Module 61-HRSGe_GymGe-V-2_a Advanced Sport Didactics and Scientific Theory II

As part of this module, you will learn to reflect on and apply specific ways of thinking and working in educational sciences, sports sociology and another sub-area of Sports Science. The knowledge you acquire will expand your skills in researching and reflecting on school conditions, teaching situations and the conditions of the (sports) teaching profession. You will also expand and deepen your skills in the independent development of complex scientific issues, learn to compare different theoretical approaches and improve your skills in scientific presentation, rhetoric and presentation.

Depending on the chosen area of import from educational sciences, the following competences are acquired:
Diagnosis and support
Students are familiar with concepts for pedagogical learning and performance diagnostics, support and differentiation as well as procedures and methods that can be used to analyse pupils' individual learning status and learning requirements. They will be able to critically reflect on the advantages and disadvantages of various options for documenting, measuring and assessing performance.
Students will be able to reflect on the structural conditions of teaching and learning, discuss variants of professional teacher action, analyse, formulate, justify and evaluate objectives for teaching and education, and design learning success assessments.

Didactics
Students will be familiar with basic didactic approaches and will be able to reflect on their future role as pedagogical actors and formulate their actions in teaching and learning contexts on the basis of the methodological/theoretical knowledge they have acquired.
The students

• are familiar with didactic theories and concepts of Lehren und Lernen [Centre for teaching and learning].
• are able to differentiate, recognise and reflect on contemporary forms of learning, teaching and instruction according to learning contexts.
• are able to analyse documented lessons according to scientific criteria.

In addition, they should develop the competence to design different learning spaces in their pedagogical significance and to arrange learning spaces for different user groups.

Research-based learning
Students are familiar with the constitutive function of empirical research methods for generating evidence-based knowledge in pedagogical fields of action. They can assess empirical studies according to their methodological quality and reflect on the resulting findings in terms of their relevance for everyday pedagogical activities. They are able to work with quantitative and/or qualitative methods, categorise the data obtained in terms of their scope and use them to explain, describe, evaluate and change educational issues.

In the relevant sports sociology seminar (AB III), you will deal with a topic from a sociological and socio-historical perspective that explicitly opens up knowledge related to school sports and therefore seems particularly suitable to support you in taking on sports pedagogical responsibility at school in the future. Topics could be, for example: sociology of (sports) education, sociology of the body, sport and gender, sports socialisation (under National Socialism), social learning and social conflicts in physical education, elite sport and school, etc.

In the further elective seminar (AB I-IV), you will deal in depth with the content and topics from one of the work areas. Possible references to the professional field of school as well as your own research questions and interests - especially with regard to your final thesis - will guide your work.

Depending on the chosen element of the import from educational sciences, the following learning content is taught:

Diagnosis and support
The subject is educational diagnostics, which focuses on the individual pupil with their abilities, competences, attitudes and motivations, including their social relationships. In order to optimise learning processes for pupils at an individual level, the prerequisites and conditions of the teaching and learning processes must be determined and the learning outcomes identified. Support builds on this by aiming for individual quantitative and qualitative improvement through appropriate measures. The courses focus on the relevant basics of learning and performance diagnostics.
Furthermore, concepts and methods of learning, performance and development monitoring are developed. The reciprocal relationship between diagnosis and didactics becomes the guiding principle. Specifically, the focus is on individualised support planning, internal differentiation and options for documenting, measuring and assessing performance. Based on the Educational Science perspective, the various aspects are also selected with reference to subject-specific didactic applications.
Furthermore, performance assessment at school is thematised as one of the everyday tasks of a teacher. Criteria for performance assessment and performance evaluation are developed, as well as the central principles of performance assessment (performance assessment regulations, reference standards, taxonomies, test criteria, assessment errors). There is an introduction to differentiated performance diagnostics (recognising talents and weaknesses) as well as knowledge of correction work (assessing written and oral work) and alternative forms of performance assessment and their practical implementation. The theory and practice of performance education and assessment are also presented in the discussion as a function of teaching concepts and school organisational contexts. Educational standards and international school performance studies are included in the discussion.

Didactics
As part of the theoretical foundation, the central concepts of didactics and their significance for pedagogical action processes are discussed, focussing on selected models of general didactics. Classic pedagogical antinomies, such as subject - object, activity - passivity, instruction - construction in the teaching/learning process, are analysed and dealt with as examples. Furthermore, selected didactic fields, e.g. media and environmental didactics, etc. are analysed in depth.
Theoretical and historical perspectives are broadened and existing knowledge of school pedagogy and general didactics is expanded. The following subject areas take centre stage: didactic theories and their concepts, (digital) teaching methods, lesson planning and design of (digital) learning environments, learning process monitoring, observation and documentation, use of media in lessons, etc.
In addition, traditional (school, public/private educational institutions, etc.), informal (marketplace, department stores', etc.), media (social media, film, radio, etc.) and virtual (learning platforms, e-learning scenarios) learning spaces are addressed separately and in their combinations. Based on teaching/learning theory connections, design principles (e.g. didactic planning), actors (e.g. users), resources (e.g. material) and access (e.g. technological) are focussed on the process level. In addition, special pedagogical potentials are worked out in their social significance. Topics such as participation (e.g. self-efficacy), spatial culture, quality and ethnography are addressed. A comparative analysis of different learning spaces is included here.

Research-based learning
Students deal with quantitative and qualitative research methods in depth by developing an appropriate methodological design based on a specific research question and analysing the individual steps of a research process in depth. This in-depth reflection should not only enable students to carry out smaller projects independently. Rather, the aim of in-depth reflection is to enable students to recognise the relevance of empirical research methods for the generation of action-relevant knowledge in pedagogical fields of activity.

Basics from Spowi-GL and HRGe_GymGe-GL

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