Study Guide

Objective

You can assess the effectiveness of training processes with different tools together with clients.
You can design follow-up procedures for the post training process time together with clients.
You can close client relationships in a client-centred way.
You can assess your own trainer activities realistically and find development targets in them.

Content

How and with what tools can you assess the effectiveness of training processes?
How to design follow-up procedures that support permanent lifestyle changes together with clients?
How to close training processes in a client-centred way?

Evaluation scale

1-5

Objective

You can assess the effectiveness of training processes with different tools together with clients.
You can design follow-up procedures for the post training process time together with clients.
You can close client relationships in a client-centred way.
You can assess your own trainer activities realistically and find development targets in them.

Content

How and with what tools can you assess the effectiveness of training processes?
How to design follow-up procedures that support permanent lifestyle changes together with clients?
How to close training processes in a client-centred way?

Evaluation scale

1-5

Objective

You understand the basics of training processes aiming at permanent and comprehensive lifestyle changes.
You can start client relationships and determine individual starting points, aims and resources available together with clients.
You can pay attention to the elements of lifestyle changes in your planning work.
You provide clients with plans for individual and realistic change processes that suit their lives.

Content

What does a permanent lifestyle change mean?
What are the basics of client-centred training processes that aim at permanent lifestyle changes?
How do you determine the starting point, aims and the resources available?
What elements require attention in permanent lifestyle changes?
How do you plan comprehensive and client-centred change processes.

Evaluation scale

1-5

Objective

You understand the basics of training processes aiming at permanent and comprehensive lifestyle changes.
You can start client relationships and determine individual starting points, aims and resources available together with clients.
You can pay attention to the elements of lifestyle changes in your planning work.
You provide clients with plans for individual and realistic change processes that suit their lives.

Content

What does a permanent lifestyle change mean?
What are the basics of client-centred training processes that aim at permanent lifestyle changes?
How do you determine the starting point, aims and the resources available?
What elements require attention in permanent lifestyle changes?
How do you plan comprehensive and client-centred change processes.

Evaluation scale

1-5

Objective

You can make observations about the progress of training processes.
You understand how changes in clients' lives affect training processes.
You can deal with problems of training processes and make changes when necessary.
You are able to communicate with clients and support them with client-centred methods and different support methods during the processes.

Content

How to follow the progress of training processes?
How to account for clients' life situations in training processes?
How do you identify and deal with problems in training processes?
What communication methods do you use in supporting and motivating clients?
What support methods can you use during training processes?

Evaluation scale

1-5

Objective

You can make observations about the progress of training processes.
You understand how changes in clients' lives affect training processes.
You can deal with problems of training processes and make changes when necessary.
You are able to communicate with clients and support them with client-centred methods and different support methods during the processes.

Content

How to follow the progress of training processes?
How to account for clients' life situations in training processes?
How do you identify and deal with problems in training processes?
What communication methods do you use in supporting and motivating clients?
What support methods can you use during training processes?

Evaluation scale

1-5

Objective

You know what today's expert competence involves.
You are able to define the strengths and development targets of your own expertises and productize your own competence.
You are familiar with the elements of good training programmes and sessions.
You can create client-centred training programmes and sessions and make use of existing training facilities in planning.
You can make use of interactive and learner-oriented methods and online tools in implementing training.

Content

What is professional expertise?
How do you productize your own expert competence?
What is good training like?
How do you plan client-centred and interactive training sessions?
How do you make use existing facilities and online tools in arranging training?

Evaluation scale

1-5

Objective

You know what today's expert competence involves.
You are able to define the strengths and development targets of your own expertises and productize your own competence.
You are familiar with the elements of good training programmes and sessions.
You can create client-centred training programmes and sessions and make use of existing training facilities in planning.
You can make use of interactive and learner-oriented methods and online tools in implementing training.

Content

What is professional expertise?
How do you productize your own expert competence?
What is good training like?
How do you plan client-centred and interactive training sessions?
How do you make use existing facilities and online tools in arranging training?

Evaluation scale

1-5

Objective

You are aware of different field-specific digital and online services availabe that allow you to diversify your activities.
You can make use of online pedagogy as part of digital and online services and service design in planning and developing such services.
You can account for the ethical aspects and information security related to electronic services.

Content

What digital and online services can you use in your work?
How do you use different digital and online services?
How do you make use of service design in producing digital services?
How do you account for ethical aspects and information security in using electronic services?

