Study Guide

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage.

Content

Genres of academic English
Academic style and structures
Paraphrase and summary
Avoiding plagiarism: referencing
Academic presentations

Materials

Academic Writing A Handbook for International Students, Stephen Bailey, Routledge
Materials in Moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

To be awarded a grade 1, all assessed assignments must be completed and approved and any possible exam result must be at least 50%.

Prerequisites

B2, Common European Framework of Reference for Languages

Further information

If you have completed a course of similar content and scope (3 ECTS) please inquire about the possibility of having the course accredited.
Please note previous courses cannot be more than 10 years old.

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage.

Content

Genres of academic English
Academic style and structures
Paraphrase and summary
Avoiding plagiarism: referencing
Academic presentations

Materials

Academic Writing A Handbook for International Students, Stephen Bailey, Routledge
Materials in Moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

To be awarded a grade 1, all assessed assignments must be completed and approved and any possible exam result must be at least 50%.

Prerequisites

B2, Common European Framework of Reference for Languages

Further information

If you have completed a course of similar content and scope (3 ECTS) please inquire about the possibility of having the course accredited.
Please note previous courses cannot be more than 10 years old.

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage.

Content

Genres of academic English
Academic style and structures
Paraphrase and summary
Avoiding plagiarism: referencing
Academic presentations

Materials

Academic Writing A Handbook for International Students, Stephen Bailey, Routledge
Materials in Moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

To be awarded a grade 1, all assessed assignments must be completed and approved and any possible exam result must be at least 50%.

Prerequisites

B2, Common European Framework of Reference for Languages

Further information

If you have completed a course of similar content and scope (3 ECTS) please inquire about the possibility of having the course accredited.
Please note previous courses cannot be more than 10 years old.

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage.

Content

Genres of academic English
Academic style and structures
Paraphrase and summary
Avoiding plagiarism: referencing
Academic presentations

Materials

Academic Writing A Handbook for International Students, Stephen Bailey, Routledge
Materials in Moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

To be awarded a grade 1, all assessed assignments must be completed and approved and any possible exam result must be at least 50%.

Prerequisites

B2, Common European Framework of Reference for Languages

Further information

If you have completed a course of similar content and scope (3 ECTS) please inquire about the possibility of having the course accredited.
Please note previous courses cannot be more than 10 years old.

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage. This course will prepare students for writing their thesis, maturity test and abstract.

Content

Surveys, questionnaires, and interviews
Combining multiple sources (literature review) and referencing
Thesis planning

Materials

The students are permitted to use materials related to the thesis process.
Handouts in Reppu Moodle and DevMoodle.
Academic Writing A Handbook for International Students Stephen Bailey Routledge

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage. This course will prepare students for writing their thesis, maturity test and abstract.

Content

Surveys, questionnaires, and interviews
Combining multiple sources (literature review) and referencing
Thesis planning

Materials

The students are permitted to use materials related to the thesis process.
Handouts in Reppu Moodle and DevMoodle.
Academic Writing A Handbook for International Students Stephen Bailey Routledge

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage. This course will prepare students for writing their thesis, maturity test and abstract.

Content

Surveys, questionnaires, and interviews
Combining multiple sources (literature review) and referencing
Thesis planning

Materials

The students are permitted to use materials related to the thesis process.
Handouts in Reppu Moodle and DevMoodle.
Academic Writing A Handbook for International Students Stephen Bailey Routledge

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

Students will improve their oral and written communication skills and academic vocabulary. In written communication, the focus will be on academic writing and in oral communication, formal English language usage. This course will prepare students for writing their thesis, maturity test and abstract.

Content

Surveys, questionnaires, and interviews
Combining multiple sources (literature review) and referencing
Thesis planning

Materials

The students are permitted to use materials related to the thesis process.
Handouts in Reppu Moodle and DevMoodle.
Academic Writing A Handbook for International Students Stephen Bailey Routledge

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can use the features of formal and academic writing systematically and reflectively. His/her grammar usage is impeccable. The student can write a text according to the features of academic writing with fluency using varied and appropriate vocabulary, and correctly referenced academic sources. The student has an extensive academic vocabulary. The student is able to communicate fluently in both writing and speaking while demonstrating an awareness of formal academic style.

Assessment criteria, good (3)

The student can identify and apply the features of academic writing fairly consistently. The student is able to use grammar correctly although some errors might occur. The student can write a text according to the main features of academic writing with relative fluency, using a variety of vocabulary and sources that are mainly referenced correctly. The student has a good command of academic vocabulary. The student is able to communicate clearly in writing and orally without reading directly from a text.

Assessment criteria, satisfactory (1)

The student can recognize and name the features of academic writing. However, the student's language usage may be inconsistent with the norms of standard English and academic writing and basic errors in style, grammar, pronunciation, and intonation occur. The student can write an understandable and logical text with appropriate content using some academic concepts of his/her field. The student is able to communicate the main ideas of a topic in writing and orally.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

Students will deepen their knowledge of and competence in sports, exercise and leisure operations and coaching. They will be able to develop their work and operational environment using research based knowledge.

Content

A 12-week practical training period in relevant companies or public institutions and associations/clubs (in Finland or abroad)

Evaluation scale

0 - 5

Assessment criteria, approved/failed

To be announced.

Objective

Students will understand the structure and the function of the human body and how it works and can use this knowledge in client-oriented sports instruction and coaching work to promote health and performance rate as well as to reinforce exercise behaviour.

Content

Locomotor system
Cells, tissues and organs
Breathing and circulation
The nervous system and the senses
Muscle work
Digestion
Fluid balance and urine excretion
Metabolism
Immune system

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students have a detailed understanding of the main themes. They are aware of the effect of regulatory systems on bodily functions and are able to perform basic measurements of main body functions and analyse and interpret the results to explain body conditions.

Assessment criteria, good (3)

The students have a detailed understanding of the main themes. They are aware of the role of the regulatory systems of the body and are able to perform basic measurements of main body functions but their analyses and interpretation of the results require more practice.

Assessment criteria, satisfactory (1)

The student is aware of the main themes in general. The structure of the locomotor and cardiovascular systems are known but they lack an understanding of how these systems work with other organ systems. The student is able to perform basic measurements of main body functions but there are shortcomings in analyses and their interpretation is not very accurate.

Objective

Student gets familiar with the concept of Exergaming and physically active games. The course provides fundamental understanding of the phenomenon and gives also deeper overview to the gaming field. Integration to physical activity ( Health enhancing), physiological outcomes and game entertainment will also be part of the learning process.

Content

Definition of exergaming
Theoretical background of exergaming
Game analysis, EERS scale

Location and time

According to the group's implementation schedule, see the timetable.

Materials

Announced in Reppu alongside the course.

Teaching methods

The course consists of contact teaching and independent learning assignments, which can be found in Reppu alongside the course. Through the learning assignments, you will practice mastering and understanding the key contents of the course.

Employer connections

The student can, if desired, organize an Exergaming event in collaboration with working life.

Exam schedules

Announced in Reppu alongside the course.

Student workload

The course requires approximately 81 hours of student work. This is an estimate and the final workload will depend on the amount of time the student spends on the tasks.

Content scheduling

Implemented over one semester.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Knowledge:
Demonstrates ability to use and apply the concepts and theoretical framework of exergaming

Skills:
Demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving

Attitudes:
Work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

Knowledge:
Demonstrate ability to systematically use the concepts of exergaming with ability to name, describe and give reasons for basic knowledge of the theories and concepts of exergaming

Skills:
Demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving

Attitudes:
Works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

Knowledge:
Ability to identify the main/individual concepts of exergaming and applies basic analysis using the concepts and theories of exergaming; ability to name and describe the concept.

Skills:
Demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application

Attitudes:
Demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Assessment methods and criteria

1. Exergaming Orient and map (pass/fail)
2. Learning Test (pass/fail)
3. Research Article (pass/fail)
4. Company Presentation (pass/fail)
5. Exergaming Experience Rating System EERS (pass/fail)
6. Testing exergames (pass/fail)
7. Exergaming Event (1-5/fail)
8. Course Feedback

The main focus of the course grade is on the Exergaming event assignment, but all other assignments can have a positive or negative impact on the grade.

Objective

To provide students with a sound command of business mathematics skills and the ability to apply them in different areas of business life

Content

Review of the basic mathematical operations needed in business mathematics
Percentage calculation and its economic applications
Simple interest calculation and its applications
Compound interest
Credit

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Approximately 90-100 % of maximum points in exam. Students know how to apply calculation principles to advanced problems.

Assessment criteria, good (3)

Approximately 66-90 % of maximum points in exam. Students know how to apply calculation principles to basic cases.

Assessment criteria, satisfactory (1)

Approximately 50-65 % of maximum points in exam. Students know how to calculate basic calculations.

Objective

To provide students with a sound command of business mathematics skills and the ability to apply them in different areas of business life

Content

Review of the basic mathematical operations needed in business mathematics
Percentage calculation and its economic applications
Simple interest calculation and its applications
Compound interest
Credit

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Approximately 90-100 % of maximum points in exam. Students know how to apply calculation principles to advanced problems.

Assessment criteria, good (3)

Approximately 66-90 % of maximum points in exam. Students know how to apply calculation principles to basic cases.

Assessment criteria, satisfactory (1)

Approximately 50-65 % of maximum points in exam. Students know how to calculate basic calculations.

Objective

To provide students with a sound command of business mathematics skills and the ability to apply them in different areas of business life

Content

Review of the basic mathematical operations needed in business mathematics
Percentage calculations
Index numbers
Simple interest calculation and its applications
Compound interest calculations and its applications
Credit and loans
Investments

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Approximately 90-100 % of maximum points in exam.

Assessment criteria, good (3)

Approximately 66-90 % of maximum points in exam Students know how to apply calculation principles to basic cases.

Assessment criteria, satisfactory (1)

Approximately 50-65 % of maximum points in exam; Students know how to calculate basic calculations.

Objective

To provide students with a sound command of business mathematics skills and the ability to apply them in different areas of business life

Content

Review of the basic mathematical operations needed in business mathematics
Percentage calculations
Index numbers
Simple interest calculation and its applications
Compound interest calculations and its applications
Credit and loans
Investments

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Approximately 90-100 % of maximum points in exam.

Assessment criteria, good (3)

Approximately 66-90 % of maximum points in exam Students know how to apply calculation principles to basic cases.

Assessment criteria, satisfactory (1)

Approximately 50-65 % of maximum points in exam; Students know how to calculate basic calculations.

Objective

The students will adopt an entrepreneurial attitude, learn to understand fundamental business concepts and processes and the significance of business operations in society. The students will also be able to describe the basic functions of a company and understand the basics of running a profitable business.

Content

The significance of business operations in society
External and internal entrepreneurship
Business concept and idea
Basic business model and processes
Stakeholders and networking
Company forms
Marketing and customer oriented working methods
Business profitability

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are able to use business concepts extensively and combine them.
The students are able to analyse, compare, and critically assess their own business competence and business practices using acquired knowledge. They can work as a group advancing and developing the group's activities.

Assessment criteria, good (3)

The students are able to describe and give reasons for business and entrepreneurial practices. They are able to work independently according to existing knowledge and guidelines and can apply business methods and models in business operations. The students are able to work as group to achieve common goals and to justify their activities according to professional ethical principles.

Assessment criteria, satisfactory (1)

The students are able to define and use fundamental business concepts in accordance with professional ethical principles.

Objective

The students will adopt an entrepreneurial attitude, learn to understand fundamental business concepts and processes and the significance of business operations in society. The students will also be able to describe the basic functions of a company and understand the basics of running a profitable business.

