350117 VU Functional Movement and Health Promotion in the Subject of Physical Education: Didactic Concepts (2022S)
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 07.02.2022 09:00 to Th 24.02.2022 12:00
- Deregistration possible until Th 31.03.2022 12:00
Details
max. 25 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
1 variabler Praxistag an der KreaMont (Schule).
Tuesday
01.03.
16:30 - 19:00
ZSU - USZ I, Seminarraum 1
Tuesday
15.03.
16:30 - 19:00
ZSU - USZ I, Seminarraum 1
Tuesday
29.03.
16:30 - 19:00
ZSU - USZ I, Seminarraum 1
Tuesday
03.05.
16:30 - 19:00
ZSU - USZ I, Seminarraum 1
Tuesday
24.05.
16:30 - 19:00
ZSU - USZ I, Seminarraum 1
Tuesday
14.06.
16:30 - 19:00
ZSU - USZ I, Seminarraum 1
Tuesday
21.06.
16:30 - 19:00
ZSU - USZ I, Seminarraum 1
Information
Aims, contents and method of the course
The course is aimed at the acquisition and development of basic competencies in the subject Movement and Sport, primarily focusing on the areas of "functional movement" and "health promotion". The following topics and methods are to be considered.• Methods and exercises of the functional, injury-prevention movements (Mobilizing, warming-up and cooling-down, stretching, etc.)• models of good health and health promotion especially in school sport• Knowledge of health conditions and healthy behavior• Knowledge concerning common childhood and adolescent illnesses or health problems, pre-existing conditions and methods for prevention and intervention• To acquire knowledge about subject-bilateral principles and concepts for the design and mediation of health-promoting movements, especially in children and dolescents, in different organizational settings
Assessment and permitted materials
• Attendance, active participation
• Quality of the practice and presentation of the specific units
• In class observations
• Written reflections
• written exam about the content of the course and the literature
• Quality of the practice and presentation of the specific units
• In class observations
• Written reflections
• written exam about the content of the course and the literature
Minimum requirements and assessment criteria
On course completion students will ...• have theoretically sound, functionally appropriate as well as injury-preventative knowledge regarding warm-up, mobilizing, stretching, and cool-down for different sports
• have hnowledge of health status and illness (common disease patterns) in children and adolescents and prevention and intervention strategies
• have a basic knowledge of the approaches and models to health and healthy living as well as the principles and fields of action in health promotion, in particular the setting school
• be able to apply proper principles and knowledge in competence-oriented, health-promoting teaching lessons in the field of movement and sport
• in accordance with the educational standards for the curriculum for exercise and sport, independently plan, carry out, and critically evaluate health-promoting sequences.
• have hnowledge of health status and illness (common disease patterns) in children and adolescents and prevention and intervention strategies
• have a basic knowledge of the approaches and models to health and healthy living as well as the principles and fields of action in health promotion, in particular the setting school
• be able to apply proper principles and knowledge in competence-oriented, health-promoting teaching lessons in the field of movement and sport
• in accordance with the educational standards for the curriculum for exercise and sport, independently plan, carry out, and critically evaluate health-promoting sequences.
Examination topics
• Lectures, discussions, group work
• Exemplary teaching units prepared by the lecturer
• Design and implementation of a part of a teaching unit with functional warm-up, stretching, mobilization or cool-down
• Responsible planning, preparation, and execution of a (competence-oriented) teaching sequence promoting good health
• Observations and reflection of the instructional sequences carried out by the lecturer and the students
• Exchange and discussion of lessons learned as well as the lessons learned in the group setting
• Exemplary teaching units prepared by the lecturer
• Design and implementation of a part of a teaching unit with functional warm-up, stretching, mobilization or cool-down
• Responsible planning, preparation, and execution of a (competence-oriented) teaching sequence promoting good health
• Observations and reflection of the instructional sequences carried out by the lecturer and the students
• Exchange and discussion of lessons learned as well as the lessons learned in the group setting
Reading list
• Bundeszentrale für gesundheitliche Aufklärung (BZgA). (2018). Leitbegriffe der Gesundheitsförderung und Prävention, Glossar zu Konzepten, Strategien und Methoden, E-Book 2018.
