Adapted Physical ActivityLaajuus (3 cr)

Objective

The students will recognise special needs exercise and the main elements of its development. They will be able to use different instruction and teaching methods in a goal-oriented and varied way. The students will be able to deal with heterogenous groups while taking individual group members into account. The students will be able to adapt exercise for those with special needs within different operational environments.

Content

Concepts, values and population proportion of special needs exercise
The importance of exercise to different groups
Special needs exercise in Finland
Adapted special needs physical education in schools
Accessibility
Didactics of adaptive exercise
Inclusion, the various dimensions of activity
Dealing with individual needs, differentiation
Instructing the mentally disabled, those undergoing rehabilitation due to mental health problems and those with sensory disabilities

Assessment criteria, excellent (5)

The students are able to interpret and analyse extensively and with expertise the main elements of adaptive exercise. They are able to interpret expertly the concepts and methods of exercise instruction. The students take individuals into account in a group (differentiation). They are able to select and use apt instruction and teaching methods in a variety of ways and can assess and justify their implementation. They can apply special needs exercise in a variety of operational environments. They use different forms of inclusion and can justify and analyse their choice of method. They are able to work independently, responsibly and with initiative in learning and instruction situations. The students are able to predict the future and create something new (innovative approach). They are able to work professional and in a goal-oriented manner in teaching and instruction situations and in groups, promoting and developing the group's activities.

Assessment criteria, good (3)

The students are able to name, describe and combine the main elements of adaptive exercise. They are able to name, describe and justify the concepts and methods of exercise instruction. The students take individuals into account in a group (differentiation). They are able to select and use apt instruction and teaching methods and can assess and justify their implementation. They can apply special needs exercise. They use different forms of inclusion and can justify their choice of method. They are able to work independently and responsibly in learning and instruction situations. The students are able to implement processes carefully. They are able to work professionally in teaching and instruction situations and in groups, to achieve the common goal of the group.

Assessment criteria, satisfactory (1)

The students are able to name and describe the main elements of adaptive exercise (concepts, values, contents). They are able to name and describe the concepts and methods of adaptive exercise instruction. The students are able to deliver an instruction session to a special needs target group. They are able to recognise different methods of sharing an activity (inclusion). They work in an appropriate manner in instruction and teaching situations. They can repeat/copy good practices as part of a routine (stay in comfort zone). The students are able to take others into consideration in their work. They can work in groups.

Further information

1-2 credits of RDI studies are accomplished in this course.