Evaluation scale

1-5

Objective

You are aware of different field-specific digital and online services availabe that allow you to diversify your activities.
You can make use of online pedagogy as part of digital and online services and service design in planning and developing such services.
You can account for the ethical aspects and information security related to electronic services.

Content

What digital and online services can you use in your work?
How do you use different digital and online services?
How do you make use of service design in producing digital services?
How do you account for ethical aspects and information security in using electronic services?

Evaluation scale

1-5

Objective

You know the elements of physical performance and can describe how they work under physical strain.
You can explain what physiological changes are required for the performance of these different elements to increase.
You can pay attention to recovery and include it in training programmes.

Content

What are the different elements of physical performance?
What are physiological mechanisms in these different elements through which each element develops?
How to make plans for training programs that base on sport specific analyses and include training to develop the different elements of physical performance?
What methods can be used to make recovery more effective?

Evaluation scale

1-5

Objective

You know the elements of physical performance and can describe how they work under physical strain.
You can explain what physiological changes are required for the performance of these different elements to increase.
You can pay attention to recovery and include it in training programmes.

Content

What are the different elements of physical performance?
What are physiological mechanisms in these different elements through which each element develops?
How to make plans for training programs that base on sport specific analyses and include training to develop the different elements of physical performance?
What methods can be used to make recovery more effective?

Evaluation scale

1-5

Objective

- You know the main human organ systems and the musculoskeletal system and the principles of their regulation during stress
- You understand the principles of the human body's recovery from stress

Content

- What are the main human organ systems and the musculoskeletal system and the principles of their regulation during stress?
- What are the principles of the human body's recovery from stress?

Evaluation scale

1-5

Assessment criteria, good (3)

Students can
a. use professional terminology systematically.
b. look for information in the key information sources of the field.
c. identify interrelated tasks.
d. work together with clients, users and target groups.
e. choose appropriate models, methods, software and techniques according to the purpose and justify these choices
f. work as team members in a goal-oriented way.
g. justify their actions according to the ethical principles of the professional field.

Objective

- You know the main human organ systems and the musculoskeletal system and the principles of their regulation during stress
- You understand the principles of the human body's recovery from stress

Content

- What are the main human organ systems and the musculoskeletal system and the principles of their regulation during stress?
- What are the principles of the human body's recovery from stress?

Evaluation scale

1-5

Assessment criteria, good (3)

Students can
a. use professional terminology systematically.
b. look for information in the key information sources of the field.
c. identify interrelated tasks.
d. work together with clients, users and target groups.
e. choose appropriate models, methods, software and techniques according to the purpose and justify these choices
f. work as team members in a goal-oriented way.
g. justify their actions according to the ethical principles of the professional field.

Objective

You apply the theories of modern skill learning in coaching your own sport.
You can plan goal-oriented sport specific exercises.
You can coach making use of athlete-centred methods.

Content

How are sport specific skills developed?
How to coach sport specific skills in an athlete-centred way?
How to coach and plan exercises that promote a specific sport and the aims of the training exercises.

Evaluation scale

1-5

Objective

You apply the theories of modern skill learning in coaching your own sport.
You can plan goal-oriented sport specific exercises.
You can coach making use of athlete-centred methods.

Content

How are sport specific skills developed?
How to coach sport specific skills in an athlete-centred way?
How to coach and plan exercises that promote a specific sport and the aims of the training exercises.

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 know the structures, goals and organization of sports policy as part of a wider welfare society
- You are familiar with the professional operating environments of movement and understand their role as part of the social positioning of sports professionals

Content

- What are the key structures and goals of sports policy?
- How are the professional structures for the promotion of physical activity organized as part of a wider welfare society?
- What are the professional operating environments for the promotion of physical activity?
- What role do different professional operating environments have as part of the social positioning of the sports industry?

Evaluation scale

1-5

Assessment criteria, good (3)

Students can:
a. use professional terminology systematically.
b. look for information in the key information sources of the field.
c. identify interrelated tasks.
d. work together with clients, users and target groups.
e. choose appropriate models, methods, software and techniques according to the purpose and justify these choices
f. work as team members in a goal-oriented way.
g. justify their actions according to the ethical principles of the professional field.

