Contents, aims and methods of work
The main subject of this course is exercise prescription for physical fitness for sport in the schools, elementary and upper secondary school levels. Among covered material: Physical fitness evaluations of individuals, assessment of strength and endurance of the cardiovascular and muscular systems and flexibility. The aims of this course are also individually and group based goal setting and training programs, and health and different fitness training options for health and welfare but also for different sport. In connection with the course is a practicum in the field of independent training, where students gain experience working. The course consists of lectures and discussions, practical exercises, and individual and group projects.

In the course the students will deal with advanced topics in teaching and coaching which have a connection to the national curriculum as they relate to the development of the PE-teacher, the coach, and the organization of sport in the society.The course is designed to present teaching PE and coaching theory that will guide teachers in the development of fitness programs.

Procedure
Practical lectures, exercises and discussions

Growth, development and maturation during childhood will be discussed. Special emphasis is paid to the importance of physical exercise training for children and adolescent’s health and well-being. The sex role and sex differences in sport and exercise will be explored. Different kind of endurance training and resistance training programs for children and youth will be introduced. Describe the effects of early specialization and multilateral exercise training on children and adolescents physical developments. Sport´s club where the main focus is physical exercise training for children and youth, and will be visited.  

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

The course emphasizes gain of knowledge and understanding of basic training and testing rules and principles in HP sports. The course covers the different aspects of working in HP sports.

The main emphasis is on obtaining the skills necessary for working in HP sports, development of important skills, effective coaching, talent identification, training periodisation and recovery, monitoring training load, statistics, data collection, analysis, presenting reports to different populations (athletes, parents, coaches, medical staff), public speaking.

The course will consist of both practical and theoretical lessons. Practical lessons will cover sports science/biomechanical testing and assessment, training programming, conducting sessions with HP athletes.  Additionally, students will have a chance to visit and meet some of high-performance athletes in Reykjavik.

Students will work with movement analysis equipment and software for technique analysis, to rationalise their decisions and evaluate critically the applied methods. Students will learn how to design and collect data, write the reports and present it to various interested groups (athletes, coaches, parents, medical staff).

With the knowledge gained in this course, students will be able to work confidently in all individual or team sport clubs, institutes or in private sector

The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).

The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

The aim of the course is practical training in the field of physical education in primary schools. Emphasis is placed on students experience in teaching, focusing on sports and swimming at all levels of the primary school, under the guidance of experienced physical education teacher. Also, students are trained in preparing physical education lessons in accordance with the National Curriculum and the school curriculum.

The main objective of this course is exploring advances and innovations in physical education studies and teaching methods involving the movement school, technical skills, strength – endurance – speed – and mobility trainings. Issues and challenges in teaching will be discussed. The latest research on physical fitness and motor skills is reviewed along with theories and methods of assessment. We will discuss the role and structure of the school grounds as an influential factor in the daily movement of children and adolescents. International activities and sports projects that primary schools participate in will be presented and students will learn skills to lead these international projects at their schools, as well as manage other health-related projects and competitions, e.g. heilsueflandi grunnskóla and skólahreysti. Multimedia technology used in the school will be introduced along with technological innovations that could be used in physical education. The course supports teaching in students' field studies (practicum).

This course is a continuation of the course "Vetttvangsnám 1" and is also conducted mostly in the field as practical training. Emphasis is placed on teaching methods and ways to teach all pupils. Students will deepen their knowledge of the role of the teacher and teaching at all levels of primary school. Students will have opportunity to choose challenging subject matters to work on.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

Students get to know a variety of ways to train in water, e.g. strength training, aqua aerobics, water polo, dance/zumba, rehabilitation, floating/relaxation, cool-downs and open water swimming. Training in water for different age groups is also reviewed, e.g. swimming for infants and swimming for senior citizens.

The course consists of lectures, practical sessions and field trips.

Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.  

The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences. 

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.

Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).

The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.

Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.

Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.

Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.

Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.

Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.

Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5.0 in each project and exam is needed.

The overall aim of the course is to develop student´s knowledge and understanding of experiential learning, outdoor education, life skills and reflective practices. There is a special focus on outdoor education as a subject, method and research topic.

From the perspective of experiential education this course deals with the process of playing, learning and developing in the out-of-doors, with an attention to the connection between formal, non-formal and informal learning and the value of leisure studies. 

Students are encouraged to reflect on how learning takes place and to develop skills to organize learning environment that supports experiential learning and active participation of learners.

Experiential learning can be used as method for a skill acquisition; therefore, this course will explore possibilities to work closer with learning life skills within leisure- and school programs. Life skills as a concept involves self-knowledge, communication, creativity, lifestyle and leadership. Student will be given an opportunity to explore research methods used in outdoor education, including participants observation, focus groups and interviews.

