LU2-KRO130 Physical education 1, 5-10

Contents and structure

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 for the pupils' development, so that the subject becomes a positive experience for all and is adapted to the needs and circumstances of the individual.

The plans for the Sports-Physical Education annual programme are within the framework drawn up by the National Academic Council for Sports and Physical Education for studies in this field; the Sports-Physical Education programmes 1 and 2 can thus together constitute the first year of a bachelor's degree in sports-physical education. The programme Sports-Physical Education 1 gives teaching competence in physical education in primary and lower secondary school. The full annual programme also gives teaching competence in physical education in upper secondary school.

The subject in the course of education:

The subject of physical education in teacher training is intended to qualify for teaching physical education in primary and lower secondary schools.

Teaching of the subject will be research-based and professionally-oriented. This is based on physical education as a broad educational subject and will be linked to the practice field. 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.

Presentation of 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, swimming, dance and outdoor life are central.

The didactics of the subject are based on an exemplary and practical approach. 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 5 - 10 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 scope of the learning outcome formulations indicates that, during the course of their studies in physical education, students will receive teaching in various subject courses. What holds these together and creates continuity is the physical education didactics and methods in the various subject courses. Where this is natural in the didactic and methodical nexus, 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.

Disciplinary content specification of theme:

Physical education 1 (30 credits) has the following content and theme:

- Theoretical subjects:

Disciplinary didactics Physical education, Practice (see practice plan), Motor skills and play.

- Practical subjects:

Activity theory 1: Motor skills, Play, Sports, Dance, Swimming and Outdoor life.

Learning Outcome

Knowledge: The student

• has knowledge of the distinctive character of the subject of physical education
• has the academic and didactic knowledge to make considered judgements relating to teaching and learning in physical education
• has knowledge on play, sports, swimming, dance, outdoor life and contemporary movement forms in young people's lives
• 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
• have knowledge of how physical education can contribute to the development of basic skills: oral expression, written expression, arithmetic, using digital tools in teaching at beginner's level, and how it is natural to include these on the basis of the subject's distinctive character
• has knowledge on motor skill learning and the significance of this in development and skills learning

Skills:

The student

• 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, swimming, outdoor life and contemporary movement forms that are relevant
• be able to identify risks and safeguard the pupils' safety in different activities and movement environments
• can perform life-saving first aid, swim and perform life-saving in water

General competence:

The student

• 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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Recommended previous knowledge

None

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. Students must cover the costs of food, travel and accommodation themselves (approximately NOK 1,000).

Compulsory learning activities

Subject course = theoretical and practical parts of the subject, such as didactics, body, culture and society, handball, swimming, skating

1. Approved on the basis of skills and effort in the various subject courses. Skills will be assessed on the basis of the student's circumstances. The student must demonstrate progression (applies to assessment part 1, 3 and 4).

2. Practice relating to the course of study must be approved (applies to assessment part 4).

3. All work requirements that are relevant to the subject must be satisfied. This might for example be related to less work during the course of the year. Information about this may be found in the semester plan or specific document. Such work is mandatory and must be completed by set deadlines. Work must satisfy the formal and academic requirements stipulated in the guidelines (applies to assessment part 1, 2 and 4).

4. 100% participation on all trips (applies to assessment part 4).

Assessment

2 written and 2 practical exams

Examination support material

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