Objective

- You know the structures, goals and organization of sports policy as part of a wider welfare society
- You are familiar with the professional operating environments of movement and understand their role as part of the social positioning of sports professionals

Content

- What are the key structures and goals of sports policy?
- How are the professional structures for the promotion of physical activity organized as part of a wider welfare society?
- What are the professional operating environments for the promotion of physical activity?
- What role do different professional operating environments have as part of the social positioning of the sports industry?

Evaluation scale

1-5

Assessment criteria, good (3)

Students can:
a. use professional terminology systematically.
b. look for information in the key information sources of the field.
c. identify interrelated tasks.
d. work together with clients, users and target groups.
e. choose appropriate models, methods, software and techniques according to the purpose and justify these choices
f. work as team members in a goal-oriented way.
g. justify their actions according to the ethical principles of the professional field.

Objective

You are familiar with different organisational models and understand the meaning of leadership in the organisations of physical activity and sports.
You identify organisational strategies and understand what working in line with strategies means.
You know and can identify features of modern leadership.
You can apply the good practices that relate to managing and leading volunteers in practical work.
You can apply methods of modern leadership in your activities.

Content

How are different professional positions of the physical activity and sports field organised and how are they managed?
What does strategic management mean and how are strategies put into practice?
What are modern leadership and managerial work like?
How to lead and manage volunteers?

Evaluation scale

1-5

Objective

You are familiar with different organisational models and understand the meaning of leadership in the organisations of physical activity and sports.
You identify organisational strategies and understand what working in line with strategies means.
You know and can identify features of modern leadership.
You can apply the good practices that relate to managing and leading volunteers in practical work.
You can apply methods of modern leadership in your activities.

Content

How are different professional positions of the physical activity and sports field organised and how are they managed?
What does strategic management mean and how are strategies put into practice?
What are modern leadership and managerial work like?
How to lead and manage volunteers?

Evaluation scale

1-5

Objective

You are able to plan and implement processess of physical activity counseling for clients.
You can plan and implement evidence-based physical activity counseling that maintains clients' motivation and commitment.
You know the most common Finnish national diseases and the physical activity methods to prevent them.
You know the basics of health-promoting nutrition and Finnish nutrition recommendations.

Content

How do client-centred and goal-oriented physical activity processes proceed?
What are different models of physical activity counseling and how can you use them in counseling work?
How do you use evidence-based information in physical activity counseling?
What do motivation levels mean and to account for them in physical activity counseling?
How do you support clients' motivation and commitment to health-promoting lifestyles?
How do you pay attention to nutrition in planning and instructing health-promoting physical exercises?
What are the most typical Finnish national diseases and how to prevent them through physical activity counseling?
What are the Finnish nutrition recommendations?
What does health-promoting diet include and how to support its implementation?

Evaluation scale

1-5

Objective

You are able to plan and implement processess of physical activity counseling for clients.
You can plan and implement evidence-based physical activity counseling that maintains clients' motivation and commitment.
You know the most common Finnish national diseases and the physical activity methods to prevent them.
You know the basics of health-promoting nutrition and Finnish nutrition recommendations.

Content

How do client-centred and goal-oriented physical activity processes proceed?
What are different models of physical activity counseling and how can you use them in counseling work?
How do you use evidence-based information in physical activity counseling?
What do motivation levels mean and to account for them in physical activity counseling?
How do you support clients' motivation and commitment to health-promoting lifestyles?
How do you pay attention to nutrition in planning and instructing health-promoting physical exercises?
What are the most typical Finnish national diseases and how to prevent them through physical activity counseling?
What are the Finnish nutrition recommendations?
What does health-promoting diet include and how to support its implementation?

Evaluation scale

1-5

Objective

You know the basics of marketing.
You can draw up marketing plans and put them into practice.
You can make use of different methods, programmes and tools in marketing services.

Content

How are services and products marketed?
How to draw up marketing plans?
What tools and channels are used in marketing?
How to make use of client information in marketing?

Evaluation scale

1-5

Objective

You can draw up scheduled project plans.
You can manage the practical implementation of sports services' project, marketing and resource plans.
You can manage and lead yourself and others in projects.
You can make use of feedback in project management.

Content

How to draw up project plans?
How to make use of plans in project management?
How do you manage and lead yourself and others?
How do you collect and make use of feedback during projects?

Evaluation scale

1-5

Objective

You can identify development needs in different sports services and products.
You can plan and implement sports service projects in cooperation with working life.
You understand the meaning of client information and make use of it in development projects.

