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350197 UE BP1III - Coordination Training (2022W)
Continuous assessment of course work
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Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 05.09.2022 09:00 to We 21.09.2022 12:00
- Registration is open from Mo 03.10.2022 09:00 to Fr 07.10.2022 12:00
- Deregistration possible until Mo 31.10.2022 12:00
Details
max. 30 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
According to the current information status, the course will be held as a face-to-face unit. In accordance with the epidemic situation, developments, recommendations and specifications, hybrid or online teaching will be used. The safety of the participants and the event manager has top priority.
It is recommended to wear an FFP2 mask during high-contact exercises.
- Wednesday 05.10. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
- Wednesday 12.10. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
- Wednesday 19.10. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
- Wednesday 09.11. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
- Wednesday 16.11. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
- Wednesday 23.11. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
- Wednesday 30.11. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
- Wednesday 07.12. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
- Wednesday 14.12. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
- Wednesday 11.01. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
- Wednesday 18.01. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
- Wednesday 25.01. 08:30 - 10:00 ZSU - USZ I, Halle 5 Turnsaal EG
Information
Aims, contents and method of the course
Assessment and permitted materials
The entire performance by students must be completed by April 30 at the latest for courses with continuous assessment in the winter semester, and by September 30 at the latest for courses with continuous assessment in the summer semester. Students who do not differ from the ggst. have canceled the course are to be assessed. If the assessment is negative, a board examination is not permitted and the course must be repeated. Legal source: Statutes of the University of Vienna §10 (4, 5, 6). You are expressly advised that if it is determined that a service has been fraudulently (e.g. copying, plagiarism, use of unauthorized aids, forgeries, ghostwriting, etc.), the entire PI-LV counted as cheating and counted as an attempt. (Entry in U:SPACE: X = not assessed).
Minimum requirements and assessment criteria
Requirements:
At least 75% attendance (face-to-face lessons, webinars, video conferences, ...)
At least 50% active participation
exam-immanent(100 points maximum)
Very good (100 - 91), Good (90 - 81), Satisfactory (80 - 65), Sufficient (64 - 50), Insufficient (<50)
At least 75% attendance (face-to-face lessons, webinars, video conferences, ...)
At least 50% active participation
exam-immanent(100 points maximum)
Very good (100 - 91), Good (90 - 81), Satisfactory (80 - 65), Sufficient (64 - 50), Insufficient (<50)
Examination topics
Assessment criteriaIt is pointed out that the assessment criteria depend on the form in which the course will actually take place. Students will be informed of changes in good time.1. Working posture (30 points)
Attendance, punctuality, meeting deadlines for work assignments, commitment, general interest2. Minutes, lesson plan and teaching performance on a topic from the area of coordinative skills (30 points)
- Creation of an hourly protocol (with photos and graphics) in small groups
- Upload to the learning platform no later than 2 weeks after the unit to be logged
- Research and development of a lesson plan in the field of coordination in small groups (2-3 students)
- Upload the planning to Moodle at least 1 week before the teaching performance
- Teaching performance based on lesson preparation
- Upload a lesson plan that has been revised after the teaching performance to Moodle no later than 2 weeks after the teaching performance
The topics are assigned in the first units.3. Skill and ability (40 points)
- Juggling: your choice with balls, rings or clubs (three-ball cascade or throwing combination) (10 points)
- Ropeskipping: jump combination (10 points)
- Coordination course: from the TDS test according to Werthner or box boomerang run (10 points)
- Presentation of two further coordinative skills from the area of balance ability (max. 5 points each)
Attendance, punctuality, meeting deadlines for work assignments, commitment, general interest2. Minutes, lesson plan and teaching performance on a topic from the area of coordinative skills (30 points)
- Creation of an hourly protocol (with photos and graphics) in small groups
- Upload to the learning platform no later than 2 weeks after the unit to be logged
- Research and development of a lesson plan in the field of coordination in small groups (2-3 students)
- Upload the planning to Moodle at least 1 week before the teaching performance
- Teaching performance based on lesson preparation
- Upload a lesson plan that has been revised after the teaching performance to Moodle no later than 2 weeks after the teaching performance
The topics are assigned in the first units.3. Skill and ability (40 points)
- Juggling: your choice with balls, rings or clubs (three-ball cascade or throwing combination) (10 points)
- Ropeskipping: jump combination (10 points)
- Coordination course: from the TDS test according to Werthner or box boomerang run (10 points)
- Presentation of two further coordinative skills from the area of balance ability (max. 5 points each)
Reading list
FINNIGAN, D. (1988). Alles über die Kunst des Jonglierens. Köln.