Content

The significance of business operations in society
External and internal entrepreneurship
Business concept and idea
Basic business model and processes
Stakeholders and networking
Company forms
Marketing and customer oriented working methods
Business profitability

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are able to use business concepts extensively and combine them.
The students are able to analyse, compare, and critically assess their own business competence and business practices using acquired knowledge. They can work as a group advancing and developing the group's activities.

Assessment criteria, good (3)

The students are able to describe and give reasons for business and entrepreneurial practices. They are able to work independently according to existing knowledge and guidelines and can apply business methods and models in business operations. The students are able to work as group to achieve common goals and to justify their activities according to professional ethical principles.

Assessment criteria, satisfactory (1)

The students are able to define and use fundamental business concepts in accordance with professional ethical principles.

Objective

The students will know how the coaching system works, the physiological and biomechanical foundations that coaching requires, the most common ways of testing athletes and can use their acquired knowledge analytically in an effective and safe coaching process. The student understands the interaction skills needed in coaching and is able to apply them in practice. In addition, the student is able to analyze his / her own coaching skills and their development. Students can describe the basics of strength and power training and program gym training sessions. Furthermore the students will be able describe and explain the different forms of endurance training and build endurance training programs.

Content

- The basic concepts of coaching applying them in coaching
- The principles of aerobic and anaerobic energy production in the development of endurance.
- The principles of the neuromuscular system functions in the development of strength, speed and power.
- Testing methods of different performance variables and their use in practice
- The analysis and development monitoring of own coaching competence
- The basics of strength, power and endurance training
- Programming gym training
- Programming endurance training

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students are able to apply acquired knowledge and treat the whole issue in a customer-oriented manner. They are able to assess and reflect upon their own competence and how their professional field operates using their acquired knowledge. They are able to plan and implement a coaching process safely and in detail according to the characteristics and needs of their clientele based on a
comprehensive analysis.

Assessment criteria, good (3)

The students are proficient in the concepts and terminology of their professional field . They can assess their own competence and the way their professional field operates. They are able to work professionally in customers situations and can justify their work in a professional manner. They are able to plan a safe coaching process according to coaching science principles but with a lack of attention to detail. Their overall capacity for analysis is not entirely comprehensive.

Assessment criteria, satisfactory (1)

The students are able to use single concepts and name basic information concerning their field. They are able to work in an appropriate manner but without making the connections between different areas of coaching. Yet they are able to plan a safe coaching program and can analyse individual parts of it.

Objective

The students will be able to identify the main principles of occupational wellbeing and applying this awareness in working life connections. They will be able to improve their own wellbeing during their studies.

Content

Wellbeing services
Ergonomic and occupational safety perspectives
Wellbeing technology

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates ability to use and apply the concepts and theoretical framework of occupational wellbeing
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrate ability to systematically use the concepts of occupational wellbeing with ability to name, describe and give reasons for basic knowledge of the theories and concepts of occupational wellbeing
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: ability to identify the main/individual concepts of occupational wellbeing and applies basic analysis using the concepts and theories of occupational wellbeing; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Objective

The students will be able to identify the main principles of occupational wellbeing and applying this awareness in working life connections. They will be able to improve their own wellbeing during their studies.

Content

Wellbeing services
Ergonomic and occupational safety perspectives
Wellbeing technology

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates ability to use and apply the concepts and theoretical framework of occupational wellbeing
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrate ability to systematically use the concepts of occupational wellbeing with ability to name, describe and give reasons for basic knowledge of the theories and concepts of occupational wellbeing
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: ability to identify the main/individual concepts of occupational wellbeing and applies basic analysis using the concepts and theories of occupational wellbeing; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Objective

The students will be able to identify the main principles of occupational wellbeing and applying this awareness in working life connections. They will be able to improve their own wellbeing during their studies.

Content

Wellbeing services
Ergonomic and occupational safety perspectives
Wellbeing technology

Location and time

The course can be completed according to your own schedules within autumn 2024.

Teaching methods

Course is completed independently online.

Student workload

The course equals to 135 hours of student's work (5 cr)

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates ability to use and apply the concepts and theoretical framework of occupational wellbeing
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrate ability to systematically use the concepts of occupational wellbeing with ability to name, describe and give reasons for basic knowledge of the theories and concepts of occupational wellbeing
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: ability to identify the main/individual concepts of occupational wellbeing and applies basic analysis using the concepts and theories of occupational wellbeing; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Objective

Students will be able to work as a specialist in the health promoting impacts of exercise. They will be able assess exercise capability and compile personalised exercise instructions for people in different states of health. Students will have the knowledge of doing exercise councelling in a client-oriented way.

Content

The benefits of exercise in disease prevention and care
Assessing exercise capability
Exercise in different states of health

Location and time

Spring semester

Check more detailed information from Reppu

Materials

Material in Reppu

Teaching methods

Classroom teaching + independent studying

Employer connections

The client chosen by the student for the programming of the exercise program.

Exam schedules

No exam. The assignments related to the course will be announced at the beginning of the course and they can be viewed in Reppu.

Student workload

The course requires approximately 54 hours of student work, including contact teaching. The amount is indicative and the final workload is determined by the time spent by the student himself/herself on the work.

Content scheduling

Lessons
Planning of the exercise program.
Learning diary/workshop/presentation

Evaluation scale

0 - 5

Assessment criteria, approved/failed

To be announced

Assessment methods and criteria

Attendance in teaching 80%: pass-fail
Planning the exercise program: 0-5
Learning diary/workshop/presentation: 0-5

Assessment criteria, fail (0)

The student does not meet the minimum requirements for the assignments (as a value of 1).

Assessment criteria, excellent (5)

Has an excellent command of the basics of health and well-being counselling.
Is able to act in a customer-oriented, safe and goal-oriented manner when promoting the health and well-being of individuals.
Masters the preparation of a health-promoting exercise plan at an excellent level.
Is able to analyse, reflect and critically evaluate his/her own competence.
Is able to act independently, responsibly, proactively and flexibly in the course assignments.
Is able to act as a member of a group promoting and developing the group's activities.

Toteutuksen arviointikriteerit, hyvä (3-4)

Masters the basics of health and well-being counselling at a satisfactory or good level.
Is able to act in a customer-oriented, safe and goal-oriented manner when promoting the health and well-being of individuals.
Masters the elaboration of a health-promoting exercise plan at a satisfactory or good level.
Is able to analyse, reflect and evaluate his/her own competence.
Is able to act independently, responsibly, proactively and flexibly in the course assignments.
Is able to act as a member of a group promoting and developing the group's activities.

Assessment criteria, satisfactory (1)

Knows and understands the basics of health and well-being counselling in some or moderate respects.
Can promote health and well-being of individuals in some respects.
Is able to draw up health-promoting exercise plans, but there is still a lot to learn in the basics.
Is able to analyze, reflect and evaluate his/her own competence in some respects.

Objective

Students will be able to understand the functioning and structure of the human body so as to be able to use this knowledge in client oriented sports instruction, health promotion and exercise behaviour reinforcement.

Content

Work an power in exercise and methods to measure them.
Aerobic and anaerobic energy production mechanisms.
Oxygen consumption in exercise.
Circulation and breathing in exercise
Acid-base balance in exercise.
Thermal regulation in exercise.
Altitude and metabolism.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Students have a detailed understanding of the effects of exercise on basic bodily functions. They are aware of the regulation of force production by the neuromuscular system, functions of energy metabolism and thermoregulation as well as the basic measurement methods, analyses and
interpretation of results and are able to fully utilize them in exercise programming.

Assessment criteria, good (3)

The students have a detailed understanding of the effects of exercise on basic bodily functions. They are aware of the regulation of force production by the neuromuscular system, functions of energy metabolism and thermoregulation as well as basic measurement methods. There may be shortcomings in their analyses and interpretation of results as regards exercise programming

Assessment criteria, satisfactory (1)

The students have a basic understanding of the effects of exercise on basic bodily functions,especially on the locomotor and cardiovascular systems. They are aware of the regulation of force production by the neuromuscular and thermoregulatory systems and energy metabolism in general as well as basic measurement methods but their analyses and interpretation of results concerning exercise programming are somewhat poor.

Objective

The students will understand the significance of memorable experiences and narratives in event production and the role of catering as a part of the event experience.
The students will be able to plan responsible events taking into account the special features of the region and the opportunities offered by the environment.

Content

Memorable experience
Creating narratives
Catering as a part of events
Responsibility
Special cultural features

Evaluation scale

0 - 5

Objective

The students will participate in producing an event. They be able to work within different roles within the event in a responsible and expert way as well as to evaluate the success of the event.

Evaluation scale

Hylätty/Hyväksytty

Objective

Students will be able to communicate on a day to day basic in Finnish and will get to know Finland: the country, its society, people, language and culture.

Content

Pronunciation, reading and conversation practice.
Basic vocabulary and phrases used in simple everyday communication.

Finnish culture and history.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can speak satisfactory Finnish in short conversations about everyday life. The Student is able to identify necessary information in short texts and in spoken language.

Assessment criteria, good (3)

The student understands topics of conversations he/she is involved in. He/she can answer questions in short phrases. The Student can read short texts, F.e. signs or advertisements of his/her interest.

Assessment criteria, satisfactory (1)

Students can form comprehensible sentences using standard Finnish and recognize numerals in their basic form and can converse using simple questions and answers.

Objective

Students will be able to communicate on a day to day basic in Finnish and will get to know Finland: the country, its society, people, language and culture.

Content

Pronunciation, reading and conversation practice.
Basic vocabulary and phrases used in simple everyday communication.

Finnish culture and history.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can speak satisfactory Finnish in short conversations about everyday life. The Student is able to identify necessary information in short texts and in spoken language.

Assessment criteria, good (3)

The student understands topics of conversations he/she is involved in. He/she can answer questions in short phrases. The Student can read short texts, F.e. signs or advertisements of his/her interest.

Assessment criteria, satisfactory (1)

Students can form comprehensible sentences using standard Finnish and recognize numerals in their basic form and can converse using simple questions and answers.

Objective

Students will be able to communicate on a day to day basic in Finnish and will get to know Finland: the country, its society, people, language and culture.

Content

Pronunciation, reading and conversation practice.
Basic vocabulary and phrases used in simple everyday communication.

Finnish culture and history.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can speak satisfactory Finnish in short conversations about everyday life. The Student is able to identify necessary information in short texts and in spoken language.

Assessment criteria, good (3)

The student understands topics of conversations he/she is involved in. He/she can answer questions in short phrases. The Student can read short texts, F.e. signs or advertisements of his/her interest.

Assessment criteria, satisfactory (1)

Students can form comprehensible sentences using standard Finnish and recognize numerals in their basic form and can converse using simple questions and answers.

Objective

Students will be able to communicate on a day to day basic in Finnish and will get to know Finland: the country, its society, people, language and culture.

Content

Pronunciation, reading and conversation practice.
Basic vocabulary and phrases used in simple everyday communication.

Finnish culture and history.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student can speak satisfactory Finnish in short conversations about everyday life. The Student is able to identify necessary information in short texts and in spoken language.

Assessment criteria, good (3)

The student understands topics of conversations he/she is involved in. He/she can answer questions in short phrases. The Student can read short texts, F.e. signs or advertisements of his/her interest.

Assessment criteria, satisfactory (1)

Students can form comprehensible sentences using standard Finnish and recognize numerals in their basic form and can converse using simple questions and answers.

Objective

The student will develop his/her Finnish communication skills acquired during the previous course

Content

Vocabulary and phrases needed in Studying and working life, own health care as well as living and running errands in Finnish.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The Student can follow conversations about familiar topics and understand the main idea of eg. TV news. He/she gets along in simple social and service situations. The Student can write short notes and use basic grammar adequately.

