Study Guide

Objective

After completing the course, the student is able to:
· recognize the effects and possibilities of digitalization in his/her own field of expertise.
· critically and openly review the implementation of digital methods in his/her own operating environment based on research.
· the student has abilities to exploit digital methods (eg. mobile methods, gamification) as part of expert work.

Content

· Digitalization in rehabilitation and sport
· Digital methods and their implementation
· Information security and privacy protection in digital services

Evaluation scale

H-5

Objective

After completing the course, the student is able to:

· define the main concepts used in the course. · explain the influence of various environment related factors on physical activity and ability to function, based on evidence.
· name with justification the factors that promote and hinder physical activity and ability to function from the perspective of the environment.
· evaluate critically and based on evidence accessibility and availability regarding the environment from the perspective of physical activity and ability to function.
· critically evaluate the importance to support the environment’s enabling physical activity and ability to function with regard to increasing participation, as well as find evidence based solutions for participation in the planning phase of the environment.
· evaluate critically and based on evidence the impact that decisions concerning the environment have regarding promotion of physical activity and ability to function.

Content

· Main concepts, such as the environment, physical activity, ability to function, and participation
· The environment’s effects on physical activity and ability to function
· Factors related to the environment that promote and hinder physical activity and ability to function
· Environment accessibility and availability
· Participation in planning the environment and in promoting physical activity and ability to function
· Technological solutions for promoting physical activity and ability to function · Impact evaluation

Evaluation scale

H-5

Objective

After completing the course, the student is able to:

- analyse changes in the operating environments and anticipate future developments applying the concepts and methods of futures studies
- evaluate impacts of the changing operating environments on their work, work community and organization, as well on the industry/field at large
- develop one’s competences and expertise in a focused and goal-oriented way in anticipation of the future competence requirements in the work life
- improve and innovate operations and work processes in their work community, taking into account environmental, social and economic sustainability, and using multidisciplinary and multiprofessional futures knowledge.

Content

- Future of work and income
- Future competence needs
- Changing career paths and professional identities
- Future technologies, human–technology interaction
- Sustainable future and ecological reconstruction
- Theories and methods of future studies and foresight
- Importance of foresight for innovations and strategic planning and decision-making

Materials

In the itslearning course platform.

Teaching methods

Studying instructed learning materials, individual written assignments, group work in multidisciplinary groups, reading and discussing in reading groups in your own study programme.

Student workload

Contact days and lectures: 15 h
Online and virtual working individually and in groups: 120 h

Group work and assignments:
• Starting day 28.8.2023: multidisciplinary groups working with SITRA’s megatrend cards.
• Reading groups within each study programme: reading and discussing research articles/papers/reports, creating a visual presentation of the key ideas and publishing it in a discussion forum in the itslearning course platform (tutor teacher evaluates, pass/fail).
• Hackathon 27.11.2023 (a pre-meeting of the hackathon 15.11.2023): multidisciplinary groups work to solve real working-life problems.

Individual work and assignments:
• Orientation assignment: Futures consciousness and attitudes towards future (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Scenario assignment: imagining alternative professional futures (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Reflective report on utilizing futures thinking and anticipation methods in one’s own work (in the itslearning course platform; tutor teacher evaluates, pass/fail).

Content scheduling

The course is compulsory for all Turku UAS Master Students. It will be implemented partly in groups comprised of students across the various study programmes, and partly as team and individual work within each study programme.

There are three contact days (Zoom-meetings: 28.8.2023, 15.11.2023 and 27.11.2023).) common to all students of the various study programmes, and further, there are common study materials and assignments in the itslearning course platform. In addition, the study programmes may add and cover discipline specific topics. This will be guided by the tutor teacher during the programme’s contact days.

***

THEME 1: CHANGING WORLD AND WORKING LIFE (calendar weeks 35-37)
• Common starting day 28.8. for all students of the various study programmes: orientation to the course, a keynote talk on the future working life and competence requirements, and group work with SITRA’s megatrend cards (tutor teachers will guide working of the groups).
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Orientation assignment: Futures consciousness and attitudes towards future (DL 17.9.)
• (Each study programme may arrange lectures by TUAS specialists on themes such as new technologies, circular economy etc. during the programme’s contact days.)

***

THEME 2: FUTURES STUDIES AND ANTICIPATION (calendar weeks 38-41)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Scenario assignment: imagining alternative professional futures (DL 15.10.)