Topics such as experiential learning, life skills, outdoor- and adventure education will be addressed, both in theory and practice. The course will attempt to provide opportunities for teachers and students alike, to explore more deeply, the role and value of experiential learning and reflective practices in nature settings.  In this course we also want to give student that are interested in using outdoor education approach with focus on well-being, adventure and nature programs.

Work schedule

The course will take place in August, September, and October, with four study sessions, a discussion session, and work sessions in between.

Study session 1 in Reykjavík: Friday, August 22, 12 noon to Saturday, August 23, 6 pm

Study session 2 outside Reykjavík: Friday, September 12, 12 noon to Sunday, September 14, 4 pm. The stay will be outside Reykjavík. The work will be experientially focused both indoors and outdoors.

Study session 3 outside Reykjavík: Wednesday, October 1, 12 noon-8 pm (Experiential learning in action).

Study session 4 in Reykjavík: Thursday, October 16 (Conference on outdoor education).

Students will keep a reflective journal during the course and prepare and carry out an experiential learning project and a conference.

Attendance is mandatory for the course, which includes the study sessions.

Assessment and emphasis in the course are formulated in collaboration with students and thus try to be faithful to work in an experiential way.

Direct costs related to field trips and travel will be approximately ISK 16.000.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

The course covers biological and physiological changes that occur with aging and their effects on physical fitness components, the cardiovascular system, and the lungs. Changes in major bodily systems such as body composition, bones, muscles, heart, and lungs will be examined, along with how these changes impact strength, endurance, and anaerobic capacity. The course will discuss mobility in older adults and the importance of physical activity for overall physical condition and health. Special emphasis will be placed on explaining the relationship between mobility, physical fitness, body composition, and various other lifestyle factors in the elderly.

Additionally, students will explore the various challenges associated with aging, including changes in sleep patterns, diet for older individuals, mental health, and well-being. Health promotion will also be a focus, and students will have the opportunity to learn about health promotion initiatives through the Icelandic Sports Association (ÍSÍ).

Procedure

The lessons are theoretical, and students are required to listen to or watch online lectures and complete assignments based on them. Students will develop skills in reading research articles and participate in discussions on aging and physical activity. Additionally, students will have the opportunity to gain practical experience with health promotion in the field.

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

The course is designed to introduce students to various chronic diseases, symptoms, treatment and effect of exercise on treatment and disease progression. Contents of the course are various chronic diseases such as cardiovascular diseases, obesity, osteoporosis, type I and II diabetes mellitus, asthma and lung diseases, MS, arthritis, cancer, and renal diseases. Effect of exercise training for individuals with chronic disease, progression, effectiveness and safety.

The course consists of lectures and discussions/projects

The course focuses on how to increase the well-being, interest, and skills of participants in organized and non-organized sport with positive psychology. A focus will also be put on how sport and exercise can do more harm than good. Students learn about the psychological challenges that follow exercising and losing athletic identity when retiring from sport. Ethics in sport will also be discussed by examining concepts such as responsibility, honesty, and equality.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

In this course on research ethics special emphasis will be on research ethics in both health sciences as well as social sciences. Good conduct in research will be in focus as well as ethical dilemmas related to studies using both qualitative and quantitative method of research. Icelandic regulations and ethical committees regarding research in Iceland will be introduced.

In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland  were the core of the conflict will be defined and underlying values will be drawn out.

The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.

The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.

The learning arrangements consist of lectures and group work.

Input and main subject matter
The main focus of the course is based on the increased emphasis that has been given to health and wellbeing in all school activities. First, with the introduction of Health and Welfare, as it is introduced in the National Curriculum. Second, based on the projects of the Directorate of Health aimed at health promoting schools and communities. Third, the Sustainable goals from WHO aimed at communities.

About Health and Welfare according to the national curriculum: "Health is based on mental, physical and social well-being. It depends on the complex interaction of an individual with his environment and social circumstances. All schooling needs to promote health and systematic well-being regardless of the economy and circumstances, as children and young people spend a large part of the day at school. The focus is on positive and realistic self-esteem, exercise, nutrition, rest, mental well-being, good communication, security, hygiene, sexual health and understanding of your own feelings and others. Everyone needs to have the opportunity to enjoy their strengths and build a solid self-esteem that is the basis for being able to make informed and responsible decisions in relation to their own health. Education needs to be learned about the value of physical activity, boosting motor skills, and creating a safe environment that encourages everyone to move. The school environment needs to promote healthy food choices with education and a good supply of diverse foods. "

According to the Directorate of Health a society that emphasizes health and well-being of all inhabitants at the forefront of all policies, and in all areas, is a health-promoting community. In health-promoting communities there is a constant emphasis on improving both the human and social environment of the population, reducing inequalities, and reducing the incidence and consequences of chronic diseases with a variety of prevention and health improvement efforts.

Work Methods
The course is taught as both in classes and in distance learning. During the course, students receive a course material on a website, take a Canvas exam from reading material and do academic project. Attendance is required in specific classes.

To pass the course, the minimum grade of 5.0 is required in each project and exam.

Contents, aims and methods of work
The main subject of this course is exercise prescription for physical fitness for sport in the schools, elementary and upper secondary school levels. Among covered material: Physical fitness evaluations of individuals, assessment of strength and endurance of the cardiovascular and muscular systems and flexibility. The aims of this course are also individually and group based goal setting and training programs, and health and different fitness training options for health and welfare but also for different sport. In connection with the course is a practicum in the field of independent training, where students gain experience working. The course consists of lectures and discussions, practical exercises, and individual and group projects.

In the course the students will deal with advanced topics in teaching and coaching which have a connection to the national curriculum as they relate to the development of the PE-teacher, the coach, and the organization of sport in the society.The course is designed to present teaching PE and coaching theory that will guide teachers in the development of fitness programs.

Procedure
Practical lectures, exercises and discussions

Growth, development and maturation during childhood will be discussed. Special emphasis is paid to the importance of physical exercise training for children and adolescent’s health and well-being. The sex role and sex differences in sport and exercise will be explored. Different kind of endurance training and resistance training programs for children and youth will be introduced. Describe the effects of early specialization and multilateral exercise training on children and adolescents physical developments. Sport´s club where the main focus is physical exercise training for children and youth, and will be visited.  

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

The course emphasizes gain of knowledge and understanding of basic training and testing rules and principles in HP sports. The course covers the different aspects of working in HP sports.

The main emphasis is on obtaining the skills necessary for working in HP sports, development of important skills, effective coaching, talent identification, training periodisation and recovery, monitoring training load, statistics, data collection, analysis, presenting reports to different populations (athletes, parents, coaches, medical staff), public speaking.

The course will consist of both practical and theoretical lessons. Practical lessons will cover sports science/biomechanical testing and assessment, training programming, conducting sessions with HP athletes.  Additionally, students will have a chance to visit and meet some of high-performance athletes in Reykjavik.

Students will work with movement analysis equipment and software for technique analysis, to rationalise their decisions and evaluate critically the applied methods. Students will learn how to design and collect data, write the reports and present it to various interested groups (athletes, coaches, parents, medical staff).

With the knowledge gained in this course, students will be able to work confidently in all individual or team sport clubs, institutes or in private sector

The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).

The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

The aim of the course is practical training in the field of physical education in primary schools. Emphasis is placed on students experience in teaching, focusing on sports and swimming at all levels of the primary school, under the guidance of experienced physical education teacher. Also, students are trained in preparing physical education lessons in accordance with the National Curriculum and the school curriculum.

The main objective of this course is exploring advances and innovations in physical education studies and teaching methods involving the movement school, technical skills, strength – endurance – speed – and mobility trainings. Issues and challenges in teaching will be discussed. The latest research on physical fitness and motor skills is reviewed along with theories and methods of assessment. We will discuss the role and structure of the school grounds as an influential factor in the daily movement of children and adolescents. International activities and sports projects that primary schools participate in will be presented and students will learn skills to lead these international projects at their schools, as well as manage other health-related projects and competitions, e.g. heilsueflandi grunnskóla and skólahreysti. Multimedia technology used in the school will be introduced along with technological innovations that could be used in physical education. The course supports teaching in students' field studies (practicum).

This course is a continuation of the course "Vetttvangsnám 1" and is also conducted mostly in the field as practical training. Emphasis is placed on teaching methods and ways to teach all pupils. Students will deepen their knowledge of the role of the teacher and teaching at all levels of primary school. Students will have opportunity to choose challenging subject matters to work on.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

Students get to know a variety of ways to train in water, e.g. strength training, aqua aerobics, water polo, dance/zumba, rehabilitation, floating/relaxation, cool-downs and open water swimming. Training in water for different age groups is also reviewed, e.g. swimming for infants and swimming for senior citizens.

The course consists of lectures, practical sessions and field trips.

Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.  

The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences. 

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.

Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).

The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.

Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.

Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.

Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.

Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.

Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.

Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5.0 in each project and exam is needed.

The overall aim of the course is to develop student´s knowledge and understanding of experiential learning, outdoor education, life skills and reflective practices. There is a special focus on outdoor education as a subject, method and research topic.

