English

18010 PHYSICAL EDUCATION AND SPORTS EDUCATION -
LEVEL: Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
(Described in terms of theoretical and factual knowledge) Percentage of Success
1 Define the basic concepts related to physical education and sports education. %80.75
2 Explains the basic laws of Turkish National Education and compares its objectives and principles at secondary and secondary level level. %80.75
3 Explain the relationship between the basic concepts in physical education and sport education courses. %80.75
4 Distinguish the cultural, social and psychological factors that will affect the applications in the field of Physical Education and Sport Education. %81.00
5 It is based on the objectives and principles of Turkish National Education in all applications in the field of Physical Education and Sport Education. %80.75
6 Evaluates the basic concepts and principles in the field of Physical Education and Sport Education. %80.75
7 Develops an instructional strategy suitable for the attendance of the students who take the physical education and sports education course. %80.25
8 Education and developmental psychology approaches, taking into account the level of secondary school and high school gives examples. %81.25
SKILLS
(Described in terms of cognitive and practical skills) Percentage of Success
1 Plans the teaching-learning process by taking into consideration the characteristics of secondary and high school subjects and subject area. %81.00
2 Design activities to develop basic process skills %80.75
3 Evaluates the developments in the field of physical education and sports education. %81.25
4 Plans teaching-learning process according to students' developmental characteristics and individual differences. %80.25
5 Evaluates the students' level of development by using different measurement and evaluation methods and techniques. %82.00
6 It organizes educational environments for the students to learn at the highest level by taking into consideration their readiness at secondary and high school level. %80.00
7 Students develop tools and equipment for learning at the highest level by taking into consideration the readiness of students at secondary and high school level. %80.75
8 It develops the sensitivity of the children in middle and high school level about the formation of body, mind and emotions in a healthy way and gaining good habits. %80.25
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility Percentage of Success
1 Takes responsibility for individual or team work to solve problems related to the field of Physical Education and Sports education. %80.75
2 Plans for the support and participation of school-family cooperation in classroom and external applications. %80.50
Learning to Learn Percentage of Success
1 Students accept the responsibility to participate in travel and review activities to develop social, artistic, cultural and sporting activities. %80.75
2 He appreciates his role as a model for society and of his students, from his appearance to behavior. %80.50
Communication & Social Percentage of Success
1 Students communicate positively with families and colleagues. %80.25
2 Plans for the support and participation of school-family cooperation in classroom and external applications. %81.00
3 Students accept responsibility to participate in travel and review activities to develop social, artistic and cultural activities. %81.00
4 He appreciates his role as a model for society and of his students, from his appearance to behavior. %81.00
Occupational and/or Vocational Percentage of Success
1 Uses Turkish correctly and nicely in accordance with the level of secondary and high school students. %80.75
2 In accordance with secondary and high school level level; acts in accordance with the laws, regulations and regulations related to its duties, rights and responsibilities. %80.75
3 Develops a democratic classroom environment by taking into account the characteristics of the students at the secondary and upper secondary level. %80.75
4 Evaluates the student development in accordance with the developmental stages of secondary and high school students. %81.00
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.