Nevşehir Hacı Bektaş Veli University Course Catalogue
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| Year/Semester of Study | 2 / Fall Semester | ||||
| Level of Course | 1st Cycle Degree Programme | ||||
| Type of Course | Optional | ||||
| Department | COACHING EDUCATION DEPARTMENT (PROPOSED) | ||||
| Pre-requisities and Co-requisites | None | ||||
| Mode of Delivery | Face to Face | ||||
| Teaching Period | 14 Weeks | ||||
| Name of Lecturer | ERHAN IŞIKDEMİR (erhanisikdemir@nevsehir.edu.tr) | ||||
| Name of Lecturer(s) | |||||
| Language of Instruction | Turkish | ||||
| Work Placement(s) | None | ||||
| Objectives of the Course | |||||
| To enable individuals to express themselves, empathize, respect different perspectives, think critically, integrate with the group they are in, prepare and implement a drama teaching plan and use drama in different age groups. | |||||
| Learning Outcomes | PO | MME | |
| The students who succeeded in this course: | |||
| LO-1 | can explain the history and definition of creative drama |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-9 They develop recommendations for identifying and preventing problems that may arise from sport-specific or general environmental conditions within a sport discipline. PO-10 They consider the opinions of colleagues from different sports disciplines regarding coaching practices. PO-27 As a coach, they contribute to the protection of athlete health. |
Examination Presentation Performance Project |
| LO-2 | Recognize individual characteristics within the group and distinguish differences |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-9 They develop recommendations for identifying and preventing problems that may arise from sport-specific or general environmental conditions within a sport discipline. PO-10 They consider the opinions of colleagues from different sports disciplines regarding coaching practices. PO-15 They systematically implement a performance-focused regular training program by adapting it to daily life and the specific sports discipline. |
Examination Presentation Performance Project |
| LO-3 | Can use the methods and techniques in creative drama in practice |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-9 They develop recommendations for identifying and preventing problems that may arise from sport-specific or general environmental conditions within a sport discipline. PO-10 They consider the opinions of colleagues from different sports disciplines regarding coaching practices. PO-15 They systematically implement a performance-focused regular training program by adapting it to daily life and the specific sports discipline. |
Examination Presentation Performance Project |
| LO-4 | Evaluate the program applied in creative drama in terms of goal, content and processing |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-9 They develop recommendations for identifying and preventing problems that may arise from sport-specific or general environmental conditions within a sport discipline. PO-10 They consider the opinions of colleagues from different sports disciplines regarding coaching practices. PO-15 They systematically implement a performance-focused regular training program by adapting it to daily life and the specific sports discipline. |
Examination Presentation Performance Project |
| LO-5 | Can apply a workshop program prepared by himself/herself in different age groups |
PO-1 They have knowledge of concepts and principles related to Sports Sciences, Coaching, Conditioning, and Performance Analysis in Sports. PO-9 They develop recommendations for identifying and preventing problems that may arise from sport-specific or general environmental conditions within a sport discipline. PO-10 They consider the opinions of colleagues from different sports disciplines regarding coaching practices. PO-14 Based on their own knowledge, the coach assesses the overall condition of individuals in different age groups by identifying their sports discipline, health and lifestyle profile, deficiencies, body structure and function, and level of sports participation. Accordingly, they determine evaluation and application priorities and plan training programs, taking individual differences into account. PO-15 They systematically implement a performance-focused regular training program by adapting it to daily life and the specific sports discipline. PO-33 They possess effective communication skills with other professionals related to the coaching profession. |
Examination Presentation Performance Project |
| PO: Programme Outcomes MME:Method of measurement & Evaluation |
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| Course Contents | ||
| Basic concepts of drama, dimensions of drama, structure and stages of drama, methods and techniques used in drama, drama lesson plan, implementation and evaluation of sample drama plan | ||
| Weekly Course Content | ||
| Week | Subject | Learning Activities and Teaching Methods |
| 1 | Introduction, introduction of the course structure | Presentation, research, case study, discussion, problem solving, group work |
| 2 | Implementation of communication and interaction studies | Presentation, research, case study, discussion, problem solving, group work |
| 3 | Implementation of trust-compliance studies | Presentation, research, case study, discussion, problem solving, group work |
| 4 | Implementation of role playing and improvisation exercises | Problem solving, group work |
| 5 | Implementation of role playing and improvisation exercises | Problem solving, group work |
| 6 | Implementation of role playing and improvisation exercises | Problem solving, group work |
| 7 | Reflections of the dimensions of drama on teaching | Problem solving, group work |
| 8 | mid-term exam | |
| 9 | Application of rhythm-music and drama | Problem solving, group work |
| 10 | Application of dance, movement and drama | Problem solving, group work |
| 11 | Planning of drama teaching in children | Problem solving, group work |
| 12 | Planning drama teaching in young people and adults | Problem solving, group work |
| 13 | Planning of drama teaching in the elderly | Problem solving, group work |
| 14 | Implementation of the prepared teaching plan | Presentation, seminar, project |
| 15 | Hazırlanan öğretim planının uygulanması | Presentation, seminar, project |
| 16 | final exam | |
| Recommend Course Book / Supplementary Book/Reading | ||
| 1 | Adıgüzel, Ö. (2013). Eğitimde yaratıcı drama (3. Baskı). Ankara: Pegem A Yayınları. | |
| 2 | Ataman, M. (2013). Yaratıcı yazma için yaratıcı drama (2. Baskı). Ankara: Pegem A Yayınları. | |
| Required Course instruments and materials | ||
| Assessment Methods | |||
| Type of Assessment | Week | Hours | Weight(%) |
| mid-term exam | 8 | 1 | 40 |
| Other assessment methods | |||
| 1.Oral Examination | |||
| 2.Quiz | |||
| 3.Laboratory exam | |||
| 4.Presentation | |||
| 5.Report | |||
| 6.Workshop | |||
| 7.Performance Project | |||
| 8.Term Paper | |||
| 9.Project | |||
| final exam | 16 | 1 | 60 |
| Student Work Load | |||
| Type of Work | Weekly Hours | Number of Weeks | Work Load |
| Weekly Course Hours (Theoretical+Practice) | 3 | 14 | 42 |
| Outside Class | |||
| a) Reading | 1 | 14 | 14 |
| b) Search in internet/Library | 1 | 14 | 14 |
| c) Performance Project | 0 | ||
| d) Prepare a workshop/Presentation/Report | 0 | ||
| e) Term paper/Project | 0 | ||
| Oral Examination | 0 | ||
| Quiz | 0 | ||
| Laboratory exam | 0 | ||
| Own study for mid-term exam | 1 | 7 | 7 |
| mid-term exam | 1 | 1 | 1 |
| Own study for final exam | 1 | 14 | 14 |
| final exam | 1 | 1 | 1 |
| 0 | |||
| 0 | |||
| Total work load; | 93 | ||