From the perspective of experiential education this course deals with the process of playing, learning and developing in the out-of-doors, with an attention to the connection between formal, non-formal and informal learning and the value of leisure studies. 

Students are encouraged to reflect on how learning takes place and to develop skills to organize learning environment that supports experiential learning and active participation of learners.

Experiential learning can be used as method for a skill acquisition; therefore, this course will explore possibilities to work closer with learning life skills within leisure- and school programs. Life skills as a concept involves self-knowledge, communication, creativity, lifestyle and leadership. Student will be given an opportunity to explore research methods used in outdoor education, including participants observation, focus groups and interviews.

Topics such as experiential learning, life skills, outdoor- and adventure education will be addressed, both in theory and practice. The course will attempt to provide opportunities for teachers and students alike, to explore more deeply, the role and value of experiential learning and reflective practices in nature settings.  In this course we also want to give student that are interested in using outdoor education approach with focus on well-being, adventure and nature programs.

Work schedule

The course will take place in August, September, and October, with four study sessions, a discussion session, and work sessions in between.

Study session 1 in Reykjavík: Friday, August 22, 12 noon to Saturday, August 23, 6 pm

Study session 2 outside Reykjavík: Friday, September 12, 12 noon to Sunday, September 14, 4 pm. The stay will be outside Reykjavík. The work will be experientially focused both indoors and outdoors.

Study session 3 outside Reykjavík: Wednesday, October 1, 12 noon-8 pm (Experiential learning in action).

Study session 4 in Reykjavík: Thursday, October 16 (Conference on outdoor education).

Students will keep a reflective journal during the course and prepare and carry out an experiential learning project and a conference.

Attendance is mandatory for the course, which includes the study sessions.

Assessment and emphasis in the course are formulated in collaboration with students and thus try to be faithful to work in an experiential way.

Direct costs related to field trips and travel will be approximately ISK 16.000.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

The course covers biological and physiological changes that occur with aging and their effects on physical fitness components, the cardiovascular system, and the lungs. Changes in major bodily systems such as body composition, bones, muscles, heart, and lungs will be examined, along with how these changes impact strength, endurance, and anaerobic capacity. The course will discuss mobility in older adults and the importance of physical activity for overall physical condition and health. Special emphasis will be placed on explaining the relationship between mobility, physical fitness, body composition, and various other lifestyle factors in the elderly.

Additionally, students will explore the various challenges associated with aging, including changes in sleep patterns, diet for older individuals, mental health, and well-being. Health promotion will also be a focus, and students will have the opportunity to learn about health promotion initiatives through the Icelandic Sports Association (ÍSÍ).

Procedure

The lessons are theoretical, and students are required to listen to or watch online lectures and complete assignments based on them. Students will develop skills in reading research articles and participate in discussions on aging and physical activity. Additionally, students will have the opportunity to gain practical experience with health promotion in the field.

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

The course is designed to introduce students to various chronic diseases, symptoms, treatment and effect of exercise on treatment and disease progression. Contents of the course are various chronic diseases such as cardiovascular diseases, obesity, osteoporosis, type I and II diabetes mellitus, asthma and lung diseases, MS, arthritis, cancer, and renal diseases. Effect of exercise training for individuals with chronic disease, progression, effectiveness and safety.

The course consists of lectures and discussions/projects

The course focuses on how to increase the well-being, interest, and skills of participants in organized and non-organized sport with positive psychology. A focus will also be put on how sport and exercise can do more harm than good. Students learn about the psychological challenges that follow exercising and losing athletic identity when retiring from sport. Ethics in sport will also be discussed by examining concepts such as responsibility, honesty, and equality.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

In this course on research ethics special emphasis will be on research ethics in both health sciences as well as social sciences. Good conduct in research will be in focus as well as ethical dilemmas related to studies using both qualitative and quantitative method of research. Icelandic regulations and ethical committees regarding research in Iceland will be introduced.

In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland  were the core of the conflict will be defined and underlying values will be drawn out.

The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.

The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.

The learning arrangements consist of lectures and group work.

Input and main subject matter
The main focus of the course is based on the increased emphasis that has been given to health and wellbeing in all school activities. First, with the introduction of Health and Welfare, as it is introduced in the National Curriculum. Second, based on the projects of the Directorate of Health aimed at health promoting schools and communities. Third, the Sustainable goals from WHO aimed at communities.

