350504 VO STEOP Modul 1 - Fundamentals of Sports and Exercise Didactics (2022W)
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Details
Language: German
Lecturers
Classes (iCal) - next class is marked with N
1
03.10.2022
Einführung: Sportwissenschaft, Sportpädagogik und Sportdidaktik – Gegenstand, Aufgaben, Forschung
2
10.10.2022
„Vermittlung“ im Feld Bewegung und Sport: Aufgaben, Erwartungen, Belastungen – Rahmenbedingungen
3
17.10.2022 „flipped“
Lehr-Lernprozesse – Didaktik – Unterrichtskonzeptionen
4
24.10.2022 „flipped“
Bewegung und Sport im Wandel der Zeit & Aktuelle Strömungen und Positionen der Sportdidaktik
5
07.11.2022
Aktuelle Strömungen und Positionen der Sportdidaktik
6
14.11.2022
Aktuelle Strömungen und Positionen der Sportdidaktik
7
21.11.2022
Lehrpläne und Lehrplankonzepte im Fach Bewegung und Sport
8
28.11.2022
„Vermittlung“ im Feld Bewegung und Sport planen, durchführen, evaluieren & Kompetenzorientierung
9
05.12.2022
(Schul-)Sportentwicklung und (Schul-)Sportforschung
- Monday 03.10. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 10.10. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 17.10. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 24.10. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 31.10. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 07.11. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 14.11. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 21.11. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 28.11. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 05.12. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 12.12. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 09.01. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 16.01. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 23.01. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
- Monday 30.01. 16:15 - 19:00 ZSU - USZ I, Hörsaal 1 EG
Information
Aims, contents and method of the course
Assessment and permitted materials
- evidence of involvement with the course content.
- evidence of implementation of didactic and methodological knowledge through solving specific teaching tasks (e.g. planning of lessens with specific sports- and movement-related topics, movement correction, implementation of knowledge regarding relational didactics, etc.)
- evidence of reasoned decisions in the selection of didactic and methodological teaching strategies in specific spheres of action (e.g. sports clubs, youth groups, etc.).
- formal criteria.
- evidence of implementation of didactic and methodological knowledge through solving specific teaching tasks (e.g. planning of lessens with specific sports- and movement-related topics, movement correction, implementation of knowledge regarding relational didactics, etc.)
- evidence of reasoned decisions in the selection of didactic and methodological teaching strategies in specific spheres of action (e.g. sports clubs, youth groups, etc.).
- formal criteria.
Minimum requirements and assessment criteria
The students obtain
- the competence to explain the basic terms and specific methodological models of sports.
- the ability to apply sports-didiactical knowledge (declarative, prescriptive, procedural, interpretative) in specific spheres of action in sports and movement in a competent and practical way (sports-didactic knowledge competence).
- the competence to conduct sports-related courses for heterogenous groups in a way that lasting health-promoting and sports-motivating attitudes are acquired (health-promoting intervention)
- the ability to arrange specific educational opportunities through sports in a targetgroup-oriented manner.
- the ability to plan and conduct student-centered lessons under the particular consideration of the jeopardies of physical overstress and misload (e.g. methodological principles of warming-up/cool-down, error detection and correction) (sports-didactic action competence).
- the competence to explain the basic terms and specific methodological models of sports.
- the ability to apply sports-didiactical knowledge (declarative, prescriptive, procedural, interpretative) in specific spheres of action in sports and movement in a competent and practical way (sports-didactic knowledge competence).
- the competence to conduct sports-related courses for heterogenous groups in a way that lasting health-promoting and sports-motivating attitudes are acquired (health-promoting intervention)
- the ability to arrange specific educational opportunities through sports in a targetgroup-oriented manner.
- the ability to plan and conduct student-centered lessons under the particular consideration of the jeopardies of physical overstress and misload (e.g. methodological principles of warming-up/cool-down, error detection and correction) (sports-didactic action competence).
Examination topics
- self-responsible involvement with the course content, specific tasks and respective literary resources.