***

THEME 3: CHANGING WORKING LIFE IN MY FIELD (calendar weeks 42-45)
• Reading groups: reading and discussing research articles in groups that meet virtually or face to face, and creating a visual presentation based on the key ideas of the discussion. Readings are related to the changing work, working environment and competence requirements in the field of the study programme. The visual presentation will be shared in the itslearning course platform (DL 12.11.).

• Tutor teacher organizes the reading groups and compiles the list of readings (or guides students to find relevant research articles and reports).

***

THEME 4: SHAPING MY OWN FUTURE (calendar weeks (viikot 46-49)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Common Hackathon day 27.11. (a pre-meeting of the hackathon 16.11.) for all students of the various study programmes: group working to solve real working-life problems related to sustainable future. Students will familiarize themselves with the Hackathon instructions and assignments before the Hackathon day in the itslearning platform and submit their team reports there after the Hackathon (DL 3.12.).

There are two possible ways to participate in the hackathon: 1) as a commissioner or 2) as a student solving working life problems in a multidisciplinary small group.

• Final assignment: a reflective report on utilizing futures thinking and anticipation methods in one’s own work (DL 10.12.).

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Assessment will be based on the individual and group assignments submitted in the itslearning course platform and on the demonstrated contribution to the group work in contact days.

Tutor teacher evaluates the assignments (assignments 1–4). To pass the course, students are expected to participate in the contact days and to contribute to group work in them, as well as to complete and turn in all the assignments. Missing contact day participation will be compensated by an extra assignment. Tutor teachers will keep records of participation in group work in contact days and evaluate the compensatory assignments.

Qualifications

-

Objective

The student will be able to apply key theories of motor control, perceptual-motor learning, and motor skill acquisition in learning and teaching physical, psychological, and social skills in sports and exercise. The student will be capable of designing learning environments and tasks that promote the acquisition of motor skills, as well as guiding the learning of motor skills for various learners and groups. The student will be able to measure and analyze motor skills and utilize national and international research on skill acquisition.

Competencies emphasized in the course: learning to learn, ethics, internationalization and multiculturalism, proactive development.

Content

Theme 1: Theory of skill learning and teaching: motor control, ecological theory of skill, information processing theory, deliberate practice, nonlinear pedagogy, di?erential learning, perception-decision-action, explicit and implicit learning.
Theme 2: Skill analysis: movement analysis, guidance and programming of motor skills, identi?cation and support of di?erent stages of learning, utilization of biomechanical principles in skill teaching, individual di?erences in skills, utilization of research evidence

Evaluation scale

H-5

Objective

After completing the course, the student is able to:
· produce a lingually acceptable final report on her/his development project
· present verbally the process, main results and outcome of her/his development project
· evaluate critically own competence as a project manager and phases of her/his development project
· recognize utility of the outcome of her/his development project
· evaluate critically the process, outcome and final report of other students’ development project
· write a maturity test concerning her/his master’s thesis

Content

· Final report of the master’s thesis
· Reporting seminar
· Maturity test
· Acting as opponent
· Peer feedback
· Self-evaluation
· Poster prsenting the development project

Evaluation scale

H-5

Objective

After completing the course, the student is able to:
· describe the premises, requirements and prerequisites of the organisation where the development project is carried out
· implement data retrieval systematically in Finnish and international databases
· write a theoretical framework for development project · state aim(s), purpose(s), research tasks and final outcome of the development project
· define development and evaluations methodology and describe research methods used in project implementation
· write realisable proposal for development project and research proposal when required
· describe one’s own role as an expert and project manager in development project
· discuss issues related to ethics and reliability
· evaluate and anticipate risks of development project

Content

· Idea/brainstorming seminar
· Literature review
· Proposal for development project (research proposal enclosed if needed)
· Master thesis agreement
· Proposal seminar
· Data retrieval webcourse (1cr)
· Peer feedback

Evaluation scale

Hyväksytty/Hylätty

Objective

After completing the course, the student is able to:

· Assess the changes related to physical activity and rehabilitation in global, national, provincial and regional perspectives and their impact and effectiveness to the older adults
· Analyze and evaluate individual and group based physical activity and rehabilitation activities and build knowledge and practice in their field
· Analyze the ethics, effectiveness and quality of physical activity and rehabilitation from the perspective of older adults
· Resolve demanding challenges through creative implementation of research and / or innovation in physical activity and rehabilitation of older adults using the new knowledge and / or procedures or applying and integrating knowledge from different disciplines