About Health and Welfare according to the national curriculum: "Health is based on mental, physical and social well-being. It depends on the complex interaction of an individual with his environment and social circumstances. All schooling needs to promote health and systematic well-being regardless of the economy and circumstances, as children and young people spend a large part of the day at school. The focus is on positive and realistic self-esteem, exercise, nutrition, rest, mental well-being, good communication, security, hygiene, sexual health and understanding of your own feelings and others. Everyone needs to have the opportunity to enjoy their strengths and build a solid self-esteem that is the basis for being able to make informed and responsible decisions in relation to their own health. Education needs to be learned about the value of physical activity, boosting motor skills, and creating a safe environment that encourages everyone to move. The school environment needs to promote healthy food choices with education and a good supply of diverse foods. "

According to the Directorate of Health a society that emphasizes health and well-being of all inhabitants at the forefront of all policies, and in all areas, is a health-promoting community. In health-promoting communities there is a constant emphasis on improving both the human and social environment of the population, reducing inequalities, and reducing the incidence and consequences of chronic diseases with a variety of prevention and health improvement efforts.

Work Methods
The course is taught as both in classes and in distance learning. During the course, students receive a course material on a website, take a Canvas exam from reading material and do academic project. Attendance is required in specific classes.

To pass the course, the minimum grade of 5.0 is required in each project and exam.

Contents, aims and methods of work
The main subject of this course is exercise prescription for physical fitness for sport in the schools, elementary and upper secondary school levels. Among covered material: Physical fitness evaluations of individuals, assessment of strength and endurance of the cardiovascular and muscular systems and flexibility. The aims of this course are also individually and group based goal setting and training programs, and health and different fitness training options for health and welfare but also for different sport. In connection with the course is a practicum in the field of independent training, where students gain experience working. The course consists of lectures and discussions, practical exercises, and individual and group projects.

In the course the students will deal with advanced topics in teaching and coaching which have a connection to the national curriculum as they relate to the development of the PE-teacher, the coach, and the organization of sport in the society.The course is designed to present teaching PE and coaching theory that will guide teachers in the development of fitness programs.

Procedure
Practical lectures, exercises and discussions

Growth, development and maturation during childhood will be discussed. Special emphasis is paid to the importance of physical exercise training for children and adolescent’s health and well-being. The sex role and sex differences in sport and exercise will be explored. Different kind of endurance training and resistance training programs for children and youth will be introduced. Describe the effects of early specialization and multilateral exercise training on children and adolescents physical developments. Sport´s club where the main focus is physical exercise training for children and youth, and will be visited.  

The role of nutrition in training and the impact on sports performance are the subjects of this course. Emphasis is placed on examining relevant topics being discussed in the society at any given time; in particular aspects of youth training and attitudes towards nutrition related factors among youth.

The main focus is on macronutrients, their roles and variations in requierments for different training. Also the role of age, gender, body image and physique will be discussed. It will also address the need for water, vitamins, minerals and trace elements, antioxidants and dietary supplements in connection with training.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends that often affect the consumer habits and attitude of young people.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup:
The course is based on lectures and one seminar. It is expected that students participate in discussion and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Assessment is based on the seminar and a home exam. Attendance in the seminar is obligatory.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

The course emphasizes gain of knowledge and understanding of basic training and testing rules and principles in HP sports. The course covers the different aspects of working in HP sports.

The main emphasis is on obtaining the skills necessary for working in HP sports, development of important skills, effective coaching, talent identification, training periodisation and recovery, monitoring training load, statistics, data collection, analysis, presenting reports to different populations (athletes, parents, coaches, medical staff), public speaking.

The course will consist of both practical and theoretical lessons. Practical lessons will cover sports science/biomechanical testing and assessment, training programming, conducting sessions with HP athletes.  Additionally, students will have a chance to visit and meet some of high-performance athletes in Reykjavik.

Students will work with movement analysis equipment and software for technique analysis, to rationalise their decisions and evaluate critically the applied methods. Students will learn how to design and collect data, write the reports and present it to various interested groups (athletes, coaches, parents, medical staff).

With the knowledge gained in this course, students will be able to work confidently in all individual or team sport clubs, institutes or in private sector

The main topic of this course is the importance and intitution of health promotion in various setting of society; the workplace, schools, sports as well as within the roam of people‘s leisure time. Various theories underlying health promotion will be introduced and the pros and cons of applying them in real life context will be discussed.  Students will have the platform to learn about the organization, execution and the process of health promotion. Special emphasis will be on introducing different methods to evaluate both the process and outcome of health promoting projects.

The course format is built on lectures and seminars. Active participation in class discussion, project productions and seminars is required.

Objective: Provide students with the oportunity to deepen their knowledge about the interaction between lifestyle, exercise and health and by looking at research in the field. Moreover, to gain more knowledge about various lifestyle-related diseases and the effects of exercise and training on them, both through preventive measures (primary prevention) and as a treatment option (secondary prevention).