Assessment criteria, good (3)

The student understands simple spoken and written messages, eg. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she is able to communicate in day-to-day situations in written Finnish, eg. e-mail, personal data.

Assessment criteria, satisfactory (1)

The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Objective

The student will develop his/her Finnish communication skills acquired during the previous course

Content

Vocabulary and phrases needed in Studying and working life, own health care as well as living and running errands in Finnish.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The Student can follow conversations about familiar topics and understand the main idea of eg. TV news. He/she gets along in simple social and service situations. The Student can write short notes and use basic grammar adequately.

Assessment criteria, good (3)

The student understands simple spoken and written messages, eg. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she is able to communicate in day-to-day situations in written Finnish, eg. e-mail, personal data.

Assessment criteria, satisfactory (1)

The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Objective

The student will develop his/her Finnish communication skills acquired during the previous course

Content

Vocabulary and phrases needed in Studying and working life, own health care as well as living and running errands in Finnish.

Location and time

The course is taught face-to-face on campus from January to May 2025.

Materials

Paavilainen & Mänty: Hauska tavata! 2022. Suomen kustannusyhdistys ry.
Kuparinen, Tapaninen & Kuisma: Sun Suomi. 2014. Otava.
Material in Moodle

Teaching methods

The course includes face-to-face teaching and independent study.
Face-to-face teaching consists of lectures, small group work and exercises.
The course includes presentations in small groups in both Finnish and English.

Employer connections

The course includes company and networking activities where possible.

Exam schedules

Sub-tests in the form of online exams every 2-3 weeks and a final exam in week 18-19.

International connections

Participation in KAMK International week programme.

Completion alternatives

Completion of the FFF2 online course independently + exam on the day of the re-exam. To be agreed with the teacher in advance.

Student workload

The course is 5 credits in length. It represents approximately 135 hours of student work.

Content scheduling

W3 1-2h Information of the course.
Introduction and instructions to the culture
presentation
W4 3-6h Mitä sinä teet?
Self-introduction
Study-related verbs and imperative
W5 8-11h Ohjeet
Free time and hobbies
Verbs and sentence structures
W6 12-15h Mikä kuukausi nyt on?
Seasons, months and weather

W7 16-19h Mitä puen päälle?
Clothing, colours
W8 20-23h Missä sä asut?
Housing
W9 24- 27h Housing
w10 Self-study week: vapaa-aikaa!
w11 28-31h Mikä sinulla on?
Health, describing
w12 32-35h Mikä sinulla on?
Health, health-care, describing
w13 - 14 36-43h Society presentations
w15 44 -47h Housing & traveling; Plural form & K-P-T
Preparing for culture project

w16 48-51h Housing & traveling; Local cases & K-P-T
w17 52-53h Kerrataan!
Vocabulary and grammar
w18 54-55 Revision
w19 56-57 Quiz, FinnFilm review

Further information

The learning material is on the course platform.
It is recommended that you print out the exercises for the classroom. Alternatively, you will need a PDF editing program on your computer.
We do not recommend the use of a mobile device for learning. The learning material is not suitable for use on a mobile device.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The Student can follow conversations about familiar topics and understand the main idea of eg. TV news. He/she gets along in simple social and service situations. The Student can write short notes and use basic grammar adequately.

Assessment criteria, good (3)

The student understands simple spoken and written messages, eg. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she is able to communicate in day-to-day situations in written Finnish, eg. e-mail, personal data.

Assessment criteria, satisfactory (1)

The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Assessment methods and criteria

Active attendance during classes (80%), returning assignments by deadline, active participation to project work, self-assessment, exam (5 - 0)

Assessment criteria, excellent (5)

Excellent (5)
The student can follow conversations about familiar topics and understand the main idea of F.e. TV news. He/she gets along in simple social and service situations. The student can write short notes and use basic grammar adequately.

Toteutuksen arviointikriteerit, hyvä (3-4)

The student understands simple spoken and written messages, F.e. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she can communicate in day-to-day situations in written Finnish, F.e. e-mail, personal data.

Assessment criteria, satisfactory (1)

Satisfactory (1-2)
The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Objective

The student will develop his/her Finnish communication skills acquired during the previous course

Content

Vocabulary and phrases needed in Studying and working life, own health care as well as living and running errands in Finnish.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The Student can follow conversations about familiar topics and understand the main idea of eg. TV news. He/she gets along in simple social and service situations. The Student can write short notes and use basic grammar adequately.

Assessment criteria, good (3)

The student understands simple spoken and written messages, eg. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she is able to communicate in day-to-day situations in written Finnish, eg. e-mail, personal data.

Assessment criteria, satisfactory (1)

The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Objective

The student will develop his/her Finnish communication skills acquired during the previous course

Content

Vocabulary and phrases needed in Studying and working life, own health care as well as living and running errands in Finnish.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The Student can follow conversations about familiar topics and understand the main idea of eg. TV news. He/she gets along in simple social and service situations. The Student can write short notes and use basic grammar adequately.

Assessment criteria, good (3)

The student understands simple spoken and written messages, eg. Questions, Requests or Prohibitions. He/she can follow slow conversations about familiar topics. The student can recognize essential information in short Texts. He/she is able to communicate in day-to-day situations in written Finnish, eg. e-mail, personal data.

Assessment criteria, satisfactory (1)

The student understands and can shortly respond to simple Questions about personal topics. He/she can follow slow conversations with support. The student can read short Texts in clear and familiar Contexts. He/she can write short Texts using basic vocabulary and phrases.

Objective

Student will develop his/her ability to operate in a Finnish studying and communication environment. The course is highly recommended for all international Students.

Content

Language skills needed in studying and working in Finnish environment. Getting to know the content of YKI.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student can communicate successfully in Finnish when visiting public agencies and offices. He/she can take part in conversations about familiar topics. Student knows some set phrases. He/she understands the main idea and some details in longer Texts like menus, advertisements, timetables and emails. Student can infer the meaning of unknown word from the context. He/she can write a short description about events and experiences.

Assessment criteria, good (3)

Student can follow simple conversation about topics, that are close to him/her. He/she understands the core content of short messages like proclamations or instructions. Student can describe his/her surroundings shortly and gets along in everyday service situations. Student understands short written news and operating directions. He/she can find single information in a two-chapter text. Student writes short notes and list like descriptions about own experiences.

Assessment criteria, satisfactory (1)

Student can recognize the Topic of simple conversations. He/she can express him-/herself in everyday service situations. Student can understand short notes and instructions well. Student can find answers to questions in short texts. He/she manages basic vocabulary and phrases and can write short texts about concrete needs.

Objective

Students will be prepared for action in situations requiring first aid. They will be conversant with the basic principles of prevention and aid with the ability to work in cooperation with other first aiders and helpers.

Content

FA1 course and safety

Location and time

Kajaani University of Applied Sciences, TAITO 2

27.1.2025 12.45-16.00 TA20L121-EA
28.1.2025 12.45-16.00 TA20L121-EA
5.2.2025 8.30-11.45 TA20L121-EA
6.2.2025 12.45 - 16.00 TA20L121-EA

Materials

Korte, H. & Myllyrinne, K. 2017. Ensiapu. Keuruu. Otavan kirjapaino Oy.

Terveyskirjasto: Ensiapuopas. https://www.terveyskirjasto.fi/kotisivut/tk.koti?p_teos=spr

SPR Uudet ensiapu- ja elvytysohjeet: https://www.punainenristi.fi/ensiapu/ensiapuohjeet/

Teaching methods

During the course participant gets to practise hands-on skills in various first aid topics. Aim of the course is to increase
participant`s courage to take action in emergency situations as well as in smaller everyday incidents. First Aid Course
EA 1® -certificate is valid for three years.

Activating lectures 20%
Practical training 80%

Completion alternatives

Presence 100%

Student workload

Contact teaching 16h

Content scheduling

First Aid Course EA 1 16 h
Course content
• action at an emergency
• life-saving procedures in following situations:
• unconcious casualty
• bls (cpr + aed)
• choking
• severe bleeding
• shock
• sudden cases of illness
• wounds
• burns
• bone fractures
• joint injuries
• other injuries
• poisonings
• accident prevention
• health promotion
• psychological first aid

Further information

The course is divided into two parts.
First Aid 1 and First Aid 2. Both are 1 credits and a total of 2 credits
First Aid 2 is recommended to be taken only in the last year of study. The First Aid certificate is valid for three years and therefore before graduation it is advisable to update your certificate with the First Aid 2 course to make it valid for three years.

Evaluation scale

Hylätty/Hyväksytty

Assessment criteria, approved/failed

To be announced.

Assessment methods and criteria

Obligation to attend 100%
Active participation

You can have first aid certificate from this course

Objective

The students will be able to develop memorable group exercise products. They will be able to plan and implement group exercise sessions and give reasons for their actions. The students will be able to combine movements to form series.

Content

Group exercise: aerobics, indoor cycling and aqua gym
Using music with exercise

Location and time

Opetus toteutuu Vuokatissa

Materials

Suositeltava opetusmateriaali osoitetaan Repussa

Teaching methods

Lähiopetus
Itsenäiset tehtävät

Content scheduling

Lähiopetus ajoittuu syys-, loka- ja marraskuulle. Itsenäistä työskentelyä ajoittuu lähiopetusten väliin.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates ability to use and apply the concepts and theoretical framework of group exercises
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

* Knowledge: demonstrate ability to systematically use the concepts of group exercises with ability to name, describe and give reasons for basic knowledge of the theories and concepts of group exercises
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

* Knowledge: ability to identify the main/individual concepts of group exercises and applies basic analysis using the concepts and theories of group exercises; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Objective

The student knows the muscles working in different gym exercises and techniques of those exercises. The student is able to instruct and coach gym training for his / her clients based on their baseline level and objectives.

Content

- Training with equipment
- Training with free weights
- Technique and instruction training in a gym environment
- Demo customers

Location and time

Spring semester

Check specific timetable from Reppu

Materials

Material in Reppu

Teaching methods

Practical teaching in gym, independent studying, group workging.

Employer connections

The Customer chosen by the student to gym program task.

Exam schedules

No exam. Task related to this course can be found from Reppu.

Student workload

Includes about 54h of student's work.

Content scheduling

Functional anatomy
Free-weights technique-demo
Practicing gym-instruction sessions

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student is able to accurately specify the different forms of gym training and training methods. He/she is able to name in detail the muscle groups and individual muscles used in the exercises. In addition, he/she has an in-depth understanding of the muscle action types, the functional roles and the interaction of the muscle groups and individual muscles in the exercises. He/she masters the techniques of various gym exercises in detail and is capable for clear and expert gym instruction. He/she is able to plan and instruct a gym workout in a customer-oriented and individual manner, taking into account the client’s baseline level and goals.

Assessment criteria, good (3)

The student is able to name different forms of gym training and training methods on a general level. He / she is able to name the muscle groups and individual muscles used in the exercises and to understand the muscle action types, the functional roles and the interaction of the muscle groups and individual muscles on a general level. He / she masters the techniques of various gym exercises on a general level and is capable clear and appropriate gym instruction. He / she is able to plan and direct a gym workout in a customer-oriented manner, taking into account the customer's baseline level and goals on a general level.

Assessment criteria, satisfactory (1)

The student is able to name the different forms of gym training on a general level. He / she is able to name the muscle groups trained in the exercises. He is able to perform the most common gym exercises on a general level and is able to instruct the client safely. He / she is able to plan and direct a gym workout for clients on a general level considering the client’s baseline level.