• Erhardt, D. (2012). Praxishandbuch funktionelles Training. Stuttgart: Thieme Verlag
• Felder-Puig, R., Teutsch, F., Ramelow, D. & Maier, G. (2019). Gesundheit und Gesundheitsverhalten von österreichischen Schülerinnen und Schülern. Ergebnisse des WHO-HBSC-Survey 2018. Wien: BMASGK
• Fonds Gesundes Österreich (Hrsg.) (2020): Österreichische Bewegungsempfehlungen (Wissensband 17), Wien
• Hurrelmann, K.; Klotz, T. & Haisch, J. (Hrsg.) (2014): Lehrbuch Prävention und Gesundheitsförderung. 4., vollständig überarbeitete Auflage. Bern: Verlag Hans Huber.
• Kaba-Schönstein, L. (2018). Gesundheitsförderung I: Grundlagen. In Bundeszentrale für gesundheitliche Aufklärung (Hrsg.), Leitbegriffe der Gesundheitsförderung und Prävention. Glossar zu Konzepten, Strategien und Methoden
(S. 227 –238).
• Naidoo, Jennie; Wills, Jane (2019): Lehrbuch Gesundheitsförderung. 3., aktualisierte Auflage. Bern: Hogrefe (Programmbereich Gesundheit).
• Schwichtenberg, M. & Jordan, A. (2012). Kräftigen und Dehnen. Aachen: Meyer & MeyerLehnhart, P. & Seibert W. (2012) Funktionelles Bewegungstraining: Muskuläre Dysbalancen erkennen, beseitigen und vermeiden
• Paulus, P. & Dadaczynski, K. (2015). Gesundheitsförderung und Schule. In Bundeszentrale für gesundheitliche Aufklärung (Hrsg.), Leitbegriffe der Gesundheitsförderung und Prävention. Glossar zu Konzepten, Strategien und Methoden
(S. 478 –484).
• Erhardt, D. (2012). Praxishandbuch funktionelles Training. Stuttgart: Thieme Verlag
• Felder-Puig, R., Teutsch, F., Ramelow, D. & Maier, G. (2019). Gesundheit und Gesundheitsverhalten von österreichischen Schülerinnen und Schülern. Ergebnisse des WHO-HBSC-Survey 2018. Wien: BMASGK
• Fonds Gesundes Österreich (Hrsg.) (2020): Österreichische Bewegungsempfehlungen (Wissensband 17), Wien
• Hurrelmann, K.; Klotz, T. & Haisch, J. (Hrsg.) (2014): Lehrbuch Prävention und Gesundheitsförderung. 4., vollständig überarbeitete Auflage. Bern: Verlag Hans Huber.
• Kaba-Schönstein, L. (2018). Gesundheitsförderung I: Grundlagen. In Bundeszentrale für gesundheitliche Aufklärung (Hrsg.), Leitbegriffe der Gesundheitsförderung und Prävention. Glossar zu Konzepten, Strategien und Methoden
(S. 227 –238).
• Naidoo, Jennie; Wills, Jane (2019): Lehrbuch Gesundheitsförderung. 3., aktualisierte Auflage. Bern: Hogrefe (Programmbereich Gesundheit).
• Schwichtenberg, M. & Jordan, A. (2012). Kräftigen und Dehnen. Aachen: Meyer & MeyerLehnhart, P. & Seibert W. (2012) Funktionelles Bewegungstraining: Muskuläre Dysbalancen erkennen, beseitigen und vermeiden
• Paulus, P. & Dadaczynski, K. (2015). Gesundheitsförderung und Schule. In Bundeszentrale für gesundheitliche Aufklärung (Hrsg.), Leitbegriffe der Gesundheitsförderung und Prävention. Glossar zu Konzepten, Strategien und Methoden
(S. 478 –484).
Association in the course directory
Last modified: Tu 10.05.2022 16:50