The course is intended to introduce epidemiological research methods in the field of the relationship between physical activity and health and increase students' understanding and skills in reading scientific articles critically. How exercise affects health and reduces the risk of various lifestyle-related diseases will be explored. Research and observations on the interaction between movement-related lifestyles and different health factors will be discussed. The course will be taught in lecture format.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

Aim:
Students study qualitative research traditions in education, their origin and epistemological prerequisites. The course aims to deepen and broaden students' knowledge base in qualitative research methodology. Main characteristics of qualitative research are explored as well as various methods of data collection such as field studies, interviews and collection of pre-existing data.  Students will study various data analysis approaches such as thematic analysis, narrative analysis, semiotic analysis and discourse analysis. Students study research ethics and learn to explore, discuss and analyze issues at stake in qualitative research.

Teaching and learning methods:
Weekly lectures will be recorded and accessible to distances students. Methods are varied and include lectures, discussions and assignments. Students work together on assignments that are handed in weekly. Students are expected to take part in discussion on facebook. Students work individually on assignments where they are trained in data analysis.

Quantitative methodology and statistics. The main aim of the course is for the student to attain the skills and knowledge to analyze and write-up a quantitative manuscript that adheres to an accepted publication standard (e.g., APA) within quantitative educational research. A special emphasis will be on interpreting data examples that concern equality and inclusive education.

The aim of the course is practical training in the field of physical education in primary schools. Emphasis is placed on students experience in teaching, focusing on sports and swimming at all levels of the primary school, under the guidance of experienced physical education teacher. Also, students are trained in preparing physical education lessons in accordance with the National Curriculum and the school curriculum.

The main objective of this course is exploring advances and innovations in physical education studies and teaching methods involving the movement school, technical skills, strength – endurance – speed – and mobility trainings. Issues and challenges in teaching will be discussed. The latest research on physical fitness and motor skills is reviewed along with theories and methods of assessment. We will discuss the role and structure of the school grounds as an influential factor in the daily movement of children and adolescents. International activities and sports projects that primary schools participate in will be presented and students will learn skills to lead these international projects at their schools, as well as manage other health-related projects and competitions, e.g. heilsueflandi grunnskóla and skólahreysti. Multimedia technology used in the school will be introduced along with technological innovations that could be used in physical education. The course supports teaching in students' field studies (practicum).

This course is a continuation of the course "Vetttvangsnám 1" and is also conducted mostly in the field as practical training. Emphasis is placed on teaching methods and ways to teach all pupils. Students will deepen their knowledge of the role of the teacher and teaching at all levels of primary school. Students will have opportunity to choose challenging subject matters to work on.

The M.Ed. final project is an individual project. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In specific programmes at the Faculty of Teacher Education the thesis is expected to spread over three semesters, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools >> School of Education >> Teaching >> Master's thesis

Students get to know a variety of ways to train in water, e.g. strength training, aqua aerobics, water polo, dance/zumba, rehabilitation, floating/relaxation, cool-downs and open water swimming. Training in water for different age groups is also reviewed, e.g. swimming for infants and swimming for senior citizens.

The course consists of lectures, practical sessions and field trips.

Description of adaptations that occur during different physical training programs. The objectives of physical training and the analyses of physical profile of different sports disciplines will be discussed. Special emphasis is to explain the relationships between the volume and the intensity of the training work. The short- and long term planning of different physical training factors will also be discussed. The importance of adequate recovery and enough sleep to ensure to maximize effects of the physical training program.  

The course will discuss of the importance of sleep and sleep’s great role in relation to sports, recovery, and health. The subjects in the course are based on sleep need and architecture for various age groups, importance of sleep for training and recovery, both for physical and mental health. The course will be based on studies on sleep and its associations with sport and health sciences. 

The role of nutrition for sports performance is the subject of this course, which is in continuation of the course Nutrition and training in youth. Emphasis is placed on deepening the knowledge already gained. Project work will focus on aquiring practical skills based on menu planning and calculations, reviewing special needs in performance sports, for example during comptetition and resting periods, during preparation phases, in competition and in recovery. Weight management is also examined in disciplines where weight categories are relevant.

The latest research on the subject will be reviewed, and limitations and progress on the status of knowledge of the subject. Emphasis is placed on being able to distinguish the actual state of knowledge compared with marketing and trends within certain disciplines.

Furthermore, emphasis is placed on interdisciplinary teamwork between professionals, discussing how to maximize performance and promote health promotion through collaborative professional skills.

Course setup
The course is based on lectures and project work in small groups. It is expected that students participate in discussions and project work. There is a requirement for basic knowledge in nutrition in order to choose the course. Also students should be enrolled in the course Nutrition and training in youth. Assessment is based on project work.