Assessment methods and criteria

Attendance 80%
Planning gym training program to client: 0-5
Instruction session: 0-5

Assessment criteria, fail (0)

The student does not meet the minimum requirements for the assignments (as a value of 1).

Assessment criteria, excellent (5)

Has an excellent basic techniques of gym training as well as functional anatomy.
Is able to act in a customer-oriented, safe and goal-oriented manner in gym instruction situations.
Masters the preparation of a gym training program at an excellent level.
Is able to analyse, reflect and critically evaluate his/her own competence.
Is able to act independently, responsibly, proactively and flexibly in the course assignments.
Is able to act as a member of a group promoting and developing the group's activities.

Toteutuksen arviointikriteerit, hyvä (3-4)

Masters the basic techniques of gym training, as well as functional anatomy at a satisfactory or good level.
Is able to act mainly in a customer-oriented, safe and goal-oriented guidance situation.
Masters the elaboration of a gym training program at a satisfactory or good level.
Is able to analyse, reflect and evaluate his/her own competence.
Is able to act independently, responsibly, proactively and flexibly in the course assignments.
Is able to act as a member of a group promoting and developing the group's activities.

Assessment criteria, satisfactory (1)

Masters some basic gym training techniques and functional anatomy.
Is able to act appropriately in a gym instructing situation, although the operation is still uncertain.
Masters the compilation of a gym training program at a moderate level.
The assessment of one's own competence is uncertain in some respects.

Prerequisites

Anatomy and physiology
Exercise physiology

Objective

This course covers the information needed to understand the Human Resource Management aspect of an organization. It will develop an understanding of the skills needed for the formulation and implementation of HRM strategies while providing the basic information necessary to understand the function of management and leadership in an organization.

Content

Introduction to the basic principles of human resource management
Introduction to the basic principles of leadership and organization
Human resource policies
Competence-based human resource management
Human resource planning, recruitment, selection and retention
Orientation, training and development
Performance management
Remuneration and reward
Employee relations
International dimensions of HRM

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates ability to use and apply the concepts and theoretical framework learned in this course
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrate ability to systematically use the concepts learned in this course with ability to name, describe and give reasons for basic knowledge of the theories and concepts learned in this course
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: ability to identify the main/individual concepts learned in the course and applies basic analysis using the concepts and theories learned from the course; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Assessment criteria, approved/failed

Research project, group work, literature review task and presentation

Objective

This course covers the information needed to understand the Human Resource Management aspect of an organization. It will develop an understanding of the skills needed for the formulation and implementation of HRM strategies while providing the basic information necessary to understand the function of management and leadership in an organization.

Content

Introduction to the basic principles of human resource management
Introduction to the basic principles of leadership and organization
Human resource policies
Competence-based human resource management
Human resource planning, recruitment, selection and retention
Orientation, training and development
Performance management
Remuneration and reward
Employee relations
International dimensions of HRM

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates ability to use and apply the concepts and theoretical framework learned in this course
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrate ability to systematically use the concepts learned in this course with ability to name, describe and give reasons for basic knowledge of the theories and concepts learned in this course
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: ability to identify the main/individual concepts learned in the course and applies basic analysis using the concepts and theories learned from the course; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Assessment criteria, approved/failed

Research project, group work, literature review task and presentation

Objective

The students will be able to define the key concepts of intercultural communication and cultural dimensions. They will become acquainted with students from other cultures and gain an awareness of how culture impacts communication and behavior in a multicultural environment and teams. They will be able to describe the process of adapting to a new culture and will identify and prevent culture shock.

Content

Cultural concepts and dimensions
Intercultural communication in a multicultural environment and teams

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Pass: The students complete discussions, assignments and a presentation on a chosen culture.

Fail: The students do not participate in discussions, do not complete the assignments and fail to deliver a presentation.

Please note that a Pass grade is the equivalent of a grade 3.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

The students will be able to define the key concepts of intercultural communication and cultural dimensions. They will become acquainted with students from other cultures and gain an awareness of how culture impacts communication and behavior in a multicultural environment and teams. They will be able to describe the process of adapting to a new culture and will identify and prevent culture shock.

Content

Cultural concepts and dimensions
Intercultural communication in a multicultural environment and teams

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Pass: The students complete discussions, assignments and a presentation on a chosen culture.

Fail: The students do not participate in discussions, do not complete the assignments and fail to deliver a presentation.

Please note that a Pass grade is the equivalent of a grade 3.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

The students will be able to define the key concepts of intercultural communication and cultural dimensions. They will become acquainted with students from other cultures and gain an awareness of how culture impacts communication and behavior in a multicultural environment and teams. They will be able to describe the process of adapting to a new culture and will identify and prevent culture shock.

Content

Cultural concepts and dimensions
Intercultural communication in a multicultural environment and teams

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Pass: The students complete discussions, assignments and a presentation on a chosen culture.

Fail: The students do not participate in discussions, do not complete the assignments and fail to deliver a presentation.

Please note that a Pass grade is the equivalent of a grade 3.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

The students will be able to define the key concepts of intercultural communication and cultural dimensions. They will become acquainted with students from other cultures and gain an awareness of how culture impacts communication and behavior in a multicultural environment and teams. They will be able to describe the process of adapting to a new culture and will identify and prevent culture shock.

Content

Cultural concepts and dimensions
Intercultural communication in a multicultural environment and teams

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Pass: The students complete discussions, assignments and a presentation on a chosen culture.

Fail: The students do not participate in discussions, do not complete the assignments and fail to deliver a presentation.

Please note that a Pass grade is the equivalent of a grade 3.

Prerequisites

B2, Common European Framework of Reference for Languages

Objective

The course will provide students with a general knowledge of the legal framework of business operations with special focus on contract and trade laws. Apart from dealing with current legal rules and regulations affecting business operations students will be exposed to new developments and trends of legal environments of business

Content

Legal systems
Contract law
Business law
Labour Law

Location and time

autumn 2024

Materials

See reppu

Teaching methods

Online -course

Exam schedules

No exam, Assessment: course assignments.

Student workload

100 h.

Content scheduling

Online -course + 1 teams info and 2 teams lessons.

Further information

to LBI, LBE and ASL students only.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students demonstrate an ability to use professional terminology in a controlled manner and base their decisions on customer needs and using an extended knowledge base. They demonstrate the ability to assess the requirements and consequences of their own activities systematically. The students demonstrate the ability to create a good working atmosphere in their group.

Assessment criteria, good (3)

Students can demonstrate their ability to perceive the links between central and appropriate professional concepts and can base decision-making using the field's knowledge base. They are able to distinguish between the requirements and consequences of their operations and participate in the group's activities.

Assessment criteria, satisfactory (1)

The students will demonstrate their ability to use central and appropriate professional concepts and to make choices founded on knowledge in their field. They can recognize the requirements and consequences of their own operations and participate in the activities of the group.

Objective

The course will provide students with a general knowledge of the legal framework of business operations with special focus on contract and trade laws. Apart from dealing with current legal rules and regulations affecting business operations students will be exposed to new developments and trends of legal environments of business

Content

Legal systems
Contract law
Business law
Labour Law

Materials

See moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students demonstrate an ability to use professional terminology in a controlled manner and base their decisions on customer needs and using an extended knowledge base. They demonstrate the ability to assess the requirements and consequences of their own activities systematically. The students demonstrate the ability to create a good working atmosphere in their group.

Assessment criteria, good (3)

Students can demonstrate their ability to perceive the links between central and appropriate professional concepts and can base decision-making using the field's knowledge base. They are able to distinguish between the requirements and consequences of their operations and participate in the group's activities.

Assessment criteria, satisfactory (1)

The students will demonstrate their ability to use central and appropriate professional concepts and to make choices founded on knowledge in their field. They can recognize the requirements and consequences of their own operations and participate in the activities of the group.

Objective

The course will provide students with a general knowledge of the legal framework of business operations with special focus on contract and trade laws. Apart from dealing with current legal rules and regulations affecting business operations students will be exposed to new developments and trends of legal environments of business

Content

Legal systems
Contract law
Business law
Labour Law

Materials

See moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students demonstrate an ability to use professional terminology in a controlled manner and base their decisions on customer needs and using an extended knowledge base. They demonstrate the ability to assess the requirements and consequences of their own activities systematically. The students demonstrate the ability to create a good working atmosphere in their group.

Assessment criteria, good (3)

Students can demonstrate their ability to perceive the links between central and appropriate professional concepts and can base decision-making using the field's knowledge base. They are able to distinguish between the requirements and consequences of their operations and participate in the group's activities.

Assessment criteria, satisfactory (1)

The students will demonstrate their ability to use central and appropriate professional concepts and to make choices founded on knowledge in their field. They can recognize the requirements and consequences of their own operations and participate in the activities of the group.

Objective

Explore skills of successful global leaders and discover what it takes to lead a cohesive global team, this course aims to enhance the participants' personal skills and competencies as leaders and to broaden understanding of key management issues. The curriculum targets to develop your interpersonal and intercultural skills to lead your teams through rapidly changing environment, and challenging times.

The learning outcome of the course:
• Familiarize some general models and theories of leadership
• Obtain knowledge, skills and attitudes to lead effectively
• Develop leadership style and enhance cultural intelligence skills through course projects
• Ethical and sustainable consideration as a leader
• Appreciate the impact of culture to adapt the leadership style

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates good ability to use and apply the concepts and theoretical framework learned in this course
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrates ability to systematically use the concepts learned in this course with ability to name, describe and give reasons for basic knowledge of the theories and concepts learned in this course
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: basic ability to identify the main/individual concepts learned in the course and applies basic analysis using the concepts and theories learned from the course; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Objective

Explore skills of successful global leaders and discover what it takes to lead a cohesive global team, this course aims to enhance the participants' personal skills and competencies as leaders and to broaden understanding of key management issues. The curriculum targets to develop your interpersonal and intercultural skills to lead your teams through rapidly changing environment, and challenging times.

The learning outcome of the course:
• Familiarize some general models and theories of leadership
• Obtain knowledge, skills and attitudes to lead effectively
• Develop leadership style and enhance cultural intelligence skills through course projects
• Ethical and sustainable consideration as a leader
• Appreciate the impact of culture to adapt the leadership style

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• Knowledge: demonstrates good ability to use and apply the concepts and theoretical framework learned in this course
• Skills: demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge; demonstrate ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments; demonstrate creative but realistic and pragmatic approach to problem solving
• Attitudes: work smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles; contributes excellent team work and output

Assessment criteria, good (3)

• Knowledge: demonstrates ability to systematically use the concepts learned in this course with ability to name, describe and give reasons for basic knowledge of the theories and concepts learned in this course
• Skills: demonstrates ability to select appropriate practices based on acquired knowledge and instructions and ability to work independently and responsibly completing different tasks in all learning and operational environments; demonstrates ability to apply techniques and concepts learned under minimal guidance in a reasonable manner to problem solving.
• Attitudes: works smoothly and professionally as a team to achieve common goals of the group according to ethical principles; demonstrates good team work and output

Assessment criteria, satisfactory (1)

• Knowledge: basic ability to identify the main/individual concepts learned in the course and applies basic analysis using the concepts and theories learned from the course; ability to name and describe the concept.
• Skills: demonstrates ability to work in an appropriate manner with more guidance and supervision, though some uncertainty may be evident in the work; shows basic ability to use the techniques and models of the professional field in basic application
• Attitudes: demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles; team work with peers is largely satisfactory

Objective

The students will know the meaning of profitability and learn how to make calculations required by managers for planning, decision-making and control.