Reading list
- Aschebrock, H. & Stibbe, G. (Hrsg.) (2013). Didaktische Konzepte für den Schulsport. Aachen: Meyer & Meyer.
- Bräutigam, M. (2003). Sportdidaktik. Ein Lehrbuch in 12 Lektionen. Aachen: Meyer & Meyer.
- Fessler, N., Hummel, A. & Stibbe, G. (Hrsg.) (2010). Handbuch Schulsport. Schorndorf: Hofmann.
- Grössing, S. (2007). Einführung in die Sportdidaktik. Wiebelsheim: Limpert.
- Lange, H. & Sinning, S. (Hrsg.) (2009). Handbuch Sportdidaktik. Balingen: Spitta.
- Laging, R. (Hrsg.) (2009). Inhalte und Themen des Bewegungs- und Sportunterrichts. Von Übungskatalogen zum Unterrichten in Bewegungsfeldern. Baltmannsweiler: Schneider.
- Neuber, N. (2020). Fachdidaktische Konzepte Sport. Zielgruppen und Voraussetzungen. Wiesbaden: Springer VS.
- Neuber, N. (2021). Fachdidaktische Konzepte Sport II : Themenfelder und Perspektiven. Wiesbaden: Springer VS.
- Neumann, P. & Balz, E. (Hrsg.) (2013). Sport-Didaktik. Pragmatische Fachdidaktik für die Sekundarstufe I und II. Berlin: Cornelsen.
- Prohl, R. (2010). Grundriss der Sportpädagogik. Wiebelsheim: Limpert.
- Wolters, P., Ehni, H., Kretschmer, J., Scherler, K. & Weichert, W. (2000). Didaktik des Schulsports. Schorndorf: Hofmann.
- Bräutigam, M. (2003). Sportdidaktik. Ein Lehrbuch in 12 Lektionen. Aachen: Meyer & Meyer.
- Fessler, N., Hummel, A. & Stibbe, G. (Hrsg.) (2010). Handbuch Schulsport. Schorndorf: Hofmann.
- Grössing, S. (2007). Einführung in die Sportdidaktik. Wiebelsheim: Limpert.
- Lange, H. & Sinning, S. (Hrsg.) (2009). Handbuch Sportdidaktik. Balingen: Spitta.
- Laging, R. (Hrsg.) (2009). Inhalte und Themen des Bewegungs- und Sportunterrichts. Von Übungskatalogen zum Unterrichten in Bewegungsfeldern. Baltmannsweiler: Schneider.
- Neuber, N. (2020). Fachdidaktische Konzepte Sport. Zielgruppen und Voraussetzungen. Wiesbaden: Springer VS.
- Neuber, N. (2021). Fachdidaktische Konzepte Sport II : Themenfelder und Perspektiven. Wiesbaden: Springer VS.
- Neumann, P. & Balz, E. (Hrsg.) (2013). Sport-Didaktik. Pragmatische Fachdidaktik für die Sekundarstufe I und II. Berlin: Cornelsen.
- Prohl, R. (2010). Grundriss der Sportpädagogik. Wiebelsheim: Limpert.
- Wolters, P., Ehni, H., Kretschmer, J., Scherler, K. & Weichert, W. (2000). Didaktik des Schulsports. Schorndorf: Hofmann.
Association in the course directory
STEOP Modul 1
Last modified: Th 06.10.2022 08:49
- Basics for planning, conducting and assessing lessons in Physical Education.
- Diagnostic processes in Physical Education
- Methodological concepts and organizational basics for the conduction of movement- and sports-related programs in the context of school and the system of sports.
- Methodological concepts and strategies to avoid motoric overload by means of simplifying strategies (e.g. methodological support)
- Methodological processes for the evaluation of movement- and sports related teaching.
- To arrange practical lessons for students of various age, level of ability and performance and gender in a differentiated and topic-oriented manner.
- Curriculum for the subject PE with its content-related structures and focus points.
- To observe movement and correct mistakes.
- To train coordinative competence
- To connect neuro-didactics and movement
- Safety in Physical Education
- Relational didactics as an important element within the process of teaching and learning