The course is intended for students enrolling in graduate programmes in the Faculty of health promotion, sport and leisure studies. Important concepts and theories within the respective disciplines will be adressed. The course will focus on how different factors such as health behavior and social environment, and their interaction, affect people‘s health and wellbeing. Relevant current issues regarding physical activity, nutrition, health promotion, life skills and development will be adressed. Emphasis will be on critical evaluation and creative approach on subjects closely related to the student‘s future field of work. Students get to train cross-disciplinary work and strengthen their skills in communication from an interdisciplinary perspective.

Students will have the oportunity to deepen their knowledge in a particular subject, chosen in cooperation with a teacher. By the end of the course, students will have a finalized study plan for the course of the following study year(s).

The course will cover how it is possible to train kitchen skills in different groups and through that have an impact on their eating habits.

Circumstances, needs and groups may vary and the course will review these aspects. Also, students will design curricula and teaching guidelines for selected groups with special needs.

Young children usually interested and have pleasure in working with theirs parents in the kitchen. Children can assist in many ways and at the same time their skills and coordination develop.

Nutritional needs of older people are largely similar to the nutritional needs of other groups but several factors, such as changes in living form, health, mobility and ability to buy and make use of diverse groceries have an impact on food choices. The course tackles the factors that may affect the food choices and the ability to work in the kitchen and also how best to arrange food choices for those a living alone in old age. Diverse tips, guidelines and tools will be introduced during the course.

Students will learn to adapt learning material and instruction in recipes for groups requiring visual and advanced instructions in recipes.

Teaching
The course involves direct visual instruction, practical exercises for students, teaching exercises, group assignments and independent work.

Work Methods
The course is taught both in classes and as distance learning. During the course, students will receive study material on a website and take Canvas exam from reading material and work on academic projects. Students cook selected meals in accordance with the needs of different groups and  distance students make at home selected recipes from classes instead of attending classes. Attendance is required in specific classes. This course includes fee.

To pass the course, a minimum score of 5.0 in each project and exam is needed.

The overall aim of the course is to develop student´s knowledge and understanding of experiential learning, outdoor education, life skills and reflective practices. There is a special focus on outdoor education as a subject, method and research topic.

From the perspective of experiential education this course deals with the process of playing, learning and developing in the out-of-doors, with an attention to the connection between formal, non-formal and informal learning and the value of leisure studies. 

Students are encouraged to reflect on how learning takes place and to develop skills to organize learning environment that supports experiential learning and active participation of learners.

Experiential learning can be used as method for a skill acquisition; therefore, this course will explore possibilities to work closer with learning life skills within leisure- and school programs. Life skills as a concept involves self-knowledge, communication, creativity, lifestyle and leadership. Student will be given an opportunity to explore research methods used in outdoor education, including participants observation, focus groups and interviews.

Topics such as experiential learning, life skills, outdoor- and adventure education will be addressed, both in theory and practice. The course will attempt to provide opportunities for teachers and students alike, to explore more deeply, the role and value of experiential learning and reflective practices in nature settings.  In this course we also want to give student that are interested in using outdoor education approach with focus on well-being, adventure and nature programs.

Work schedule

The course will take place in August, September, and October, with four study sessions, a discussion session, and work sessions in between.

Study session 1 in Reykjavík: Friday, August 22, 12 noon to Saturday, August 23, 6 pm

Study session 2 outside Reykjavík: Friday, September 12, 12 noon to Sunday, September 14, 4 pm. The stay will be outside Reykjavík. The work will be experientially focused both indoors and outdoors.

Study session 3 outside Reykjavík: Wednesday, October 1, 12 noon-8 pm (Experiential learning in action).

Study session 4 in Reykjavík: Thursday, October 16 (Conference on outdoor education).

Students will keep a reflective journal during the course and prepare and carry out an experiential learning project and a conference.

Attendance is mandatory for the course, which includes the study sessions.

Assessment and emphasis in the course are formulated in collaboration with students and thus try to be faithful to work in an experiential way.

Direct costs related to field trips and travel will be approximately ISK 16.000.

This course is about bullying and the students that complete the course should acquire the knowledge, skills and abilities to prevent and intervene in bullying among children and teenagers.

The course is based on theory and research on bullying. The course is both theoretical and practical. The course is intended for all those who want to work with children and teenagers and is therefore suitable for students at the School of Education. Students in other fields are also welcome. The course will cover numerous aspects of bullying, including different manifestations of bullying, effective methods of prevention and intervention, collaboration with parents and guardians, and effective work with victims, perpetrators and bystanders. The course is conducted in Icelandic, but the reading material is in Icelandic and English.

The course is based on lectures, discussion and working sessions, field experiences and student presentations.