Content

General terms and aims in management accounting
Economic balance: profitability, liquidity and solidity
Cost-volume-profit analysis
Long-term calculations, investments
Budgeting
Cost accounting
Activity based costing

Materials

Opettajan tekemä materiaali
Opintojakson alussa sovittava materiaali/kirjallisuus

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student can interpret and make use of management accounting theory.
Student can independently compile demanding profitability planning and control related calculations.
Student can develop their group and team and create a good working atmosphere.

Assessment criteria, good (3)

Student can interpret management accounting theory.
Student can compile demanding profitability planning and control related calculations.
Student participates in the work of their groups or teams to attain common goals.

Assessment criteria, satisfactory (1)

Student is aware of management accounting theory.
Student Can compile demanding profitability planning and control related calculations under supervision.
Student participates in group (classroom) activities.

Objective

The students will know the meaning of profitability and learn how to make calculations required by managers for planning, decision-making and control.

Content

General terms and aims in management accounting
Economic balance: profitability, liquidity and solidity
Cost-volume-profit analysis
Long-term calculations, investments
Budgeting
Cost accounting
Activity based costing

Materials

Opettajan tekemä materiaali
Opintojakson alussa sovittava materiaali/kirjallisuus

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student can interpret and make use of management accounting theory.
Student can independently compile demanding profitability planning and control related calculations.
Student can develop their group and team and create a good working atmosphere.

Assessment criteria, good (3)

Student can interpret management accounting theory.
Student can compile demanding profitability planning and control related calculations.
Student participates in the work of their groups or teams to attain common goals.

Assessment criteria, satisfactory (1)

Student is aware of management accounting theory.
Student Can compile demanding profitability planning and control related calculations under supervision.
Student participates in group (classroom) activities.

Objective

The students will know the meaning of profitability and learn how to make calculations required by managers for planning, decision-making and control.

Content

General terms and aims in management accounting
Economic balance: profitability, liquidity and solidity
Cost-volume-profit analysis
Long-term calculations, investments
Budgeting
Cost accounting
Activity based costing

Location and time

Face-to-face lessons

Materials

Material provided by the teacher (in Reppu)
Material agreed at the beginning of the course

Teaching methods

Lessons
Exercises
Team Assignments

Exam schedules

To be announced at the beginning of the course

Completion alternatives

To be agreed separately on a case-by-case basis

Student workload

The course requires 135 hours of student work

Content scheduling

See course content

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student can interpret and make use of management accounting theory.
Student can independently compile demanding profitability planning and control related calculations.
Student can develop their group and team and create a good working atmosphere.

Assessment criteria, good (3)

Student can interpret management accounting theory.
Student can compile demanding profitability planning and control related calculations.
Student participates in the work of their groups or teams to attain common goals.

Assessment criteria, satisfactory (1)

Student is aware of management accounting theory.
Student Can compile demanding profitability planning and control related calculations under supervision.
Student participates in group (classroom) activities.

Objective

Students will be conversant with the basic methods of analysing movement,and the progress of motor learning

Content

The basic elements of movement
Observing performance
Analyzing performance
Motor learning

Location and time

Spring semester

Materials

Material in Reppu

Teaching methods

Classroom teaching, group working, independent studying

Exam schedules

No exam

Completion alternatives

Opinnollistaminen mahdollista

Student workload

Classroom teaching 30h, independent studying 50h

Content scheduling

Stages of motor development
Classification of motor skills
Skill learning and skill training
Theories of motor learning
Analysing and reflecting on one's own skills

See more detailed sequencing of the content on the Reppu platform

Evaluation scale

0 - 5

Assessment criteria, approved/failed

Excellent:

Versatile and deep description about the learning process. Many practical examples and clear connection to presented theories. Individual reflection to this process and special interest to the subject. Student is also able to analyse own and peers progress in the motor skills and also able to analyse movements.

Good

Wide description of the motor learning process and connection to evidence based reporting. Good practical examples and noticed also individual approach to learning. Positive attitude towards the subject. Well prepared presentation and strong connection between theory and practice.

Satisfactory

The report descriped mainly with the practical examples and a few connections to theories. Some personal opinions presented and no individual conception to the subject.

Assessment methods and criteria

Attendance in lessons 80%: pass-fail
Skill-training task: 0-5
Learning diary: 0-5
Instruction session + lesson plan: pass-fail

Assessment criteria, fail (0)

The criteria for grade 1 are not met.

Assessment criteria, excellent (5)

The student is able to plan and implement individual, goal-oriented and appropriate skill training instruction sessions at an excellent level.
The student is able to design individual, goal-oriented and appropriate skill training programs at an excellent level.
The student is able to deeply analyze and apply what they have learned.
The student understands different theories of motor learning and the differences between them.

Toteutuksen arviointikriteerit, hyvä (3-4)

The student is able to plan and implement individual, goal-oriented and appropriate skill training instruction sessions at a satisfactory or good level.
The student is able to design individual, goal-oriented and appropriate skill training programs at a satisfactory or good level.
The student is able to analyze and apply what they have learned at a satisfactory or good level.
The student understands different theories of motor learning.

Assessment criteria, satisfactory (1)

The student is able to plan and implement goal-oriented skill training instruction sessions, but there is uncertainty in the guidance.
The student is able to plan skill training training programs, but the principles of developmental training are not fully realized.
The student is able to name different theories of motor learning.

Further information

Teaching language english

Objective

The students will master muscle strengthening and stretching exercises, and will be able to provide muscle care instruction to customers as well as changing basic drills to match work load when instructing different exercise groups. They will be able to conduct functional mobility tests and can identify the central contents of functional training.

Content

Strengthening and stretching exercises
Functional mobility tests
Functional training

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student is able to expertly and versatile use the different methods of muscle care and to justify and analyze the choices. The student is able to use a variety of strengthening and stretching exercises for the muscles and apply the content to meet the workload, as well as to analyze and justify their choices. The student is able to expertly and versatile apply functional training as part of muscle care.

Assessment criteria, good (3)

The student is able to consistently use different methods of muscle care and and to justify his / her choices. The student uses a variety of strengthening and stretching exercises for the muscles and applies the content to match the workload. The student is able to apply functional training as part of muscle care.

Assessment criteria, satisfactory (1)

The student identifies different training methods of muscle care. The student uses strengthening and stretching exercises targeted to the muscles to guide the client group, but the instructing is schematic.The student identifies the key elements of functional training.

Prerequisites

Anatomy and Physiology 4 cr

Objective

Students will comprehend the scope and evolution of activity management. They will be proficient in comparing programme offers and following the steps of planning and implementing nature-based activity programme services. The course provides a wide range of skills and knowledge needed when managing tourism activity services. Study content is partly perceived through a study trip.

Content

Goals and steps in outdoor activity programme planning
Customer/participant analysis
Guiding
Safety in outdoor activity programs
Sustainability

Evaluation scale

0 - 5

Objective

The aim of the course is to introduce the student to new technologies, business opportunities created by them and to learn the terminology and history of new technologies. The student is able to apply new technologies in his / her field of study and to recognize their special features. Students will get an overview of the current state of technology and future opportunities.

Content

• Impact of digitalization
• Smart phones and mobile apps
• Cloud Services and Big Data
• Internet of Things (IoT)
• Virtual Reality (VR), Augmented Reality (AR)
• Artificial intelligence and machine learning
• Blockchain

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student is able to critically analyse use cases for new technologies and develop creative new business ideas. The innovation project has been developed with care and is backed by research, showcasing a creative use of new technology. The student has participated actively in the course workshop lectures.

Assessment criteria, good (3)

The student understands the working principles of different new technologies and the changes they have caused in the business world and our social environment. The innovation project is based on already existing development and has been reasonably justified. The student has participated in the course workshop lectures.

Assessment criteria, satisfactory (1)

The student is able to explain different new technologies as a concept and to find existing use cases for them. The innovation project is a report of an existing technology concept. The student has occasionally participated in the course workshop lectures.

Objective

The aim of the course is to introduce the student to new technologies, business opportunities created by them and to learn the terminology and history of new technologies. The student is able to apply new technologies in his / her field of study and to recognize their special features. Students will get an overview of the current state of technology and future opportunities.

Content

• Impact of digitalization
• Smart phones and mobile apps
• Cloud Services and Big Data
• Internet of Things (IoT)
• Virtual Reality (VR), Augmented Reality (AR)
• Artificial intelligence and machine learning
• Blockchain

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The student is able to critically analyse use cases for new technologies and develop creative new business ideas. The innovation project has been developed with care and is backed by research, showcasing a creative use of new technology. The student has participated actively in the course workshop lectures.

Assessment criteria, good (3)

The student understands the working principles of different new technologies and the changes they have caused in the business world and our social environment. The innovation project is based on already existing development and has been reasonably justified. The student has participated in the course workshop lectures.

Assessment criteria, satisfactory (1)

The student is able to explain different new technologies as a concept and to find existing use cases for them. The innovation project is a report of an existing technology concept. The student has occasionally participated in the course workshop lectures.

Objective

The students understands the basics of Word, Excel, PowerPoint and Teams applications and is able to use them professionally during their studies and working life.

Content

Three credits include the Fundamentals and Advanced levels of Office programs.

Fundamentals:
- Basics of Text Processing
- Basics of Spreadsheets
- Basics of Slide Shows
- Participating in Meetings with Teams

Advanced:
- Long Documents
- Advanced Use of Excel
- The Keys to a Good Presentation

Evaluation scale

0 - 5

Assessment criteria, approved/failed

The student returns all six assignments with an acceptable level. Assignment completion requires also making any changes pointed out in the assignment feedback.

Further information

The student receives registration details for the online course through their student email.

Objective

The students understands the basics of Word, Excel, PowerPoint and Teams applications and is able to use them professionally during their studies and working life.

Content

Three credits include the Fundamentals and Advanced levels of Office programs.

Fundamentals:
- Basics of Text Processing
- Basics of Spreadsheets
- Basics of Slide Shows
- Participating in Meetings with Teams

Advanced:
- Long Documents
- Advanced Use of Excel
- The Keys to a Good Presentation

Evaluation scale

0 - 5

Assessment criteria, approved/failed

The student returns all six assignments with an acceptable level. Assignment completion requires also making any changes pointed out in the assignment feedback.

Further information

The student receives registration details for the online course through their student email.

Objective

The students understands the basics of Word, Excel, PowerPoint and Teams applications and is able to use them professionally during their studies and working life.

Content

Three credits include the Fundamentals and Advanced levels of Office programs.

Fundamentals:
- Basics of Text Processing
- Basics of Spreadsheets
- Basics of Slide Shows
- Participating in Meetings with Teams

Advanced:
- Long Documents
- Advanced Use of Excel
- The Keys to a Good Presentation

Evaluation scale

0 - 5

Assessment criteria, approved/failed

The student returns all six assignments with an acceptable level. Assignment completion requires also making any changes pointed out in the assignment feedback.

Further information

The student receives registration details for the online course through their student email.

Objective

The students understands the basics of Word, Excel, PowerPoint and Teams applications and is able to use them professionally during their studies and working life.

Content

Three credits include the Fundamentals and Advanced levels of Office programs.

Fundamentals:
- Basics of Text Processing
- Basics of Spreadsheets
- Basics of Slide Shows
- Participating in Meetings with Teams

Advanced:
- Long Documents
- Advanced Use of Excel
- The Keys to a Good Presentation

Evaluation scale

0 - 5

Assessment criteria, approved/failed

The student returns all six assignments with an acceptable level. Assignment completion requires also making any changes pointed out in the assignment feedback.

Further information

The student receives registration details for the online course through their student email.

Objective

The students understands the basics of Word, Excel, PowerPoint and Teams applications and is able to use them professionally during their studies and working life.

Content

Three credits include the Fundamentals and Advanced levels of Office programs.

