International Sport Development

​In this program Sport and Physical Education (PE) will be approached from a Dutch, International and comparative perspective. This means that concepts used in different countries towards PE and Sport will be discussed. The program starts from the idea that teachers in Sport and PE are willing to develop themselves as European or Global citizens. This perspective, the development of an international teachers identity, means that international and intercultural competences are the main focus of the program.

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Learning outcomes

By following this program, students;

  • Can value cultural diversity

  • Can show cultural self-awareness

  • Are willing to learn about other cultures and to suspend judgement

  • Developed their personal and professional identity towards European or Global citizenship

  • Are behaving and communicating effectively and appropriately during intercultural encounters

  • Can critically evaluate cultural perspectives, practices and products, including those of one's own culture.

  • Understand Dutch (Groningen) culture in (physical and higher)education and sport from historical, philosophical  and sociological perspective.

Entry requirements

  • Students who are interested in examining physical education and sport from an international and comparative perspective, and studying at higher education level (Bachelor/Master).

  • Students who are studying something else then PE are welcome, but before entering contact is advised with the program coordinators.

  • English B

Learning philosophy

  • Democratic: In a team with different nationalities the ISD-program will be constructed together, starting from individual (learning) ambitions and goals.

  • Comparative perspective: Changing prejudices by comparing other countries and cultures

  • Action-learning: acquiring knowledge through actions and practice and learning from within. 

Coretasks and assessment

The curricula of the ISD program is 'core-task' based. This means that the assignments students have to make lead to learning outcomes, which have a positive contribution to competent behavior concerning the task. The task for every student is to show competent performance and development in the four core-tasks (mentioned below).

The four tasks each lead to different products (see table below).

CoretaskAssignments (result)Code
1.       Physical education and sport programs in an international perspective (8 credits)
Teachers (education) reportHLVH2SPEI
2.       International projects in physical education and sport (8 credits)International ProjectHLVH2ECSP
3.       Doing research in the area of physical education and sport, from an international and comparative perspective (8 credits)Research/essay/paperHLVH2ISPE
4.       Developing a personal and professional identity towards European and global citizenship (6 credits) Learning storyHLVH2APC


Literature and concepts

The ISD-program has a democratic approach to education. This means that we assume that students are able to organize their own learning, in cooperation with peers. To create this learning space we focus on tasks, and through these tasks the learning outcomes will be achieved. The consequence of this approach is that there is no (fixed) schedule, or program. In the program lectures and assignments will be given. The literature mentioned below can help conceptual development in the area of internationalisation and intercultural competence. The literature is not obligatory (Other concepts, like; 'the participation ladder', 'The Iceberg Model' and 'Action Type', will be discussed in lectures)

  • Action Types Swisss Sarl (n.b.). Action Types in Sports. Why Does Sports Thrive With Action Types. Geraadpleegd op 14 Juli 2017, van welcome.actiontypes.com/where-we-help/sport/#.WWh1rdPygWo

  • Bray, M. (2014). Comparative Education Research. Approaches and Methods. Hong Kong University Press

  • Burnet, B. & Evans, D. (2016). Designing your life. Knopf Publishing Group

  • Democratic Education. (2017, September 4). Retrieved from https://en.wikipedia.org/wiki/Democratic_education

  • Harris, A., Jones, M. e.a. (2017). The Dutch Way in Education. Teach, Learn and Lead the Dutch Way. Uitgeverij: OMJS

  • Eshel, I. & Verhaar, J. (2013). Project management. A professional approach to events. Eleven International Publishing

  • Gilmore, J. & Pine, J.H. (2011). The experience economy. Harvard Business School Publishing

  • Korthagen, F.A.J., Younghee, M. Kim, & Greene, L. (2012). Teaching and Learning from Within; A Core Reflection Approach to Quality and Inspiration in Education. Routledge

  • Mosston, M. & Ashworth, A. (2008). Teaching Physical Education. Pearson Education

  • Nijs, D. (2014). Imagineering the butterfly effect. Transformation by inspiration. Eleven International Publishing

  • Nunez, C. (2014). Intercultural sensitivity. From denial to intercultural competence. Assen; Koninklijke Van Gorcum

  • O'Neill, S. (2014). How to write an essay. Createspace Independent Publishing Platform

  • Pinto, D. (2000). Intercultural communication: a three-step method for dealing with differences. Garant Uitgevers

Practical information

Language of instruction: English

Offered: Winter (September – February) and spring (February – July)

How to apply: Please click here for the application procedure

Contact;

If you wish to receive more information concerning the program, please contact: Roy Epping (r.j.a.epping@pl.hanze.nl) or Paul Tesselaar (p.r.tesselaar@pl.hanze.nl).

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