| Course Title | Code | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|
| - | BESÖ509 | 3 + 0 | 3.0 | 7.0 |
| Prerequisites | None |
| Language of Instruction | Turkish |
| Course Level | Graduate |
| Course Type | |
| Mode of delivery | Face to face |
| Course Coordinator | |
| Instructor(s) | |
| Assistants | |
| Goals | "Physical Education and Play" course offers master's and doctoral students the opportunity to examine in depth the theoretical and practical dimensions of play in the field of physical education and sport. The aim of the course is to enable students to understand the concept of play in terms of education and sport pedagogy and to learn how to develop physical, cognitive and social skills through play. This course aims to provide students with an understanding of the role of play in increasing individuals' participation in physical activity, its importance in the development of motor skills of children and young people, and the cultural impact of games on society. |
| Course Content | The content of the course covers topics such as the effect of games on motor skill development, the application of games in physical education lessons and the methods of games to encourage participation in physical activity. Students learn game-based learning models, design of educational games and the effects of games on the social and emotional development of individuals. |
| Learning Outcomes |
- Understands the historical development of the concept of game, its theoretical foundations and its role in physical education programmes. - To be able to plan, integrate and apply game-based approaches in education. - Evaluates the effects of games on the psychological and social development of individuals and develops educational programmes in this context. - By effectively integrating games into physical education lesson plans, it makes education more participatory and fun. - Develops game-based applied projects and transforms theoretical knowledge into practice by making case studies. |
| Week | Topics | Learning Methods |
|---|---|---|
| 1. Week | Introduction and Introducing the Concept of Game | |
| 2. Week | Game Theory and Pedagogical Foundations | |
| 3. Week | Game Types and Classification | |
| 4. Week | Psychological and Sociological Importance of Play | |
| 5. Week | Use of Games in Physical Education Programmes | |
| 6. Week | The Role of Play in the Development of Motor Skills | |
| 7. Week | Game and Movement Education | |
| 8. Week | Mid-term exam | |
| 9. Week | Educational Game Design | |
| 10. Week | Games from Cultural and Social Perspective | |
| 11. Week | Play and Emotional Development | |
| 12. Week | Game Based Assessment and Performance Measurement | |
| 13. Week | Current Research and Applied Projects | |
| 14. Week | Project Presentations and General Evaluation |
| "Children Moving: A Reflective Approach to Teaching Physical Education" – George Graham, Shirley Holt/Hale, ve Melissa Parker |
| "The Playful Classroom: The Power of Play for All Ages" – Jed Dearybury ve Julie P. Jones |
| Program Requirements | Contribution Level | DK1 | DK2 | DK3 | DK4 | DK5 | Measurement Method |
|---|---|---|---|---|---|---|---|
| PY1 | 5 | 5 | 5 | 5 | 5 | 5 | 40,60 |
| PY3 | 5 | 5 | 5 | 5 | 5 | 5 | 40,60 |
| 0 | 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|---|
| Course's Level of contribution | None | Very Low | Low | Fair | High | Very High |
| Method of assessment/evaluation | Written exam | Oral Exams | Assignment/Project | Laboratory work | Presentation/Seminar |
| Event | Quantity | Duration (Hour) | Total Workload (Hour) |
|---|---|---|---|
| Midterm 1 | 1 | 15 | 15 |
| Homework 1 | 1 | 12 | 12 |
| Homework 2 | 1 | 12 | 12 |
| Final | 1 | 18 | 18 |
| Classroom Activities | 15 | 8.1 | 121.5 |
| Total Workload | 178.5 | ||
| ECTS Credit of the Course | 7.0 | ||
