| Course Name | Physical Education |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| CG 215 | Fall/Spring | 1 | 2 | 2 | 3 |
| Prerequisites | None | |||||
| Course Language | Turkish | |||||
| Course Type | Elective | |||||
| Course Level | Short Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is; to understand the importance of physical education in pre-school education and learn to plan and implement physical education and play activities according to the age and developmental characteristics of children in preschool children. |
| Learning Outcomes | The students who succeeded in this course;
|
| Course Description | Course covers; motor development in children, contribution of physical education to the developmental fields, preparing and implementing exercise programs that can be applied to home and school environment. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | The importance of movement educating in children development and contribution to development areas | Duman, G. Okul Öncesi Eğitimde Beden Eğitimi ve Oyun S. 11-15 |
| 2 | Basic concepts in children's movement development and physical education: understanding human movement, classification of basic movement skills | Günsel, A.M. Okul Öncesi Beden Eğitimi ve Uygulamaları. S 2-8 |
| 3 | The planning movement activities about age and development period for preschool children. | Günsel, A.M. Okul Öncesi Beden Eğitimi ve Uygulamaları. S 9-13 |
| 4 | Individual and group activities relating classification of fundamental movement skills | Günsel, A.M. Okul Öncesi Beden Eğitimi ve Uygulamaları. S 13-20 |
| 5 | Issues need to be considered in teaching children movement, and safety | Duman, G. Okul Öncesi Eğitimde Beden Eğitimi ve Oyun S. 11-15 |
| 6 | Training games (games that require endurance, speed and develop motor features) | Duman, G. Okul Öncesi Eğitimde Beden Eğitimi ve Oyun S. 21-25 |
| 7 | Midterm Exam | |
| 8 | Training games (games that require coordination, strength, flexibility) | Duman, G. Okul Öncesi Eğitimde Beden Eğitimi ve Oyun S. 21-25 |
| 9 | Information about and use of the tools and materials related physical activities | Sevinç, M. Erken Çocukluk Gelişimi ve Eğitiminde Oyun S. 187 |
| 10 | Class games (educational games, games that develop attention, senses and small muscles) | Yrd.Doç.Dr. Bilal Çoban, Öğr. Gör. Eyüp Nacar. Okul Öncesi Eğitimde Eğitsel Oyunlar S. 103 |
| 11 | Rhythmic activities and musical games | Yrd.Doç.Dr. Bilal Çoban, Öğr. Gör. Eyüp Nacar. Okul Öncesi Eğitimde Eğitsel Oyunlar S. 103 |
| 12 | Enstrumented games (rope, ball, hoop, ribbon, etc.) | Günsel, A.M. Okul Öncesi Beden Eğitimi ve Uygulamaları |
| 13 | Movements that can be done in physical education activities in early childhood | Günsel, A.M. Okul Öncesi Beden Eğitimi ve Uygulamaları |
| 14 | Examples of practical activities related to movement education and game teaching | Günsel, A.M. Okul Öncesi Beden Eğitimi ve Uygulamaları |
| 15 | Course review | |
| 16 | Final Exam |
| Course Notes/Textbooks |
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| Suggested Readings/Materials |
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| Semester Activities | Number | Weigthing |
| Participation | 1 | 5 |
| Laboratory / Application | 1 | 15 |
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 2 | 10 |
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 30 |
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | 5 | 60 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 1 | 16 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | 2 | |
| Study Hours Out of Class | 15 | 1 | 15 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 3 | 3 | |
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 5 | |
| Final Exams | 1 | 8 | |
| Total | 85 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To have the required contemporary theoretical and practical knowledge in his/her field | X | ||||
| 2 | To use the material and technology related to his/her field, and make their maintenance, use the information and communication technologies at basic level | X | ||||
| 3 | To have the competency to recognize the problems in his/her field, analyze them, develop evidence-based solutions and have the ability to share their suggestions with others | X | ||||
| 4 | To be aware of legal responsibilities, conduct basic studies in her/his field independently | |||||
| 5 | To communicate with patients, relatives and colleagues properly, comprehensively, honestly and explicitly, transfer his/her thoughts and knowledge through written and oral communication | X | ||||
| 6 | To take responsibility as an active team member during the practices in his/her field | X | ||||
| 7 | To commentate and evaluate the scientific information with a critical approach by the help of knowledge gained in his/her field | X | ||||
| 8 | To comprehend the importance of lifelong learning, to determine and meet her/his learning needs, to develop herself/himself by monitoring the development in science and technology | X | ||||
| 9 | To act by considering the universal ethical values, social and cultural characteristics | X | ||||
| 10 | To know the concepts of occupational safety, patient safety, environmental protection and quality, and fulfill the requirements | X | ||||
| 11 | To be able to follow information in his field and communicate with colleagues in English at least a level of European Language Portfolio A2 General Level | |||||
| 12 | To have the skills of improving the development and learning of children with special needs | X | ||||
| 13 | To plan and carry out activities for development of people under their responsibility | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