Content

· International and national recommendations on physical activity for health and Evidence-based methods in rehabilitation
· Rehabilitation and older adults
· Physical activity as a rehabilitation method for the older adults
· Ethics in physical activity and rehabilitation

Evaluation scale

H-5

Objective

After completing the course, the student is able to:

· utilize physical activity strategic policies and recommendations of children and youth
· develop, implement and evaluate physical activities for different target groups
· develop, implement and evaluate basic motor skills- and physical activity monitoring methods for children and youth
· develop physical activity services and operating models in varying environments for children and youth

Content

· physical activity strategic policies and recommendations for children and youth · physical activity to support wellbeing in children and youth
· planning environment which supports physical activity, wellbeing and functioning in children and youth
· basic motor skills and physical fitness monitoring methods in daycare, school and sport clubs
· developing physical activity services and operating models based on the recommendations and monitoring results

Evaluation scale

H-5

Objective

After completing the course, the student is able to:

· utilize physical activity strategic policies and recommendations of children and youth
· develop, implement and evaluate physical activities for different target groups
· develop, implement and evaluate basic motor skills- and physical activity monitoring methods for children and youth
· develop physical activity services and operating models in varying environments for children and youth

Content

· physical activity strategic policies and recommendations for children and youth · physical activity to support wellbeing in children and youth
· planning environment which supports physical activity, wellbeing and functioning in children and youth
· basic motor skills and physical fitness monitoring methods in daycare, school and sport clubs
· developing physical activity services and operating models based on the recommendations and monitoring results

Evaluation scale

H-5

Objective

After completing the course, the student is able to:

- knows user-oriented service design process
- choose appropriate service design methods and apply them to the development of rehabilitation and exercise services
- evaluate the results and impact of the service design proces

Content

- user-oriented service design process
- service design methods and their implementation
- evaluation of the service design process

Evaluation scale

H-5

Objective

After completing the course, the student is able to:
· produce a lingually acceptable final report on her/his development project
· present verbally the process, main results and outcome of her/his development project
· evaluate critically own competence as a project manager and phases of her/his development project
· recognize utility of the outcome of her/his development project
· evaluate critically the process, outcome and final report of other students’ development project
· write a maturity test concerning her/his master’s thesis

Content

· Final report of the master’s thesis
· Reporting seminar
· Maturity test
· Acting as opponent
· Peer feedback
· Self-evaluation
· Poster prsenting the development project

Evaluation scale

H-5

Objective

After completing the course, the student is able to:

- knows user-oriented service design process
- choose appropriate service design methods and apply them to the development of rehabilitation and exercise services
- evaluate the results and impact of the service design proces

Content

- user-oriented service design process
- service design methods and their implementation
- evaluation of the service design process

Evaluation scale

H-5

Objective

After completing the course, the student is able to:

· utilize physical activity strategic policies and recommendations of children and youth
· develop, implement and evaluate physical activities for different target groups
· develop, implement and evaluate basic motor skills- and physical activity monitoring methods for children and youth
· develop physical activity services and operating models in varying environments for children and youth

Content

· physical activity strategic policies and recommendations for children and youth · physical activity to support wellbeing in children and youth
· planning environment which supports physical activity, wellbeing and functioning in children and youth
· basic motor skills and physical fitness monitoring methods in daycare, school and sport clubs
· developing physical activity services and operating models based on the recommendations and monitoring results

Evaluation scale

H-5

Objective

After completing the course, the student is able to:

· utilize physical activity strategic policies and recommendations of children and youth
· develop, implement and evaluate physical activities for different target groups
· develop, implement and evaluate basic motor skills- and physical activity monitoring methods for children and youth
· develop physical activity services and operating models in varying environments for children and youth

Content

· physical activity strategic policies and recommendations for children and youth · physical activity to support wellbeing in children and youth
· planning environment which supports physical activity, wellbeing and functioning in children and youth
· basic motor skills and physical fitness monitoring methods in daycare, school and sport clubs
· developing physical activity services and operating models based on the recommendations and monitoring results

Evaluation scale

H-5

Objective

After completing the course, the student is able to:

- analyse changes in the operating environments and anticipate future developments applying the concepts and methods of futures studies
- evaluate impacts of the changing operating environments on their work, work community and organization, as well on the industry/field at large
- develop one’s competences and expertise in a focused and goal-oriented way in anticipation of the future competence requirements in the work life
- improve and innovate operations and work processes in their work community, taking into account environmental, social and economic sustainability, and using multidisciplinary and multiprofessional futures knowledge.

