SBT631 - CURRICULUM DEV. IN MOVEMENT and SPORT SCI. I
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| CURRICULUM DEV. IN MOVEMENT and SPORT SCI. I | SBT631 | 1st Semester | 3 | 0 | 3 | 10 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Preparing and/or Presenting Reports Case Study Project Design/Management | |||||
| Instructor (s) | Prof. Gıyasettin Demirhan | |||||
| Course objective | Aim of this course is, to design a curriculum by using approaches and models in movement and sport education. | |||||
| Learning outcomes |
| |||||
| Course Content | Relationship among the concepts and curriculum development, Curriculum development models and approaches, Writing learning outcomes/objectives, structuring the content, organizing learning and teaching processes, determining evaluation methods and tools. Preparing a curriculum design. Relationship between curriculum development and research. | |||||
| References | Annaniro AA., Cowel, CC ? Hazelton, HW. (1980). Curriculum Theory and Design in Physical Education. St. Louis: The C.V.Mosby Company. Demirhan, G. (2006). Spor Eğitiminin Temelleri. Ankara: Bağırgan Yayınevi. Erden M. (1993). Eğitimde Program Değerlendirme. Ankara: Pegem Yayınları. Harrison, JM., Blakemore, CL. ? Buck, MM. (2001). Instuctional Strategies For Secondary School Physical Education. New York: McGraw Hill. Jewett, AE., Bain, LL. & Ennis, CD. (1995). The Curriculum Process in Physical Education. Madison: WCB Brown and Benchmark Publishers. Metzler, MW. (2005). Instructional Models for Physical Education. Scottsdale: Holcomb hathaway Publishers. Oliva, FP. (1988). Developing The Curriculum. London: Scott, Foresman and Company. Ornstain, CA. ? Hunkins, F.P. (1988). Curriculum:Foundations, Principles, and Issues. New Jersey: Prentice Hall. Sönmez, V. (2010). Program Geliştirmede Öğretmen El Kitabı. Ankara:Anı Yayınları. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Introduction, giving information about the course content and the basic concepts |
| Week 2 | Relationship among the concepts and curriculum development |
| Week 3 | Curriculum development models and approaches |
| Week 4 | Writing learning outcomes/objectives |
| Week 5 | Writing learning outcomes/objectives |
| Week 6 | Structuring the content |
| Week 7 | Structuring the content |
| Week 8 | Mid-term |
| Week 9 | Organizing the learning and teaching processes |
| Week 10 | Organizing the learning and teaching processes |
| Week 11 | Testing situations |
| Week 12 | Testing situations |
| Week 13 | Curriculum evaluation |
| Week 14 | Curriculum evaluation |
| Week 15 | Preparation for exam |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 2 | 20 |
| Presentation | 2 | 10 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 20 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 1 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 10 | 140 |
| Presentation / Seminar Preparation | 2 | 18 | 36 |
| Project | 0 | 0 | 0 |
| Homework assignment | 2 | 16 | 32 |
| Midterms (Study duration) | 1 | 20 | 20 |
| Final Exam (Study duration) | 1 | 30 | 30 |
| Total Workload | 34 | 97 | 300 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Develops and enhances expertise in movement and sport based on undergraduate competences. | X | ||||
| 2. Possesses necessary technological knowledge in exercise and sport science. | X | ||||
| 3. Understands research methodology in exercise and sport science. | X | ||||
| 4. Applies theoretical and practical knowledge effectively in exercise and sport science. | X | ||||
| 5. Synthesizes information from various fields to develop new analysis, synthesis, and solutions in exercise and sport sciences. | X | ||||
| 6. Plans, conducts, and reports scientific research in exercise and sport sciences. | X | ||||
| 7. Utilizes technological equipment to solve problems in exercise and sport science. | X | ||||
| 8. Develops and evaluates national/international strategies and policies in exercise and sport. | X | ||||
| 9. Works independently or as part of a team in exercise and sport sciences. | X | ||||
| 10. Publishes scientific articles or presents papers in national journals or scientific meetings. | X | ||||
| 11. Embraces lifelong learning, critically analyzing information in exercise and sport sciences. | X | ||||
| 12. Reads, analyzes, and conducts evidence-based research in exercise and sport science. | X | ||||
| 13. Critically analyzes and evaluates professional social environment norms and values. | X | ||||
| 14. Proficient in at least one European language at B2 level. | X | ||||
| 15. Assimilates, evaluates, and communicates variables and data in Exercise and Sport Science, considering relevant social, scientific, and ethical principles. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest