1st Specialization in Psychomotility
Psychosocial aspects of psychomotor education and ethics
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ECTS Credits | 2 |
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Number of Hours (h/year) | 30 |
Teaching staff | VERVLOET, Anne-Kristine |
Course Unit | Compulsory |
Term | Quad. 2 |
Code | PED-SSPE0002/1 |
Prerequisite | To possess the required degree of higher education (short or long type) or university The active and usual presence of the student, during the training courses, constitutes an essential prerequisite in his training. |
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Aims and Objectives |
Objectives B. Individual dimension: To allow everyone
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Description | Initiation and training into the teamwork: observation, communication, animation, leading meeting, creativity and conflict. Contents · A practice textbook of "structured exercises". · A theoretical reference textbook, a support for analyses and explanations.
A. Common part 1. The group dynamics: history, models, definitions, classifications, fields of application. 2. Construction of a group: aims and purpose, negotiation, decision-making, border definition, the integration, the customization and the individuation. 3. Atmosphere of the group: cooperation, competition and cohesion. 4. Assembly of interpersonal relations: emotions, feelings and affects. Conflicts, polarization and influence. 5. Organization: standards, statuses, roles and functions. 6. Efficiency of the group: progression of the working. B. Thematic part 1. The communication: networks, axioms, obstacles, ingredients for an active participation... 2. The observation: definition, project, tools, provoked effects... 3. Leading of meeting: stages of functioning of a meeting, a group, levels of power, typology, progress, preparation, difficult moments... 4. The animation: styles of animation, leadership, fundamental principles, lines of conduct, means of action, motivations, methods and techniques... 5. The creativity: origins of the notion of creativity, definition, capacities, positive attitudes and restraints, stages of the process of creativity... 6. Conflict management: types of conflicts, influences of the conflict, the styles, the stages, negotiate around a conflict, mediator... |
Bibliography |
B. Themes
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Teaching and Learning Methods | Group seminars or workshops Empirical and structured methodology. Situational learning through doing or custom: the applied exercises are classical miniatures situations. They so can serve as catalysts for the "auto-collective training": feedback (of observations) and collective explanation · Active contribution and change of outline. The theoretical knowledge is not enough. In a group situation, in order to resolve substantial interactions of every type, it is not enough to observe/study from the outside without questioning oneself. So, each one will be an effective actor (versus spectator) and an integral part of a situation he will experiment and operate a change of frame: loosing defensive habits, being not afraid of conflicts, being not defensive and developing divergent thinking. · Incompleteness of the knowledge and non closingThe assistant professor deliberately refuses to supply "readymade" solutions, tricks, recipes; he refuses "scratch one's back". For everyone's quest of the implicit: perception of the redundancies … One has to admit it's impossible to escape uncertainty and that every experience is limited. · It is about approaching the learning of autonomy, and not dependency Know how, ability to change, aptitude to be. Each, with his own potential, will aim towards broader responsibility, creativity and authenticity … · Project pedagogy In the first place, the participants work at the constitution of the group. Secondly, the team plans the topic to investigate. Then, each team conceives a "structured exercise" brand new and original. At the end, the team realizes a work of synthesis and a self-assessment from precise criteria. |
Assessment Methods | Written and/or oral examination Continuous assessment "Self-assessment is one of the most effective means the group has when it wishes to take up all the working of its activity and to assure the control of the different phenomena which constitute its life." J-M Aubry Assessment A. Assessment of the group · After every structured exercise, the team drafts an activity report. · After every session, an assessment of functioning will be drawn by the team: the time management, the functions of the group, the planning… · Every team, being organized and having worked on at least one particular topic, will build a complete structured exercise (equipment, working document, case record, evaluation...) brand new and original. · Every team hands in synthetic evaluation report divided in three parts: description and analysis of the construction of the team and its evolution; presentation and critic of the original structured exercise; activity reports and the assessment reports of functioning B. Individual evaluation The written individual evaluation is build up throughout the training courses. Through his logbook, every student takes distance with the life of the group and realizes an abstract map, a work of self-reflection. The student explains this subject during an oral examination. The purpose of this test is to set up a process of training trough assessment. |
Notes | Yes |
Language | French |
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