Fundamentals:
- Basics of Text Processing
- Basics of Spreadsheets
- Basics of Slide Shows
- Participating in Meetings with Teams

Advanced:
- Long Documents
- Advanced Use of Excel
- The Keys to a Good Presentation

Evaluation scale

0 - 5

Assessment criteria, approved/failed

The student returns all six assignments with an acceptable level. Assignment completion requires also making any changes pointed out in the assignment feedback.

Further information

The student receives registration details for the online course through their student email.

Objective

The students will be able to use different forms of exercise and sports to develop motor skills. They will master the basic knowledge and skills associated with the most common sports and can lead skills training and different sports drills in a customer oriented manner. The students will be able to help with movements and ensure a safe exercise environment. They will know the tactics principles of the ball games covered during the course.

Content

Skills and sports training
Key sports, rules, tactics and equipment
Safe exercise environment

Materials

Materials possibly in Moodle.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Active attendance at least 80 %. Excellent knowledge and skills in different sports.
Excellent knowledge and skills to plan and execute instruction session.

Further information

This course is carried out and can be passed only in face to face demonstrations.

Objective

The students will be able to use different forms of exercise and sports to develop motor skills. They will master the basic knowledge and skills associated with the most common sports and can lead skills training and different sports drills in a customer oriented manner. The students will be able to help with movements and ensure a safe exercise environment. They will know the tactics principles of the ball games covered during the course.

Content

Skills and sports training
Key sports, rules, tactics and equipment
Safe exercise environment

Location and time

Spring term from January untill April

Materials

Material in Reppu platform. Return boxes for tasks are there

Teaching methods

Practical demos in Vuokatti
There is no possibility to study independent or online

Exam schedules

There is no exam. The course includes also written lesson plan tasks.

Completion alternatives

A student who has previous studies in a sports university or applied university could show competence.

Student workload

Includes

Content scheduling

Contact lessons
Creating a lesson plan
Excecuting and instructing a lesson

Evaluation scale

0 - 5

Assessment methods and criteria

Attendance 80 %
A student takes care themselves about the rates
Participating, activity, skills and attitude is assessed from 1 to 5.
A lesson plan and instructing is assessed from 1 to 5

Assessment criteria, fail (0)

Attendance is 40 % or less
Inactivity during lessons
A lesson plan has not been submitted
Instructing has not been excecuted

Assessment criteria, excellent (5)

The students will be able to use different forms of exercise and sports to develop motor skills. They will master the basic knowledge and skills associated with the most common sports and can lead skills training and different sports drills in a customer oriented manner. The students will be able to help with movements and ensure a safe exercise environment. They will know the tactics principles of the ball games covered during the course.

Objective

Students will know the business idea of their practical training place and the work involved in sports instruction. They will plan, carry out, and evaluate supervised exercise sessions for different types of groups, while continuing to develop themselves as instructors.

Content

An 8-week practical training period in a municipal exercise/leisure department, a sports/exercise organisation and club or in public exercise/leisure companies and institutions (in Finland or abroad).

Evaluation scale

0 - 5

Assessment criteria, approved/failed

To be announced.

Objective

The course will provide participants with a fundamental understanding of marketing, its role in business and the strategies available to achieve its objectives. It examines the origins of marketing and its development into a business philosophy in an international context. It also presents a decision-making course. Students will be expected to apply the concepts of marketing and planning to real-world situations. The course will cover identifying markets, buying behavior, product planning, pricing, distribution and communication strategies. The focus of the course will be on developing a marketing plan. The module is essential for further marketing studies.

Content

Marketing environment, Marketing/Corporate strategy,
Consumers behavior,
Segmentation, targeting and positioning, Market research, Marketing mix strategies, Services marketing, Customer relationship marketing.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student uses the right basic concept in a versatile and broad manner as well as provides excellent description of key elements of the key concepts taught in the course. Student demonstrates clearly the ability to apply concepts in practice independently, confidently and pro-actively.

Assessment criteria, good (3)

The student uses the right basic concept consistently and provides the terminology and key elements in the concepts taught. The student has an ability to justify and reason the choice and application of specific concepts.

Assessment criteria, satisfactory (1)

Student demonstrates basic understanding of concepts introduced in the course and ability to apply and implement the concepts learned in the course.

Objective

The course will provide participants with a fundamental understanding of marketing, its role in business and the strategies available to achieve its objectives. It examines the origins of marketing and its development into a business philosophy in an international context. It also presents a decision-making course. Students will be expected to apply the concepts of marketing and planning to real-world situations. The course will cover identifying markets, buying behavior, product planning, pricing, distribution and communication strategies. The focus of the course will be on developing a marketing plan. The module is essential for further marketing studies.

Content

Marketing environment, Marketing/Corporate strategy,
Consumers behavior,
Segmentation, targeting and positioning, Market research, Marketing mix strategies, Services marketing, Customer relationship marketing.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student uses the right basic concept in a versatile and broad manner as well as provides excellent description of key elements of the key concepts taught in the course. Student demonstrates clearly the ability to apply concepts in practice independently, confidently and pro-actively.

Assessment criteria, good (3)

The student uses the right basic concept consistently and provides the terminology and key elements in the concepts taught. The student has an ability to justify and reason the choice and application of specific concepts.

Assessment criteria, satisfactory (1)

Student demonstrates basic understanding of concepts introduced in the course and ability to apply and implement the concepts learned in the course.

Objective

The course will provide participants with a fundamental understanding of marketing, its role in business and the strategies available to achieve its objectives. It examines the origins of marketing and its development into a business philosophy in an international context. It also presents a decision-making course. Students will be expected to apply the concepts of marketing and planning to real-world situations. The course will cover identifying markets, buying behavior, product planning, pricing, distribution and communication strategies. The focus of the course will be on developing a marketing plan. The module is essential for further marketing studies.

Content

Marketing environment, Marketing/Corporate strategy,
Consumers behavior,
Segmentation, targeting and positioning, Market research, Marketing mix strategies, Services marketing, Customer relationship marketing.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Student uses the right basic concept in a versatile and broad manner as well as provides excellent description of key elements of the key concepts taught in the course. Student demonstrates clearly the ability to apply concepts in practice independently, confidently and pro-actively.

Assessment criteria, good (3)

The student uses the right basic concept consistently and provides the terminology and key elements in the concepts taught. The student has an ability to justify and reason the choice and application of specific concepts.

Assessment criteria, satisfactory (1)

Student demonstrates basic understanding of concepts introduced in the course and ability to apply and implement the concepts learned in the course.

Objective

Students will be able to recognise central learning concepts and methods. They will be able to plan, implement, and assess teaching and instruction situations. They can explain how the theoretical base of health promotion has developed, being able to define the central concepts of health promotion. They will recognise the main content areas of health promotion, being able to analyse the main factors that pose a threat to the health and well-being of different age groups. They can describe the principle foundations of healthy exercise, recognising the significance of a way of life involving plenty of exercise to health and well-being.

Content

Learning concepts and methods
Learning and instruction
Theory of health and well-being
Principles of health promoting exercise

Materials

Materials in Moodle

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Students select the instruction method to be used for an instruction and teaching session with expertise. They are able to plan, implement and assess how the objectives of a group exercise instruction and classroom teaching session are achieved. The students work proactively in a professional and goal-oriented manner in teaching and instruction situations. Students are able to critically evaluate and analyse the importance of an exercise-based way of life. Students are able to interpret and apply the key concepts and content of health and welfare, as well as the impact mechanisms, recommendations and amounts of health promoting exercise. Students are able to analyse fitness measurements. They work well in groups promoting and developing the group's activities.

Assessment criteria, good (3)

The students can name, describe and justify learning concepts and
teaching methods. They select apt procedures for instructing groups and for the classroom teaching session and can assess their implementation. The students work independently and responsibly in learning and instruction situations. They are able to justify and evaluate the exercise based way of life. The students can name, describe and justify the key concepts and content of health and welfare, as well as the impact mechanisms and recommendations of health promoting exercise and forms of exercise and sports. Students can carry out and justify
health fitness measurements. They can work as a team to achieve the group’s objectives.

Assessment criteria, satisfactory (1)

The students are able to name and describe learning concepts and teaching methods. They are able to design and implement a group exercise instruction as well as a classroom teaching session. They work in an appropriate manner in learning and instruction situations recognising the importance of an exercise-based way of life. The students are able to name and describe the key concepts and content of health and welfare, as well as the impacts, recommendations and amounts of health promoting exercise and different forms of health-promoting exercise. The students are able to conduct fitness measurements and can work as a member a group.

Assessment criteria, approved/failed

To be announced

Further information

Get familiar with Progression plan of the course, which is introduced in the first lecture.

Objective

• The student knows how to plan, implement and evaluate a work-life based project.
• The student manages the project process, and the documentation of it.
• The student knows how to communicate about the project in an expert way.
• The student knows how to cooperate in a team.

Content

Carrying out a project, for example a development task, research task or an event, in the field of sports & leisure.

Completion alternatives

Recognition of previously acquired competence (AHOT):
50 % (two credits out of four) can be accredited following the KAMK guidelines.

Assessment criteria, approved/failed

Criteria for a passed course:
• The student knows how to work in a goal-oriented, responsible and self-initiative manner.
• The student applies the project process in their project. They can evaluate and reflect on their competences.
• The student communicates clearly and factually about the project.
• The student works flexibly in a project team to achieve a common goal.
• All project forms and documents are completed, submitted and approved by the teacher supervisor.
• Commissioner feedback is collected and shared.

Evaluation scale

Hylätty/Hyväksytty

Assessment criteria, approved/failed

Criteria for a passed course:
• The student knows how to work in a goal-oriented, responsible and self-initiative manner.
• The student applies the project process in their project. They can evaluate and reflect on their competences.
• The student communicates clearly and factually about the project.
• The student works flexibly in a project team to achieve a common goal.
• All project forms and documents are completed, submitted and approved by the teacher supervisor.
• Commissioner feedback is collected and shared.

Prerequisites

Passed Project and Event management course.

Objective

The students will be able to plan a safe, responsible and profitable event.

Content

Content production, technical implementation and financial planning in event production
Event ecosystem
Event marketing
Creating a safe and responsible event

Evaluation scale

0 - 5

Objective

The student will adopt the way of goal-oriented working in projects, as a team.
The student is able to plan and implement a Project, use Project Tools and Collaboration Tools.
The students will be familiar with different types of events. They will gain the knowledge and skills in organizing an event.

Content

The Project Management Framework
Global Business and intercultural Projects
Project Communication Management
Project Risk Management
Project Documentation and Project Management Tools

Event management theory
Event typology and types of events
Operational and strategic dimensions of events
Event management or responsible role in an event

Evaluation scale

0 - 5

Objective

The student will adopt the way of goal-oriented working in projects, as a team.
The student is able to plan and implement a Project, use Project Tools and Collaboration Tools.
The students will be familiar with different types of events. They will gain the knowledge and skills in organizing an event.

Content

The Project Management Framework
Global Business and intercultural Projects
Project Communication Management
Project Risk Management
Project Documentation and Project Management Tools

Event management theory
Event typology and types of events
Operational and strategic dimensions of events
Event management or responsible role in an event

Evaluation scale

0 - 5

Objective

The student will adopt the way of goal-oriented working in projects, as a team.
The student is able to plan and implement a Project, use Project Tools and Collaboration Tools.
The students will be familiar with different types of events. They will gain the knowledge and skills in organizing an event.

