Pedagogical study program in sports

Sports professors create operational educational plans and programs. Mentor professors and professor advisors participate in the development of framework educational plans and programs, writing textbooks, and more. They teach, evaluate student achievements, evaluate their success in teaching, perform classroom tasks, lead extracurricular activities, perform other educational tasks.

These jobs include:

• educational planning and programming;
• creation of operational educational plans and programs;
• preparation for teaching;
• writing preparations with clearly developed goals, structure, content, planned student activities;
• preparation of appropriate didactic material and aids;
• teaching basic knowledge in one or more subjects;
• guiding students to a meaningful interdisciplinary connection of that knowledge in order to gain a complete picture of the world;
• enabling students to develop their own ways of learning and personal system of thinking;
• encouraging the development of the student's uniqueness;
• developing students' knowledge that they are not only biological but also social, mental and spiritual beings;
• assessing student achievement and providing feedback to students on their progress;
• informing parents about student achievements and cooperation with parents;
• reviewing and evaluating one's own work in order to constantly improve teaching skills;
• maintenance of the class teacher's class; educational and advisory work with students;
• keeping class records and administration, etc.,
• other related jobs;
• participation in educational research, conducting extracurricular and extracurricular activities;
• organizing excursions and trips, etc.;
• supervision of other associates.

The most general generic competencies at the level of each cycle of education, which must be possessed by every graduated student, regardless of the study program or the institution where he completed his higher education, are defined as:

• Dublin descriptors (Dublin descriptors), which represent a set of criteria on the expected achievements and abilities of students to distinguish different cycles of education, which were proposed by the Joint Quality Initiative (JQI), and which are accepted as the basis of the description of each cycle of education on ministerial meeting in Bergen in May 2005.
• The general framework for qualifications in European higher education (Framework for Qualifications of the European Higher Education - EQF for HE), which was adopted at the ministerial meeting in Bergen in May 2005.

These competencies are categorized as instrumental, interpersonal and systemic:

• Instrumental competencies include:
  • Cognitive abilities, understanding and manipulation of ideas and thoughts.
  • Methodological abilities to communicate with the environment: organizing time and strategies for learning, making decisions or solving problems.
  • Technological abilities related to the use of technological means, computers and the application of information management skills.
  • Language skills such as written and oral communication or knowledge of foreign languages.
• Interpersonal competences: Individual abilities that include the ability to express one's feelings, social skills such as interpersonal skills, working in teams, or expressing social and ethical commitment. These competencies enable processes of social interaction and cooperation.
• System competencies are those skills and abilities that relate to the entire system. They represent a combination of understanding, sensibility and knowledge, with the help of which a person will be able to see the relationship between individual parts and how they make up the whole. These abilities include the ability to plan changes in order to improve existing systems and create new systems. Systemic competences require prior acquisition of instrumental and interpersonal competences

Qualifications representing the successful completion of the first cycle (180-240 ECTS points) are awarded to students who:

• demonstrate knowledge and understanding in the field of study, which builds on their secondary education and is common at first cycle level, supported by appropriate learning resources at higher education level (university textbooks, information and communication technologies), which includes aspects of knowledge of advanced achievements in a given field of study;
• can apply detailed knowledge and critical understanding of the principles related to a given field of study/discipline in a way that shows a professional approach to work or profession, and possess competencies that are usually expressed by the ability to form and support opinions and positions with arguments and the ability to solve problems within the given field of study;
• have the ability to collect and interpret relevant data (within a given field of study) on the basis of which they make judgments that may also include reflections on relevant social scientific or ethical issues;
• they can apply the basic methods of acquiring knowledge and applied research in a given discipline, and are able to decide which approach to use to solve a given problem, and are aware of the extent to which the chosen approach is appropriate for solving such a problem;
• can present and convey information, ideas, problems and solutions to an audience that is specialized in a given field of study, but also to an audience that is not specialized, using the appropriate language (and where appropriate, one or more foreign languages) and using communication tools technology;
• have built learning skills necessary for further study, with a high degree of autonomy and academic skills and properties necessary for research work, understanding and evaluating new information, concepts and evidence from different sources;
• possess the foundation for future self-direction and lifelong learning;
• have acquired interpersonal and teamwork skills, suitable for employment and/or further study.

Specific descriptors of physical education teacher studies:

• They are qualified to teach physical culture as pedagogues at the primary and secondary school level (primary and secondary school), and to adapt the work methodology to the specifics of the target pedagogical group;
• High professional qualification in purposeful and long-term orientation of women and men, especially in youth sports, as well as in women's and men's selected sports disciplines and activities, especially competence in coaching in situations of competition and workload.
• General knowledge of the science of training and in-depth mastery of a specially chosen area of ​​sports disciplines;
• Knowledge of results and research methods of training science as well as relevant assumed (basic) sciences;
• Basic competence of conceiving, realizing, documenting and interpreting measures undertaken during training;
• Basic competence of methodical foundation of theoretical concepts;
• Basic competence in the application and interpretation of the diagnosis of behavior observed in the laboratory and in the field;
• Basic competence in leading a certain training process as well as in leading medium and long-term structured training of an individual athlete as well as a group of athletes;
• Basic competence in developing the concept of training for employees;
• Competence in leading a group;
• Competence in organizing competitions, managing sports facilities, events, RK-campaigns, conferences, etc.;
• Knowledge of sports organizational structures of domestic and international especially partner organizations (media, etc.);
• Good knowledge of conducting sports-biomechanical motor analysis;
• Competence in the selection and application of computer systems for training and competition analysis;
• Knowledge of methods of biomechanical diagnosis of movement;
• Using biomechanical muscle dynamometry;
• Competence in assessing the biomechanical parameters of the skeletal system.

Sports science studies are oriented towards students' acquisition of the main sports-science, teaching, organizational and specific training competencies.

Also within the framework of undergraduate studies, students who have completed their studies will be able to face, based on the principles of sports scientific knowledge, initiatives that connect health and sports and to solve the problems of sports practice.

They will be able to apply their basic competencies built during their studies in new areas of sports practice and to meet the needs and expectations of different target groups. They will be trained to apply and develop concepts that meet the emancipation needs of various social groups, including people with special needs.

Students also get basic knowledge of pedagogy, methodology, didactics and psychology with application to the specifics of knowledge transfer in the field of sports sciences.

The basic skills related to the Pedagogical-teaching study program in sports are identical to the skills acquired by the "Sports coach". The difference is that the students of this study program have significantly increased competencies related to individual sports, considering that students must learn basic sports from all sports branches.

In this regard, these students' skill competences have been greatly increased, especially due to the synergistic effect that results from the extremely good physical preparation that these students acquire and from the wide range of skills related to events where the skill factor is primary.

Field of employment of physical education teachers:

• Schools and other institutions that formally and informally educate students;
• Management, cooperation and counseling in the following organizations: self-organized groups, sports for people with special needs (disabled, etc.), recreational groups in free time, corporate sports, fitness centers;
• Tourism, sports associations, sports facilities,
• Sports and health policy
• Professional-management functions in associations and clubs to international sports organizations;
• Sports management activities in regional institutions;
• Coaching positions in the field of top sports, prestigious sports, health sports;
• Coaching positions in the field of wellness, recreation, youth sports;
• Sports journalism (creating specific training information);
• Functions in regional and local sports institutions (referees for sports, etc.);

Within the studies, the foundations for lifelong professional mobility and permanent professional development were created.

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