Content

What kind of development needs are there in sports services and products?
How is a common development project carried out together with working life?
How do you collect and analyse client and user information to develop sports services?
How do you use service design as a development tool?

Evaluation scale

1-5

Objective

You can identify development needs in different sports services and products.
You can plan and implement sports service projects in cooperation with working life.
You understand the meaning of client information and make use of it in development projects.

Content

What kind of development needs are there in sports services and products?
How is a common development project carried out together with working life?
How do you collect and analyse client and user information to develop sports services?
How do you use service design as a development tool?

Evaluation scale

1-5

Objective

You are able to define sports services.
You understand the project stages of sports services and know how to work accordingly.
You are familiar with the basics of project management and can manage your own part in the project in a responsible way.
You can outline plans for sports service projects.
You can acquire client information and collect client feedback and draw up marketing plans for sports services.
You can carry out sports services in a client-oriented way.

Content

What is meant by sports services and what kind of services are available in the field?
What kind of responsibilities do the different project stages of sports services involve?
How are sports service projects organised and managed?
How to draw up plans for sports service projects?
How to collect client information and feedback?
How are sports service projects marketed and their clients served and accounted for?

Evaluation scale

1-5

Objective

You are able to define sports services.
You understand the project stages of sports services and know how to work accordingly.
You are familiar with the basics of project management and can manage your own part in the project in a responsible way.
You can outline plans for sports service projects.
You can acquire client information and collect client feedback and draw up marketing plans for sports services.
You can carry out sports services in a client-oriented way.

Content

What is meant by sports services and what kind of services are available in the field?
What kind of responsibilities do the different project stages of sports services involve?
How are sports service projects organised and managed?
How to draw up plans for sports service projects?
How to collect client information and feedback?
How are sports service projects marketed and their clients served and accounted for?

Evaluation scale

1-5

Objective

You know what service design means?
You can use different service design methods in developing user-centred sports products and services.
You are able to plan and implement a service design project in cooperation with working life and based on a working life commission.

Content

What is service design?
What kind of service design methods are there and how are they used?
How to account for clients in service design and how to implement a service design project?

Evaluation scale

1-5

Objective

You know what service design means?
You can use different service design methods in developing user-centred sports products and services.
You are able to plan and implement a service design project in cooperation with working life and based on a working life commission.

Content

What is service design?
What kind of service design methods are there and how are they used?
How to account for clients in service design and how to implement a service design project?

Evaluation scale

1-5

Objective

You know what kind of sports companies, products and services are.
You know the basics of entrepreneurship, company forms that applicable in the field.
You can draw up a business plan.

Content

What kind of sports services and products and companies providing them are there?
How to establish a company and to draw up a business plan?
What should be paid attention to when pricing and marketing products?

Evaluation scale

1-5

Assessment criteria, good (3)

Students can
b. look for information in the key information sources of the field.
c. identify interrelated tasks.
d. work together with customers, users and target groups.
e. use the key models, methods, software and techniques of the professional field.
g. justify their actions according to the ethical principles of the professional field.

Objective

You know what kind of sports companies, products and services are.
You know the basics of entrepreneurship, company forms that applicable in the field.
You can draw up a business plan.

Content

What kind of sports services and products and companies providing them are there?
How to establish a company and to draw up a business plan?
What should be paid attention to when pricing and marketing products?

Evaluation scale

1-5

Assessment criteria, good (3)

Students can
b. look for information in the key information sources of the field.
c. identify interrelated tasks.
d. work together with customers, users and target groups.
e. use the key models, methods, software and techniques of the professional field.
g. justify their actions according to the ethical principles of the professional field.

Objective

You can plan and instruct goal-oriented health-promoting physical activities and/or motor skills for different client groups in varying operating environments.
You can use didactic and pedagogical theories in your instruction.
You are able to reflect on theories and your practical experiences of instruction.
You become familiar with a physical training organisation and its operations.

Content

How do you pay attention to clients in your instruction?
How do plan instruction sessions and combine theory to them?
What kind of instruction methods do you use?
How do you support clients' development?
How do you make use od client feedback and reflect on your experiences and learning?

Evaluation scale

1-5

Objective

You can plan and instruct goal-oriented health-promoting physical activities and/or motor skills for different client groups in varying operating environments.
You can use didactic and pedagogical theories in your instruction.
You are able to reflect on theories and your practical experiences of instruction.
You become familiar with a physical training organisation and its operations.

Content

How do you pay attention to clients in your instruction?
How do plan instruction sessions and combine theory to them?
What kind of instruction methods do you use?
How do you support clients' development?
How do you make use od client feedback and reflect on your experiences and learning?

Evaluation scale

1-5

Objective

You can use your body in different physical exercises in a versatile way.
You know theories of teaching and learning motor skills.
You can plan, implement and assess exercises to develop basic motor skills.
You know how to establish physical exercise environments.

Content

How do you control your body in different physical exercises?
What theories relate to teaching and learning motor skills?
What is the meaning of basic motor skills in physical activity?
How do you establish physical exercise environments?
How do you make use of environments, plays, applied games, plays and different sports and physical exercises in training motor skills.

Evaluation scale

1-5

Objective

You can use your body in different physical exercises in a versatile way.
You know theories of teaching and learning motor skills.
You can plan, implement and assess exercises to develop basic motor skills.
You know how to establish physical exercise environments.

Content

How do you control your body in different physical exercises?
What theories relate to teaching and learning motor skills?
What is the meaning of basic motor skills in physical activity?
How do you establish physical exercise environments?
How do you make use of environments, plays, applied games, plays and different sports and physical exercises in training motor skills.

Evaluation scale

1-5

Objective

You can plan and implement sports service projects (events, camps, products etc.).
You develop your collaboration skills by cooperating with varous organisations and people.
You enhance you competence in client- service and communication.

Content

How to make project plans for sports service projects?
How do you network and establish cooperation with working life?
How do you serve and communicate in a client-centred manner?

Evaluation scale

1-5

Objective

You can plan and implement sports service projects (events, camps, products etc.).
You develop your collaboration skills by cooperating with varous organisations and people.
You enhance you competence in client- service and communication.

Content

How to make project plans for sports service projects?
How do you network and establish cooperation with working life?
How do you serve and communicate in a client-centred manner?

Evaluation scale

1-5

Objective

You enhance your competence in a specific field and operating environment of your choice.
You are able to identify development needs in organisations and use your competence to influence these needs.
You develop your competence in the field through more demanding responsibilities.
You can market your own competence.

Content

What work places you aim at networking with?
Which part of your competence do you want to develop?
What kind of responsibilities develop your expertise?
How do you market your own competence?
What kind of methods and tools do you use in development work?

Evaluation scale

1-5

Objective

You enhance your competence in a specific field and operating environment of your choice.
You are able to identify development needs in organisations and use your competence to influence these needs.
You develop your competence in the field through more demanding responsibilities.
You can market your own competence.

Content

What work places you aim at networking with?
Which part of your competence do you want to develop?
What kind of responsibilities develop your expertise?
How do you market your own competence?
What kind of methods and tools do you use in development work?

Evaluation scale

1-5

Objective

You enhance your competence in a specific field and operating environment of your choice.
You are able to identify development needs in organisations and use your competence to influence these needs.
You develop your competence in the field through more demanding responsibilities.
You can market your own competence.

Content

What work places you aim at networking with?
Which part of your competence do you want to develop?
What kind of responsibilities develop your expertise?
How do you market your own competence?
What kind of methods and tools do you use in development work?

Evaluation scale

1-5

Objective

You are able to define the concept of health fitness and know how it is assessed and tested.
You can plan situations for assessing and testing clients' health fitness by paying attention to ethical and confidentiality factors.
You can assess your own and clients' health fitness in a versatile way making use of different tests and measurements.
You are able to plan evidence-based physical exercises to develop health fitness.
You can interpret test results, draw conclusions and make use of the results in instructing clients.

Content

How are health fitness and its different components defined?
How is health fitness assessed and tested?
How do you test endurance, the fitness of the musculoskeletal system, motor fitness and analyse body composition?
How do you choose customised tests for measuring clients' health fitness?
How do you assess individuals' health fitness reliably and in a repeat manner?
What responsibilities and ethical principles relate to testing?
How do you give clients feedback on the test results?
How do you interpret test results and make use of them in the program planning and implementation of physical exercises?
How do you assess your own activities as a tester?
How do you make use of client and peer feedback in developing your own activities?

Evaluation scale

1-5

Objective

You are able to define the concept of health fitness and know how it is assessed and tested.
You can plan situations for assessing and testing clients' health fitness by paying attention to ethical and confidentiality factors.
You can assess your own and clients' health fitness in a versatile way making use of different tests and measurements.
You are able to plan evidence-based physical exercises to develop health fitness.
You can interpret test results, draw conclusions and make use of the results in instructing clients.

