PLANNING AND STRUCTURING PHYSICAL EDUCATION CURRICULUM
| Title | ΣΧΕΔΙΑΣΜΟΣ ΚΑΙ ΑΞΙΟΛΟΓΗΣΗ ΑΝΑΛΥΤΙΚΩΝ ΠΡΟΓΡΑΜΜΑΤΩΝ ΣΤΗ ΦΥΣΙΚΗ ΑΓΩΓΗ / PLANNING AND STRUCTURING PHYSICAL EDUCATION CURRICULUM |
| Code | ΦΑΜΚΑ7 |
| Faculty | Physical Education and Sport Science |
| School | Physical Education and Sports Sciences (Thessaloniki) |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter |
| Coordinator | Georgios Tzetzis |
| Common | No |
| Status | Active |
| Course ID | 600015764 |
Programme of Study: PMS EKPAIDEUSĪ STĪ FYSIKĪ AGŌGĪ KAI STĪN PROSARMOSMENĪ-EIDIKĪ FYSIKĪ AGŌGĪ (2021-sīmera)
Registered students: 21
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| EKPAIDEUTIKA MONTELA STĪ FYSIKĪ AGŌGĪ | Elective Course belonging to the selected specialization (Elective Specialization Course) | Winter | - | 10 |
| Academic Year | 2025 – 2026 |
| Class Period | Winter |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600288985
|
Course Type 2021
Specific Foundation
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
- Distance learning
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600288985
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=11338
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
1. IObjectives and evaluation of syllabi in PE. Current research trends
Characteristics of quality programs in PA
The NASPE PE program model
International trends in exercise PA and FD programs
The evaluation methods of the systematic observation of the F.A. programs. Models of the systematic observation of the F.A. programs.
The role of the FA and FD school
Assessment and grading in physical education
Foundations for curriculum design
Values and philosophical orientation of curricula in Physical Education
Syllabus models in PE
Understanding through design
Examples from model curricula in Physical Education
Analytical program and educational reform
After completing the study in the specific course, the students:
• They will understand the structure and parameters of planning and evaluating educational programs
• They will be able to design programs and organize small-scale evaluation of educational programs
• They will have knowledge of planning and methods of implementation and evaluation of the work of the course teacher and the student.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an international context
- Work in an interdisciplinary team
- Generate new research ideas
- Design and manage projects
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
Οbjectives and evaluation of syllabi in PE. Current research trends
Characteristics of quality programs in PA
NASPE's PE Program Model Objectives, Objectives, and Evaluation of Syllabus in PE. Current research trends
Characteristics of quality programs in PA
The NASPE PE program model
International trends in exercise PA and FD programs
The evaluation methods of the systematic observation of the F.A. programs. Models of the systematic observation of the F.A. programs.
The role of the FA and FD school
Assessment and grading in physical education
Foundations for curriculum design
Values and philosophical orientation of curricula in Physical Education
Syllabus models in PE
Understanding through design
Examples from model curricula in Physical Education
Analytical program and educational reform
Keywords
teaching of sport skills, physical education goals
Educational Material Types
- Notes
- Slide presentations
- Video lectures
- Multimedia
- Interactive excersises
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
Distance learning and blended teaching with the use of presentation and communications software
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 15 | ✓ | ✓ | ||
| Laboratory Work | 15 | ✓ | |||
| Reading Assigment | 10 | ✓ | |||
| Exams | 60 | ||||
| Total | 100 |
Student Assessment
Description
Written exams, oral presentation, written projects
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Exam with Short Answer Questions (Formative, Summative)
- Written Exam with Extended Answer Questions (Formative, Summative)
- Written Exam with Problem Solving (Formative, Summative)
Bibliography
Additional bibliography for study
1. Blythe T. (1997). The Teaching for Understanding Guide. Jossey-Bass (http://learnweb.harvard.edu/alps/tfu/index.cfm).
2. Grover, A. B., Lim, A., & Hadley, D. E. (2016). Interprofessional education and the new educator: Getting started with planning and implementation. American Journal of Health-System Pharmacy, 73(13), 950-954.
3. Henson, K. T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform. Waveland Press.
4. Jewett, A.E., Bain, L.L., & Ennis, C.D. (1996). The curriculum process in physical education. Dubuque, IA: Brown & Benchmark
5. Kalantzis M., Cope B. (2008). New Learning: Elements of a Science of Education. Cambridge University Press (http://neamathisi.com/new-learning/)Lacy, A. C., & Williams, S. M. (2018). Measurement and evaluation in physical education and exercise science. Routledge.
6. Kelly, L., Melograno, V. (2004). Developing the Physical Education Curriculum: An Achievement-Based Approach. Human Kinetics.
7. Melograno, V.J. (1997). Designing the physical education curriculum. Champain, IL: Human Kinetics.
8. Metzler, M. (2017). Instructional models in physical education. Routledge.
9. Croft, S. J., Roberts, M. A., & Stenhouse, V. L. (2015). The perfect storm of education reform: High-stakes testing and teacher evaluation. Social Justice, 42(1).
10. McGoey, T., Root, Z., Bruner, M. W., & Law, B. (2016). Evaluation of physical activity interventions in children via the reach, efficacy/effectiveness, adoption, implementation, and maintenance (RE-AIM) framework: a systematic review of randomized and non-randomized trials. Preventive medicine, 82, 8-19.
11. Ozgul, F., Kangalgil, M., Diker, G., & Yamen, E. (2018). Evaluation of the Constructivist Learning Environments of Physical Education Teacher Candidates. European Journal of Educational Research, 7(3), 653-658.
12. Rossi, P. H., Lipsey, M. W., & Henry, G. T. (2018). Evaluation: A systematic approach. Sage publications.
13. Wiggins G., McTighe J. (2005). Understanding by design (2nd edition). Pearson (http://www.ubdexchange.org/index.cfm).
14. Wiggins G., McTighe J. (2008). Put understanding first. Reshaping High Schools, 65, 36-41.
Last Update
29-06-2023