HIRTZ, P./HOTZ, A./LUDWIG, G. (2000). Gleichgewicht. Schorndorf.
HOTTENROTT, K./HOOS, O. (2013). Sportmotorische Fähigkeiten und sportliche Leistungen – Trainingswissenschaft. In: GÜLLICH, A./KRÜGER, M. (Hrsg.) (2013). Sport. Das Lehrbuch für das Sportstudium. Heidelberg.
HOTTENROTT, K./NEUMANN, G. (2010, 4. Auflage 2020). Trainingswissenschaft. Ein Lehrbuch in 14 Lektionen. Lektion 9: Koordination und Koordinationstraining (S. 218-231). Aachen.
KOSEL, A. (2005). Schulung der Bewegungskoordination. Schorndorf.
KRÖGER, C./ROTH, K. (2014). Koordinationsschulung im Kindes- und Jugendalter. Eine Übungssammlung für Sportlehrer und Trainer. Schorndorf.
KUNERT C. (2009). Koordination und Gleichgewicht. Wiebelsheim
MEINEL, K., SCHNABEL, G. (2007). Bewegungslehre Sportmotorik. Aachen.
NEUMAIER, A./MECHLING, H./STRAUSS, R. (2009). Koordinatives Anforderungsprofil und Koordinationstraining. Köln.
REDAKTION SportPraxis (2010). Koordinationslernen in Schule und Verein, Sonderheft 2010. Wiebelsheim.
WEIGL, U. (2004). Gleichgewichtsparcours. Schorndorf.
WEINECK, J. (2007). Optimales Training: Leistungsphysiologische Trainingslehre unter besonderer Berücksichtigung des Kinder- und Jugendtrainings. Balingen.Links im Internet:bewegungskompetenzen.at bzw. www.clipcoach.at (Österreichs Online- Trainings-Mediathek mit über 7000 Videoclips und Beschreibungen)
sportunterricht.de jonglieren.at
www.mobilesport.ch
www.sportunterricht.ch
Rope Skipping Verband Österreich (rsvoe.at)DVD- Roms:
DUBISAR, A., SOBOTA, R. (2006). Trainings-DVD des ÖLSZ Südstadt. Training der koordinativen Fähigkeiten.
HOLLAUF, M., SOBOTA, R. (2007). Trainings-DVD des ÖLSZ Südstadt. Koordinationstraining mit Bällen.
HOLLAUF, M., SOBOTA, R. (2008). Bewegungskompetenzen im Kindergartenalter
HOLLAUF, M., SOBOTA, R. (2010). Bewegungskompetenzen im Volksschulalter.
HOLLAUF, M., SOBOTA, R. (2013). Bewegungskompetenzen der 10 - 14 Jährigen.
HOLLAUF, M., SOBOTA, R. (2013). Athletiktraining im Jugendalter.
HOLLAUF, M., SOBOTA, R. (2015). Jonglieren und Bewegungskünste
HOLLAUF, M., SOBOTA, R. (2015). Bewegungskompetenzen im Alter.
Koordinationstraining.Trainings-DVD des ÖSV und des ÖFB (2004).
HIRTZ, P./HOTZ, A./LUDWIG, G. (2000). Gleichgewicht. Schorndorf.
HOTTENROTT, K./HOOS, O. (2013). Sportmotorische Fähigkeiten und sportliche Leistungen – Trainingswissenschaft. In: GÜLLICH, A./KRÜGER, M. (Hrsg.) (2013). Sport. Das Lehrbuch für das Sportstudium. Heidelberg.