Content

The Project Management Framework
Global Business and intercultural Projects
Project Communication Management
Project Risk Management
Project Documentation and Project Management Tools

Event management theory
Event typology and types of events
Operational and strategic dimensions of events
Event management or responsible role in an event

Evaluation scale

0 - 5

Objective

The students will have the basic skills to become an expert and carry out different types of development projects and they will understand their significance to competence development. They will be able to apply research methods in enterprise development and can critically evaluate knowledge generated by research and development work.

Content

- R&D points of departure,
- Qualitative research process,
- Quantitative research process,
- Analysis and interpretation of the research material

Location and time

See the timetable of ASL22S

Materials

It will be announced in connection with the course.

Teaching methods

Lectures and workshops, contact teaching and individual study, tasks and exam.

Exam schedules

It will be announced in connection with the course.

Completion alternatives

It is possible to do part 1 of the course independently as an online study, but the recommended way of studying is to participate in face-to-face teaching/workshops.

Student workload

5 cr = 135 hours

Content scheduling

Part 1 (3 cr)/qualitative research and development task based thesis: Kirsi Huotari
Part 2 (2 cr)/statistics: Aki Kortelainen

Further information

The course is related to the thesis process. Part 1 of the course must be completed before the thesis plan presentation. You must attend the first session of each course, because then the teacher will present the basics information of the course. Completing the course is facilitated if you already know the topic of your thesis. However, it is not mandatory.

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students can use the concepts of research and development and quality control with expertise and in a variety of ways.
The students are able to analyse and critically assess existing research.
The students are able to analyse, compare, combine and choose knowledge and present alternative practices in research, development and quality control processes.
The students are able to analyse, reflect upon and critically assess their own expertise.
The students are able to work independently, responsibly and with initiative.
They are able to work as members of a team to promote and develop the team’s operations to achieve common goals.
The student can critically apply ethical principles in their work.

Assessment criteria, good (3)

The students are able to use the key concepts of research and development systematically.
The students can describe the various processes of research and development and give reasons for their use.
They are able to analyse existing research.
The students are able to choose suitable practices and methods for research and development and quality control work based on acquired knowledge
The students are able to assess and reflect on their own expertise.
The students are able to work independently and responsibly.
They are able to work as members of a team to achieve common goals.
They are able to justify their work according to ethical principles.

Assessment criteria, satisfactory (1)

The students are able to use as required the key concepts of research and development work.
They are able to outline the general process of research and development.
The students are able to summarise an existing piece of research.
They are able to plan the implementation of a method or methods linked to a research process, as required, although their work displays some uncertainty.
The students are able to use research and development methods and quality tools as required, with supervision.
The students are able to work as members of a team and take responsibility for their own work with consideration for other members of the team.

Assessment methods and criteria

1-5, see the course information.

Objective

The students will have the basic skills to become an expert and carry out different types of development projects and they will understand their significance to competence development. They will be able to apply research methods in enterprise development and can critically evaluate knowledge generated by research and development work.

Content

- R&D points of departure,
- Qualitative research process,
- Quantitative research process,
- Analysis and interpretation of the research material

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students can use the concepts of research and development and quality control with expertise and in a variety of ways.
The students are able to analyse and critically assess existing research.
The students are able to analyse, compare, combine and choose knowledge and present alternative practices in research, development and quality control processes.
The students are able to analyse, reflect upon and critically assess their own expertise.
The students are able to work independently, responsibly and with initiative.
They are able to work as members of a team to promote and develop the team’s operations to achieve common goals.
The student can critically apply ethical principles in their work.

Assessment criteria, good (3)

The students are able to use the key concepts of research and development systematically.
The students can describe the various processes of research and development and give reasons for their use.
They are able to analyse existing research.
The students are able to choose suitable practices and methods for research and development and quality control work based on acquired knowledge
The students are able to assess and reflect on their own expertise.
The students are able to work independently and responsibly.
They are able to work as members of a team to achieve common goals.
They are able to justify their work according to ethical principles.

Assessment criteria, satisfactory (1)

The students are able to use as required the key concepts of research and development work.
They are able to outline the general process of research and development.
The students are able to summarise an existing piece of research.
They are able to plan the implementation of a method or methods linked to a research process, as required, although their work displays some uncertainty.
The students are able to use research and development methods and quality tools as required, with supervision.
The students are able to work as members of a team and take responsibility for their own work with consideration for other members of the team.

Objective

The students will have the basic skills to become an expert and carry out different types of development projects and they will understand their significance to competence development. They will be able to apply research methods in enterprise development and can critically evaluate knowledge generated by research and development work.

Content

- R&D points of departure,
- Qualitative research process,
- Quantitative research process,
- Analysis and interpretation of the research material

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students can use the concepts of research and development and quality control with expertise and in a variety of ways.
The students are able to analyse and critically assess existing research.
The students are able to analyse, compare, combine and choose knowledge and present alternative practices in research, development and quality control processes.
The students are able to analyse, reflect upon and critically assess their own expertise.
The students are able to work independently, responsibly and with initiative.
They are able to work as members of a team to promote and develop the team’s operations to achieve common goals.
The student can critically apply ethical principles in their work.

Assessment criteria, good (3)

The students are able to use the key concepts of research and development systematically.
The students can describe the various processes of research and development and give reasons for their use.
They are able to analyse existing research.
The students are able to choose suitable practices and methods for research and development and quality control work based on acquired knowledge
The students are able to assess and reflect on their own expertise.
The students are able to work independently and responsibly.
They are able to work as members of a team to achieve common goals.
They are able to justify their work according to ethical principles.

Assessment criteria, satisfactory (1)

The students are able to use as required the key concepts of research and development work.
They are able to outline the general process of research and development.
The students are able to summarise an existing piece of research.
They are able to plan the implementation of a method or methods linked to a research process, as required, although their work displays some uncertainty.
The students are able to use research and development methods and quality tools as required, with supervision.
The students are able to work as members of a team and take responsibility for their own work with consideration for other members of the team.

Objective

The students will have the basic skills to become an expert and carry out different types of development projects and they will understand their significance to competence development. They will be able to apply research methods in enterprise development and can critically evaluate knowledge generated by research and development work.

Content

- R&D points of departure,
- Qualitative research process,
- Quantitative research process,
- Analysis and interpretation of the research material

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students can use the concepts of research and development and quality control with expertise and in a variety of ways.
The students are able to analyse and critically assess existing research.
The students are able to analyse, compare, combine and choose knowledge and present alternative practices in research, development and quality control processes.
The students are able to analyse, reflect upon and critically assess their own expertise.
The students are able to work independently, responsibly and with initiative.
They are able to work as members of a team to promote and develop the team’s operations to achieve common goals.
The student can critically apply ethical principles in their work.

Assessment criteria, good (3)

The students are able to use the key concepts of research and development systematically.
The students can describe the various processes of research and development and give reasons for their use.
They are able to analyse existing research.
The students are able to choose suitable practices and methods for research and development and quality control work based on acquired knowledge
The students are able to assess and reflect on their own expertise.
The students are able to work independently and responsibly.
They are able to work as members of a team to achieve common goals.
They are able to justify their work according to ethical principles.

Assessment criteria, satisfactory (1)

The students are able to use as required the key concepts of research and development work.
They are able to outline the general process of research and development.
The students are able to summarise an existing piece of research.
They are able to plan the implementation of a method or methods linked to a research process, as required, although their work displays some uncertainty.
The students are able to use research and development methods and quality tools as required, with supervision.
The students are able to work as members of a team and take responsibility for their own work with consideration for other members of the team.

Objective

To provide students with a comprehensive view of service and product development principles. Participants will gain a thorough understanding of the distinctive characteristics of both services and products, whilst understanding the importance of concept development in today´s international business environment. The student will learn to acknowledge the meaning of the product and service development as well as the customer relationship management thinking.

Content

The content:

The distinctive characteristic of product and services
Product development process
Designing service offering
Servitizising canvas - service sophistication
Innovative product and service strategies in business

Materials

To be announced in the lectures

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Excellent (5) - All learning outcomes/ assessment criteria have been achieved to an exceptionally high-level demonstrating the following attributes:
• Exceptional understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work and conduction of workshop, including any subject-specific conventions, where applicable, are of very high quality throughout
• Evidence of effective communication of work to peers and others. Excellent teamwork.
• Offer stimulating and rigorous arguments that are likely to be at the limits of what may be expected at this level
• The course work has been executed/performed in an original way
• Outstanding ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of very high-quality analysis, synthesis, evaluation and critical appraisal
• Evidence of outstanding problem-solving skills and ability to suggests alternative approaches
• Evidence of outstanding ability to address complex issues both systematically and creatively

Assessment criteria, good (3)

Good (3-4) - All learning outcomes/ assessment criteria have been met fully at a good or very good standard demonstrating the following attributes:
• Good to very good understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• No significant inaccuracies, misunderstandings or errors
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work, including any subject-specific conventions, where appropriate, are of reasonable to good quality throughout
• Evidence of sufficiently effective communication of work and good teamwork
• Ability to present structured, clear and concise arguments
• The work has been approached and/or executed/performed in a comprehensive way with some degree of originality
• Evidence of sufficient ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of reasonable to good quality analysis, synthesis, evaluation and critical appraisal
• Evidence of sufficient problem solving skills and ability to suggest alternative approaches

Assessment criteria, satisfactory (1)

Satisfactory (1-2) - All learning outcomes/ assessment criteria have been met demonstrating the following attributes:
• Demonstrate sound understanding and exploration, some insight and/or appropriate research and using creative tools and processes
• Some minor inaccuracies and/or misunderstandings of concepts, theories or literature – small but not significant errors
• Some minor deviation from the specifications for the assessment task, including word limit where appropriate
• Meet the minimum standard to organize and present with some adherence to the subject-specific conventions
• Demonstrate some ability to develop an argument but can lack fluency. Teamwork is challenging
• The course work has been approached and/or executed/performed in a standard way with limited evidence of originality
• Some contextualisation but with a heavy reliance on a limited number of sources and, in general, the breadth and depth of sources and research are lacking
• Evidence of study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence
• Some, but limited evidence of analysis, synthesis, evaluation and critical appraisal
• Some evidence of problem solving skills
• Some evidence of ability to address complex issues adequately

Further information

The information about the course materials can be found in Reppu. The literature list will be provided at the beginning of the course

Objective

To provide students with a comprehensive view of service and product development principles. Participants will gain a thorough understanding of the distinctive characteristics of both services and products, whilst understanding the importance of concept development in today´s international business environment. The student will learn to acknowledge the meaning of the product and service development as well as the customer relationship management thinking.