Content

How are health fitness and its different components defined?
How is health fitness assessed and tested?
How do you test endurance, the fitness of the musculoskeletal system, motor fitness and analyse body composition?
How do you choose customised tests for measuring clients' health fitness?
How do you assess individuals' health fitness reliably and in a repeat manner?
What responsibilities and ethical principles relate to testing?
How do you give clients feedback on the test results?
How do you interpret test results and make use of them in the program planning and implementation of physical exercises?
How do you assess your own activities as a tester?
How do you make use of client and peer feedback in developing your own activities?

Evaluation scale

1-5

Objective

You know what elements coaching involves.
You can analyse your own coaching competence and coaching philosophy.
You understand the meaning of sport specific analyses in coaching programme planning.
You can make comprehensive and athlete-centred coaching programme plans.

Content

What is the coaching competency model like?
What are your strenghts and development targets as a coach and what factors and points does your coaching base on?
What does sport specific analysis mean, and how is your own sport analysed?
How to plan coaching programmes in an athlete-centred way?

Evaluation scale

1-5

Objective

You know what elements coaching involves.
You can analyse your own coaching competence and coaching philosophy.
You understand the meaning of sport specific analyses in coaching programme planning.
You can make comprehensive and athlete-centred coaching programme plans.

Content

What is the coaching competency model like?
What are your strenghts and development targets as a coach and what factors and points does your coaching base on?
What does sport specific analysis mean, and how is your own sport analysed?
How to plan coaching programmes in an athlete-centred way?

Evaluation scale

1-5

Objective

You enhance your competence in a specific field and operating environment of your choice.
You are able to identify development needs in organisations and use your competence to influence these needs.
You develop your competence in the field through more demanding responsibilities.
You can market your own competence.

Content

What work places you aim at networking with?
Which part of your competence do you want to develop?
What kind of responsibilities develop your expertise?
How do you market your own competence?
What kind of methods and tools do you use in development work?

Evaluation scale

1-5

Objective

You enhance your competence in a specific field and operating environment of your choice.
You are able to identify development needs in organisations and use your competence to influence these needs.
You develop your competence in the field through more demanding responsibilities.
You can market your own competence.

Content

What work places you aim at networking with?
Which part of your competence do you want to develop?
What kind of responsibilities develop your expertise?
How do you market your own competence?
What kind of methods and tools do you use in development work?

Evaluation scale

1-5

Objective

You can identify development needs in different sports services and products.
You can plan and implement sports service projects in cooperation with working life.
You understand the meaning of client information and make use of it in development projects.

Content

What kind of development needs are there in sports services and products?
How is a common development project carried out together with working life?
How do you collect and analyse client and user information to develop sports services?
How do you use service design as a development tool?

Evaluation scale

1-5

Objective

You can identify development needs in different sports services and products.
You can plan and implement sports service projects in cooperation with working life.
You understand the meaning of client information and make use of it in development projects.

Content

What kind of development needs are there in sports services and products?
How is a common development project carried out together with working life?
How do you collect and analyse client and user information to develop sports services?
How do you use service design as a development tool?

Evaluation scale

1-5

Objective

You know the basics of marketing.
You can draw up marketing plans and put them into practice.
You can make use of different methods, programmes and tools in marketing services.

Content

How are services and products marketed?
How to draw up marketing plans?
What tools and channels are used in marketing?
How to make use of client information in marketing?

Evaluation scale

1-5

Objective

You can draw up scheduled project plans.
You can manage the practical implementation of sports services' project, marketing and resource plans.
You can manage and lead yourself and others in projects.
You can make use of feedback in project management.

Content

How to draw up project plans?
How to make use of plans in project management?
How do you manage and lead yourself and others?
How do you collect and make use of feedback during projects?

Evaluation scale

1-5

Objective

You understand the basics of training processes aiming at permanent and comprehensive lifestyle changes.
You can start client relationships and determine individual starting points, aims and resources available together with clients.
You can pay attention to the elements of lifestyle changes in your planning work.
You provide clients with plans for individual and realistic change processes that suit their lives.

Content

What does a permanent lifestyle change mean?
What are the basics of client-centred training processes that aim at permanent lifestyle changes?
How do you determine the starting point, aims and the resources available?
What elements require attention in permanent lifestyle changes?
How do you plan comprehensive and client-centred change processes.