HOTTENROTT, K./NEUMANN, G. (2010, 4. Auflage 2020). Trainingswissenschaft. Ein Lehrbuch in 14 Lektionen. Lektion 9: Koordination und Koordinationstraining (S. 218-231). Aachen.
KOSEL, A. (2005). Schulung der Bewegungskoordination. Schorndorf.
KRÖGER, C./ROTH, K. (2014). Koordinationsschulung im Kindes- und Jugendalter. Eine Übungssammlung für Sportlehrer und Trainer. Schorndorf.
KUNERT C. (2009). Koordination und Gleichgewicht. Wiebelsheim
MEINEL, K., SCHNABEL, G. (2007). Bewegungslehre Sportmotorik. Aachen.
NEUMAIER, A./MECHLING, H./STRAUSS, R. (2009). Koordinatives Anforderungsprofil und Koordinationstraining. Köln.
REDAKTION SportPraxis (2010). Koordinationslernen in Schule und Verein, Sonderheft 2010. Wiebelsheim.
WEIGL, U. (2004). Gleichgewichtsparcours. Schorndorf.
WEINECK, J. (2007). Optimales Training: Leistungsphysiologische Trainingslehre unter besonderer Berücksichtigung des Kinder- und Jugendtrainings. Balingen.Links im Internet:bewegungskompetenzen.at bzw. www.clipcoach.at (Österreichs Online- Trainings-Mediathek mit über 7000 Videoclips und Beschreibungen)
sportunterricht.de jonglieren.at
www.mobilesport.ch
www.sportunterricht.ch
Rope Skipping Verband Österreich (rsvoe.at)DVD- Roms:
DUBISAR, A., SOBOTA, R. (2006). Trainings-DVD des ÖLSZ Südstadt. Training der koordinativen Fähigkeiten.
HOLLAUF, M., SOBOTA, R. (2007). Trainings-DVD des ÖLSZ Südstadt. Koordinationstraining mit Bällen.
HOLLAUF, M., SOBOTA, R. (2008). Bewegungskompetenzen im Kindergartenalter
HOLLAUF, M., SOBOTA, R. (2010). Bewegungskompetenzen im Volksschulalter.
HOLLAUF, M., SOBOTA, R. (2013). Bewegungskompetenzen der 10 - 14 Jährigen.
HOLLAUF, M., SOBOTA, R. (2013). Athletiktraining im Jugendalter.
HOLLAUF, M., SOBOTA, R. (2015). Jonglieren und Bewegungskünste
HOLLAUF, M., SOBOTA, R. (2015). Bewegungskompetenzen im Alter.
Koordinationstraining.Trainings-DVD des ÖSV und des ÖFB (2004).
Association in the course directory
BP1III
Last modified: Tu 08.11.2022 19:50
• Various approaches or models for training coordinative skills:- Structural model of coordinative abilities (according to Hirtz)
- Concept of task orientation under pressure conditions (according to Roth and Neumaier)
- alternative approaches under the aspect of easy implementation in training practice• Recognizing the importance of training coordinative skills as part of athletic training, for different age groups and requirements (sports).
• Presentation and training of the individual coordination skills using exemplary skills and using contemporary and traditional training equipment and content (slackline, airtrack, rolling equipment, rope skipping, balls, juggling materials, game forms, etc.)
• Preparation for independent, goal-oriented and qualitative training planning and training design on the topic - coordinative skills.
• Independent research on the topic of coordinative skills (using the list of literature or relevant websites)
• Learning, improving and presenting exemplary coordinative skillsGoals of the courseThe students can• Distinguish coordination skills from other skills
• draw conclusions for practical implementation from the various models for training coordinative skills
• implement, test and stage exemplary skills
• plan a training sequence on coordinative skills, research the content with fellow students, discuss it and convey it to the group
• select coordinative exercises adapted to the target group and present them within a suitable regulatory framework
• record the content of a unit and back it up with specialist literature on the topic of coordination trainingmethods• Change between lecture, individual and group work, research, demonstration, presentation and reflection.