Content

- Future of work and income
- Future competence needs
- Changing career paths and professional identities
- Future technologies, human–technology interaction
- Sustainable future and ecological reconstruction
- Theories and methods of future studies and foresight
- Importance of foresight for innovations and strategic planning and decision-making

Materials

In the itslearning course platform.

Teaching methods

Studying instructed learning materials, individual written assignments, group work in multidisciplinary groups, reading and discussing in reading groups in your own study programme.

Student workload

Contact days and lectures: 15 h
Online and virtual working individually and in groups: 120 h

Group work and assignments:
• Starting day 28.8.2023: multidisciplinary groups working with SITRA’s megatrend cards.
• Reading groups within each study programme: reading and discussing research articles/papers/reports, creating a visual presentation of the key ideas and publishing it in a discussion forum in the itslearning course platform (tutor teacher evaluates, pass/fail).
• Hackathon 27.11.2023 (a pre-meeting of the hackathon 15.11.2023): multidisciplinary groups work to solve real working-life problems.

Individual work and assignments:
• Orientation assignment: Futures consciousness and attitudes towards future (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Scenario assignment: imagining alternative professional futures (in the itslearning course platform; tutor teacher evaluates, pass/fail).
• Reflective report on utilizing futures thinking and anticipation methods in one’s own work (in the itslearning course platform; tutor teacher evaluates, pass/fail).

Content scheduling

The course is compulsory for all Turku UAS Master Students. It will be implemented partly in groups comprised of students across the various study programmes, and partly as team and individual work within each study programme.

There are three contact days (Zoom-meetings: 28.8.2023, 15.11.2023 and 27.11.2023).) common to all students of the various study programmes, and further, there are common study materials and assignments in the itslearning course platform. In addition, the study programmes may add and cover discipline specific topics. This will be guided by the tutor teacher during the programme’s contact days.

***

THEME 1: CHANGING WORLD AND WORKING LIFE (calendar weeks 35-37)
• Common starting day 28.8. for all students of the various study programmes: orientation to the course, a keynote talk on the future working life and competence requirements, and group work with SITRA’s megatrend cards (tutor teachers will guide working of the groups).
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Orientation assignment: Futures consciousness and attitudes towards future (DL 17.9.)
• (Each study programme may arrange lectures by TUAS specialists on themes such as new technologies, circular economy etc. during the programme’s contact days.)

***

THEME 2: FUTURES STUDIES AND ANTICIPATION (calendar weeks 38-41)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Scenario assignment: imagining alternative professional futures (DL 15.10.)

***

THEME 3: CHANGING WORKING LIFE IN MY FIELD (calendar weeks 42-45)
• Reading groups: reading and discussing research articles in groups that meet virtually or face to face, and creating a visual presentation based on the key ideas of the discussion. Readings are related to the changing work, working environment and competence requirements in the field of the study programme. The visual presentation will be shared in the itslearning course platform (DL 12.11.).

• Tutor teacher organizes the reading groups and compiles the list of readings (or guides students to find relevant research articles and reports).

***

THEME 4: SHAPING MY OWN FUTURE (calendar weeks (viikot 46-49)
• Students familiarize themselves independently with the materials in the itslearning course platform.
• Common Hackathon day 27.11. (a pre-meeting of the hackathon 16.11.) for all students of the various study programmes: group working to solve real working-life problems related to sustainable future. Students will familiarize themselves with the Hackathon instructions and assignments before the Hackathon day in the itslearning platform and submit their team reports there after the Hackathon (DL 3.12.).

There are two possible ways to participate in the hackathon: 1) as a commissioner or 2) as a student solving working life problems in a multidisciplinary small group.

• Final assignment: a reflective report on utilizing futures thinking and anticipation methods in one’s own work (DL 10.12.).

Evaluation scale

Hyväksytty/Hylätty

Assessment methods and criteria

Assessment will be based on the individual and group assignments submitted in the itslearning course platform and on the demonstrated contribution to the group work in contact days.