Evaluation scale

1-5

Objective

You can make observations about the progress of training processes.
You understand how changes in clients' lives affect training processes.
You can deal with problems of training processes and make changes when necessary.
You are able to communicate with clients and support them with client-centred methods and different support methods during the processes.

Content

How to follow the progress of training processes?
How to account for clients' life situations in training processes?
How do you identify and deal with problems in training processes?
What communication methods do you use in supporting and motivating clients?
What support methods can you use during training processes?

Evaluation scale

1-5

Objective

You can assess the effectiveness of training processes with different tools together with clients.
You can design follow-up procedures for the post training process time together with clients.
You can close client relationships in a client-centred way.
You can assess your own trainer activities realistically and find development targets in them.

Content

How and with what tools can you assess the effectiveness of training processes?
How to design follow-up procedures that support permanent lifestyle changes together with clients?
How to close training processes in a client-centred way?

Evaluation scale

1-5

Objective

You know what elements coaching involves.
You can analyse your own coaching competence and coaching philosophy.
You understand the meaning of sport specific analyses in coaching programme planning.
You can make comprehensive and athlete-centred coaching programme plans.

Content

What is the coaching competency model like?
What are your strenghts and development targets as a coach and what factors and points does your coaching base on?
What does sport specific analysis mean, and how is your own sport analysed?
How to plan coaching programmes in an athlete-centred way?

Evaluation scale

1-5

Objective

You know the elements of physical performance and can describe how they work under physical strain.
You can explain what physiological changes are required for the performance of these different elements to increase.
You can pay attention to recovery and include it in training programmes.

Content

What are the different elements of physical performance?
What are physiological mechanisms in these different elements through which each element develops?
How to make plans for training programs that base on sport specific analyses and include training to develop the different elements of physical performance?
What methods can be used to make recovery more effective?

Evaluation scale

1-5

Objective

You apply the theories of modern skill learning in coaching your own sport.
You can plan goal-oriented sport specific exercises.
You can coach making use of athlete-centred methods.

Content

How are sport specific skills developed?
How to coach sport specific skills in an athlete-centred way?
How to coach and plan exercises that promote a specific sport and the aims of the training exercises.

Evaluation scale

1-5

Objective

You know what today's expert competence involves.
You are able to define the strengths and development targets of your own expertises and productize your own competence.
You are familiar with the elements of good training programmes and sessions.
You can create client-centred training programmes and sessions and make use of existing training facilities in planning.
You can make use of interactive and learner-oriented methods and online tools in implementing training.

Content

What is professional expertise?
How do you productize your own expert competence?
What is good training like?
How do you plan client-centred and interactive training sessions?
How do you make use existing facilities and online tools in arranging training?

Evaluation scale

1-5

Objective

You are familiar with different organisational models and understand the meaning of leadership in the organisations of physical activity and sports.
You identify organisational strategies and understand what working in line with strategies means.
You know and can identify features of modern leadership.
You can apply the good practices that relate to managing and leading volunteers in practical work.
You can apply methods of modern leadership in your activities.

Content

How are different professional positions of the physical activity and sports field organised and how are they managed?
What does strategic management mean and how are strategies put into practice?
What are modern leadership and managerial work like?
How to lead and manage volunteers?

Evaluation scale

1-5

Objective

You know what kind of sports companies, products and services are.
You know the basics of entrepreneurship, company forms that applicable in the field.
You can draw up a business plan.

Content

What kind of sports services and products and companies providing them are there?
How to establish a company and to draw up a business plan?
What should be paid attention to when pricing and marketing products?

Evaluation scale

1-5

Assessment criteria, good (3)

Students can
b. look for information in the key information sources of the field.
c. identify interrelated tasks.
d. work together with customers, users and target groups.
e. use the key models, methods, software and techniques of the professional field.
g. justify their actions according to the ethical principles of the professional field.

Objective

You are aware of different field-specific digital and online services availabe that allow you to diversify your activities.
You can make use of online pedagogy as part of digital and online services and service design in planning and developing such services.
You can account for the ethical aspects and information security related to electronic services.

Content

What digital and online services can you use in your work?
How do you use different digital and online services?
How do you make use of service design in producing digital services?
How do you account for ethical aspects and information security in using electronic services?

Evaluation scale

1-5