Content

The content:

The distinctive characteristic of product and services
Product development process
Designing service offering
Servitizising canvas - service sophistication
Innovative product and service strategies in business

Materials

To be announced in the lectures

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Excellent (5) - All learning outcomes/ assessment criteria have been achieved to an exceptionally high-level demonstrating the following attributes:
• Exceptional understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work and conduction of workshop, including any subject-specific conventions, where applicable, are of very high quality throughout
• Evidence of effective communication of work to peers and others. Excellent teamwork.
• Offer stimulating and rigorous arguments that are likely to be at the limits of what may be expected at this level
• The course work has been executed/performed in an original way
• Outstanding ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of very high-quality analysis, synthesis, evaluation and critical appraisal
• Evidence of outstanding problem-solving skills and ability to suggests alternative approaches
• Evidence of outstanding ability to address complex issues both systematically and creatively

Assessment criteria, good (3)

Good (3-4) - All learning outcomes/ assessment criteria have been met fully at a good or very good standard demonstrating the following attributes:
• Good to very good understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• No significant inaccuracies, misunderstandings or errors
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work, including any subject-specific conventions, where appropriate, are of reasonable to good quality throughout
• Evidence of sufficiently effective communication of work and good teamwork
• Ability to present structured, clear and concise arguments
• The work has been approached and/or executed/performed in a comprehensive way with some degree of originality
• Evidence of sufficient ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of reasonable to good quality analysis, synthesis, evaluation and critical appraisal
• Evidence of sufficient problem solving skills and ability to suggest alternative approaches

Assessment criteria, satisfactory (1)

Satisfactory (1-2) - All learning outcomes/ assessment criteria have been met demonstrating the following attributes:
• Demonstrate sound understanding and exploration, some insight and/or appropriate research and using creative tools and processes
• Some minor inaccuracies and/or misunderstandings of concepts, theories or literature – small but not significant errors
• Some minor deviation from the specifications for the assessment task, including word limit where appropriate
• Meet the minimum standard to organize and present with some adherence to the subject-specific conventions
• Demonstrate some ability to develop an argument but can lack fluency. Teamwork is challenging
• The course work has been approached and/or executed/performed in a standard way with limited evidence of originality
• Some contextualisation but with a heavy reliance on a limited number of sources and, in general, the breadth and depth of sources and research are lacking
• Evidence of study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence
• Some, but limited evidence of analysis, synthesis, evaluation and critical appraisal
• Some evidence of problem solving skills
• Some evidence of ability to address complex issues adequately

Further information

The information about the course materials can be found in Reppu. The literature list will be provided at the beginning of the course

Objective

To provide students with a comprehensive view of service and product development principles. Participants will gain a thorough understanding of the distinctive characteristics of both services and products, whilst understanding the importance of concept development in today´s international business environment. The student will learn to acknowledge the meaning of the product and service development as well as the customer relationship management thinking.

Content

The content:

The distinctive characteristic of product and services
Product development process
Designing service offering
Servitizising canvas - service sophistication
Innovative product and service strategies in business

Materials

To be announced in the lectures

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Excellent (5) - All learning outcomes/ assessment criteria have been achieved to an exceptionally high-level demonstrating the following attributes:
• Exceptional understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work and conduction of workshop, including any subject-specific conventions, where applicable, are of very high quality throughout
• Evidence of effective communication of work to peers and others. Excellent teamwork.
• Offer stimulating and rigorous arguments that are likely to be at the limits of what may be expected at this level
• The course work has been executed/performed in an original way
• Outstanding ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of very high-quality analysis, synthesis, evaluation and critical appraisal
• Evidence of outstanding problem-solving skills and ability to suggests alternative approaches
• Evidence of outstanding ability to address complex issues both systematically and creatively

Assessment criteria, good (3)

Good (3-4) - All learning outcomes/ assessment criteria have been met fully at a good or very good standard demonstrating the following attributes:
• Good to very good understanding, exploration, insight and application of the theories, concepts, processes and creative tools learned.
• No significant inaccuracies, misunderstandings or errors
• Clear adherence to all specifications for the assessment task, including word limit where appropriate
• The organisation, structure and standard of presentation of the work, including any subject-specific conventions, where appropriate, are of reasonable to good quality throughout
• Evidence of sufficiently effective communication of work and good teamwork
• Ability to present structured, clear and concise arguments
• The work has been approached and/or executed/performed in a comprehensive way with some degree of originality
• Evidence of sufficient ability to reach appropriate decisions based on incomplete or complex evidence
• Evidence of reasonable to good quality analysis, synthesis, evaluation and critical appraisal
• Evidence of sufficient problem solving skills and ability to suggest alternative approaches

Assessment criteria, satisfactory (1)

Satisfactory (1-2) - All learning outcomes/ assessment criteria have been met demonstrating the following attributes:
• Demonstrate sound understanding and exploration, some insight and/or appropriate research and using creative tools and processes
• Some minor inaccuracies and/or misunderstandings of concepts, theories or literature – small but not significant errors
• Some minor deviation from the specifications for the assessment task, including word limit where appropriate
• Meet the minimum standard to organize and present with some adherence to the subject-specific conventions
• Demonstrate some ability to develop an argument but can lack fluency. Teamwork is challenging
• The course work has been approached and/or executed/performed in a standard way with limited evidence of originality
• Some contextualisation but with a heavy reliance on a limited number of sources and, in general, the breadth and depth of sources and research are lacking
• Evidence of study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence
• Some, but limited evidence of analysis, synthesis, evaluation and critical appraisal
• Some evidence of problem solving skills
• Some evidence of ability to address complex issues adequately

Further information

The information about the course materials can be found in Reppu. The literature list will be provided at the beginning of the course

Objective

Students learn basics elements of active and passive sport tourism. Students will gain academic knowledge needed in sport and adventure tourism programs. Upon completion of this course students can outline key characteristics of adventure and are able to discuss important aspects of the experience creation process. Students know about aspects concerning the sport and adventure tourism industry supply and demand side. With risk being a core characteristic of adventure, the course will raise students' awareness for proper risk management. The main elements of sport and adventure tourism business operations will be introduced. Furthermore, the course gives an overview about adventure education.

Content

active and passive sport tourism
key characteristics of adventure
experience creation process
sport and adventure tourism industry supply and demand side
sport and adventure tourism business operations
adventure education
risk assessment and safety

Evaluation scale

0 - 5

Objective

After the course students will be able to describe physical activity and sport as a social phenomenon. They understand how contemporary sport is organized and developed around public, voluntary and private sectors. They know mechanisms of funding sport.

Content

Sports as a social phenomenon
Roles and responsibilities of public and voluntary organizations in organizing physical activity
Sport and fitness industry

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

Knowledge:
Demonstrates ability to use and apply the concepts and theoretical framework of the subject.
Skills:
Demonstrates ability to critically analyze, compare, combine and select information and present alternative practices using the acquired knowledge. Demonstrates ability to work independently, responsibly, with initiative and flexibly in all learning and operational environments.
Attitudes:
Works smoothly and professionally as a team to achieve common goals of the group by applying critical professional ethical principles. Contributes to excellent team work and output.

Assessment criteria, good (3)

Knowledge:
Demonstrates ability to systematically use the concepts of the subject with ability to name, describe and discuss with reasoning the basic knowledge of the subject.

Skills:
Demonstrates ability to select appropriate practices based on acquired knowledge and instructions, and ability to work independently and responsibly completing different tasks in all learning and operational environments.

Attitudes:
Works smoothly and professionally as a team to achieve common goals of the group according to ethical principles. Demonstrates good team work and output.

Assessment criteria, satisfactory (1)

Knowledge:
Demonstrates ability to identify the key concepts of the subject and describe basic knowledge pertaining to it.

Skills:
Demonstrates ability to work in an appropriate manner with guidance and supervision, though some uncertainty may be evident in the work.

Attitudes:
Demonstrates professional conduct in communication, updates, interactions within the team and with supervisor according to professional ethical principles. Team work with peers is largely satisfactory.

Objective

The student can describe the functions and meanings of food for humans and the main principles of a health-promoting diet. He can explain how nutrition can influence the development, performance, recovery and well-being of the client being coached. The student knows how to use reliable sources of information in the planning and implementation of nutrition guidance for the physical activity instructor's key customer groups. The student knows how to use concepts related to nutrition with justification.

Content

Nutrition knowledge in the work of a physical education instructor
A health-promoting diet and key nutrition and food recommendations for health enthusiasts
Cornerstones of sports nutrition
Assessment of the need for energy and nutrients, tasks in the body and sources in the diet
Emphasis on nutrition in achieving goals related to sports/healthy exercise
Special issues of nutrition: weight control, special diets, supplements
Athlete's healthy food relationship and eating disorders
The principles of nutrition coaching for athletes and guiding a sustainable lifestyle change

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

The students know how to use nutrition terms and concepts with expertise and in a variety of ways as well as being able to describe and justify extensively and with expertise health promoting nutritional principles as well as needs stemming from physical activity. They are able to assess a customer's diet and provide nutritional advice using knowledge acquired from the course extensively and critically. They can work as a group member to promote the group's activities and applying professional ethics.

Assessment criteria, good (3)

The students are able to use the key concepts and terms of nutrition consistently and describe and justify the health promoting principles of nutrition and needs stemming from physical activity. They know how to assess a customer's diet and provide a wide range of nutritional advice using knowledge acquired during the course. The students are able to work as a group to achieve common goals and justify their activities according to professional ethics.

Assessment criteria, satisfactory (1)

The students know how to use key nutrition concepts and can describe the main principles of health promoting nutrition and needs stemming from physical activity. They can assess a customer's diet and provide nutritional advice but their activities may display a lack of confidence and some irrelevance. The students can work in a group and take responsibility for their own actions.

Objective

The students will know the basic principles and rules of study at a university of applied sciences and can use student services. They will be able to plan their own study path using the curriculum, generic and field-specific competences, and guidance. The students will be able to use the document templates needed during their studies

Content

Welcome to KAMK!
University studies and guidance services
Study path planning

Evaluation scale

0 - 5

Objective

The students will know the basic principles and rules of study at a university of applied sciences and can use student services. They will be able to plan their own study path using the curriculum, generic and field-specific competences, and guidance. The students will be able to use the document templates needed during their studies

Content

Welcome to KAMK!
University studies and guidance services
Study path planning

Evaluation scale

0 - 5

Objective

The students will know the basic principles and rules of study at a university of applied sciences and can use student services. They will be able to plan their own study path using the curriculum, generic and field-specific competences, and guidance. The students will be able to use the document templates needed during their studies

Content

Welcome to KAMK!
University studies and guidance services
Study path planning

Evaluation scale

0 - 5

Objective

The students will know the basic principles and rules of study at a university of applied sciences and can use student services. They will be able to plan their own study path using the curriculum, generic and field-specific competences, and guidance. The students will be able to use the document templates needed during their studies

Content

Welcome to KAMK!
University studies and guidance services
Study path planning

Evaluation scale

0 - 5

Objective

The students will experience the importance of sport activities as a tourist attraction by carrying out numerous excursions. They will demonstrate a customer-oriented approach to commercializing sport tourism. The students will be able to determine different sport tourism trends and how to make best use of them at the present time. Students will be able to utilize best possible choices from current sport technology and trends to meet customers’ needs

Evaluation scale

0 - 5

Objective

The thesis provides an opportunity for students to develop and demonstrate their competence in applying their knowledge and skills to a practical assignment requiring expertise linked to their professional studies. They will deepen their professional competence in working life practices in cooperation with others involved in the same process. The thesis should demonstrate that the student is proficient in critical, research-based, developmental and ethical thinking to be used as a foundation for the development of expertise.

Content

Part 1: Thesis Topic Idea 1 cr
Aims of the thesis, selection and defining of the topic, supervision and peer-supervision, commitment, responsibility and duty, topic analysis, information retrieval skills
Part 2: The Thesis Plan 5 cr, cooperation with the commissioning party, commissioning agreement and copyright, evaluation procedures, the thesis plan and its presentation
Part 3: Completion of the Thesis, its presentation and documentation 9cr (report).

Evaluation scale

0 - 5

Assessment criteria, approved/failed

To be announced.

Prerequisites

Introduction to Research (3 cr) before presenting the Topic Analysis. The Topic Analysis must be approved before starting the thesis plan. The thesis plan must be approved before commencing the actual thesis and presenting it. The thesis must be presented before completing the maturity test.

Objective

Students will know the business idea of their practical training place and the work involved in sports instruction. They will plan, carry out, and evaluate supervised exercise sessions for different types of groups, while continuing to develop themselves as instructors.

Content

An 8-week practical training period in a municipal exercise/leisure department, a sports/exercise organisation and club or in public exercise/leisure companies and institutions (in Finland or abroad).

Evaluation scale

0 - 5

Assessment criteria, approved/failed

To be announced.