Tutor teacher evaluates the assignments (assignments 1–4). To pass the course, students are expected to participate in the contact days and to contribute to group work in them, as well as to complete and turn in all the assignments. Missing contact day participation will be compensated by an extra assignment. Tutor teachers will keep records of participation in group work in contact days and evaluate the compensatory assignments.

Qualifications

-

Objective

After completing the course, the student is able to:

· Assess the changes related to physical activity and rehabilitation in global, national, provincial and regional perspectives and their impact and effectiveness to the older adults
· Analyze and evaluate individual and group based physical activity and rehabilitation activities and build knowledge and practice in their field
· Analyze the ethics, effectiveness and quality of physical activity and rehabilitation from the perspective of older adults
· Resolve demanding challenges through creative implementation of research and / or innovation in physical activity and rehabilitation of older adults using the new knowledge and / or procedures or applying and integrating knowledge from different disciplines

Content

· International and national recommendations on physical activity for health and Evidence-based methods in rehabilitation
· Rehabilitation and older adults
· Physical activity as a rehabilitation method for the older adults
· Ethics in physical activity and rehabilitation

Evaluation scale

H-5

Objective

The student will be able to apply key theories of motor control, perceptual-motor learning, and motor skill acquisition in learning and teaching physical, psychological, and social skills in sports and exercise. The student will be capable of designing learning environments and tasks that promote the acquisition of motor skills, as well as guiding the learning of motor skills for various learners and groups. The student will be able to measure and analyze motor skills and utilize national and international research on skill acquisition.

Competencies emphasized in the course: learning to learn, ethics, internationalization and multiculturalism, proactive development.

Content

Theme 1: Theory of skill learning and teaching: motor control, ecological theory of skill, information processing theory, deliberate practice, nonlinear pedagogy, di?erential learning, perception-decision-action, explicit and implicit learning.
Theme 2: Skill analysis: movement analysis, guidance and programming of motor skills, identi?cation and support of di?erent stages of learning, utilization of biomechanical principles in skill teaching, individual di?erences in skills, utilization of research evidence

Evaluation scale

H-5

Objective

After completing the course, the student is able to:
· recognize the effects and possibilities of digitalization in his/her own field of expertise.
· critically and openly review the implementation of digital methods in his/her own operating environment based on research.
· the student has abilities to exploit digital methods (eg. mobile methods, gamification) as part of expert work.

Content

· Digitalization in rehabilitation and sport
· Digital methods and their implementation
· Information security and privacy protection in digital services

Evaluation scale

H-5

Objective

After completing the course, the student is able to:

· define the main concepts used in the course. · explain the influence of various environment related factors on physical activity and ability to function, based on evidence.
· name with justification the factors that promote and hinder physical activity and ability to function from the perspective of the environment.
· evaluate critically and based on evidence accessibility and availability regarding the environment from the perspective of physical activity and ability to function.
· critically evaluate the importance to support the environment’s enabling physical activity and ability to function with regard to increasing participation, as well as find evidence based solutions for participation in the planning phase of the environment.
· evaluate critically and based on evidence the impact that decisions concerning the environment have regarding promotion of physical activity and ability to function.

Content

· Main concepts, such as the environment, physical activity, ability to function, and participation
· The environment’s effects on physical activity and ability to function
· Factors related to the environment that promote and hinder physical activity and ability to function
· Environment accessibility and availability
· Participation in planning the environment and in promoting physical activity and ability to function
· Technological solutions for promoting physical activity and ability to function · Impact evaluation

Evaluation scale

H-5

Objective

After completing the course, the student is able to:
· describe the premises, requirements and prerequisites of the organisation where the development project is carried out
· implement data retrieval systematically in Finnish and international databases
· write a theoretical framework for development project · state aim(s), purpose(s), research tasks and final outcome of the development project
· define development and evaluations methodology and describe research methods used in project implementation
· write realisable proposal for development project and research proposal when required
· describe one’s own role as an expert and project manager in development project
· discuss issues related to ethics and reliability
· evaluate and anticipate risks of development project

Content

· Idea/brainstorming seminar
· Literature review
· Proposal for development project (research proposal enclosed if needed)
· Master thesis agreement
· Proposal seminar
· Data retrieval webcourse (1cr)
· Peer feedback

Evaluation scale

Hyväksytty/Hylätty