuu työelämäkäytänteiden mukaisella tavalla. Oppimisen tukena hyödynnetään tarveperusteisesti erilaisia viestinnällisiä ympäristöjä

Yksilölliset oppimisväylät

Opintojakso toteutuu teorian ja työelämäkäytäntöjen välisenä yhteistyönä, mikä tarkoittaa vuorovaikutuksellisen tiimityön ja itsenäisen työn vuorottelua. Tiimityössä hyödynnetään monipuolisia vuorovaikuttamisen menetelmiä, jotka antavat myös mahdollisuuden yksilöllisiin valintoihin

TKI ja työelämäyhteistyö

Liikunnan koulutuksen pedagoginen kivijalka rakentuu tiiviiseen yhteistyöhön työelämän ja alueellisten kehittämistarpeiden näkökulmiin nojaten. Tämä usein miten tarkoittaa sitä, että oppiminen sidotaan työelämän aitoihin konteksteihin, mikä määrittelee opintojakson menetelmällisiä ja sisällöllisiä tarpeita

Tentit ja muut määräajat

Osaamisen kehittämisen tukena käytetään monipuolisia ja oppimista ja ammatillista kehittymistä edistäviä arviointimenetelmiä

Opiskelijan työmäärä

Opiskelijan työmäärä määräytyy keskiarvollisesti opintojakson opintopistemäärästä, joka voi jakaantua monella eri tavalla kuten itsenäisenä- ja tiimityöskentelynä ja työelämän case-työskentelynä yhteistyössä työelämän kanssa

Evaluation scale

1-5

Assessment methods and criteria

Osaamisen kehittämisen tukena käytetään monipuolisia sekä oppimista ja ammatillista kehittymistä edistäviä arviointimenetelmiä. Opintojakson alussa kerrotaan tarkemmin arviointimenetelmistä ja arviointikriteereistä.