Attendance is compulsory for the course (minimum 80%). Attendance is compulsory for distance learners on specific dates. If distance learners miss those session they must make it up by attending other classes instead. Distance learning students can attend all the classes they want. They must do assignments for the classes they dont go to for attendance.

The course covers biological and physiological changes that occur with aging and their effects on physical fitness components, the cardiovascular system, and the lungs. Changes in major bodily systems such as body composition, bones, muscles, heart, and lungs will be examined, along with how these changes impact strength, endurance, and anaerobic capacity. The course will discuss mobility in older adults and the importance of physical activity for overall physical condition and health. Special emphasis will be placed on explaining the relationship between mobility, physical fitness, body composition, and various other lifestyle factors in the elderly.

Additionally, students will explore the various challenges associated with aging, including changes in sleep patterns, diet for older individuals, mental health, and well-being. Health promotion will also be a focus, and students will have the opportunity to learn about health promotion initiatives through the Icelandic Sports Association (ÍSÍ).

Procedure

The lessons are theoretical, and students are required to listen to or watch online lectures and complete assignments based on them. Students will develop skills in reading research articles and participate in discussions on aging and physical activity. Additionally, students will have the opportunity to gain practical experience with health promotion in the field.

This course concerns health behaviour in general. The health behaviour of different age groups will be addressed as well as the association between biological factors, health behaviour and social status. How can behaviour, coping and stress affect health? Behaviour in relations to food and consumption habits is of particular interest. How is it possible to shape healthy habits from childhood, for example to influence food choice and overcome pickiness about food? Societal influence and the part of media is also addressed. The course literature is from various books and scientific articles from different fields and is intended to capture the subject in an interdisciplinary manner.

The course is designed to introduce students to various chronic diseases, symptoms, treatment and effect of exercise on treatment and disease progression. Contents of the course are various chronic diseases such as cardiovascular diseases, obesity, osteoporosis, type I and II diabetes mellitus, asthma and lung diseases, MS, arthritis, cancer, and renal diseases. Effect of exercise training for individuals with chronic disease, progression, effectiveness and safety.

The course consists of lectures and discussions/projects

The course focuses on how to increase the well-being, interest, and skills of participants in organized and non-organized sport with positive psychology. A focus will also be put on how sport and exercise can do more harm than good. Students learn about the psychological challenges that follow exercising and losing athletic identity when retiring from sport. Ethics in sport will also be discussed by examining concepts such as responsibility, honesty, and equality.

This course focuses on collaboration across practices between professionals within leisure and education. The aim is to enhance student knowledge of the boundaries between professional practices, the benefits of inter-professional collaboration and the challenges that may arise when professionals with different expertise work together with children within education and leisure. Theories on different approaches in collaboration and communities of practice will be explored as well as research on relational trust and expertise. New legislation on integrated service to ensure the well-being of children will be introduced with a focus on the benefits for collaboration across practices that may follow. Students will get the opportunity to use their critical thinking by looking into different concepts and collaboration and draw a conclusion where more collaboration is needed. 

The course suits students that aim to work with children and youth within formal or informal educational institutions. The course is also practical for those who already work within schools, leisure centres or in the sport sector. 

Work style and expectations
Flipped teaching will be supported and lessons will be used for discussions and processing. Students are expected to take an active part in the discussion or submit a reflection if they cannot make it to the discussion time.

All study components must be passed with a minimum grade of 5.0.

In this course on research ethics special emphasis will be on research ethics in both health sciences as well as social sciences. Good conduct in research will be in focus as well as ethical dilemmas related to studies using both qualitative and quantitative method of research. Icelandic regulations and ethical committees regarding research in Iceland will be introduced.

In this course we will analyse particular ethical dilemmas related to e.g. education, environment and/or welfare issues. We will emphasize what characterizes ethical dilemmas and discuss how they can be met. To do this we will focus on chosen examples from public debate in Iceland  were the core of the conflict will be defined and underlying values will be drawn out.

The course is open to all M.A. and M.Ed students, and it is an optional course for M.Ed.-students of the special education program.

The focus of this course is on emotional and behavioral difficulties (EBD) among children and adolescents. Students learn about the basics of applied behavior analysis, functional behavioral assessment and comprehensive positive behavior support plans.

The learning arrangements consist of lectures and group work.

Input and main subject matter
The main focus of the course is based on the increased emphasis that has been given to health and wellbeing in all school activities. First, with the introduction of Health and Welfare, as it is introduced in the National Curriculum. Second, based on the projects of the Directorate of Health aimed at health promoting schools and communities. Third, the Sustainable goals from WHO aimed at communities.

About Health and Welfare according to the national curriculum: "Health is based on mental, physical and social well-being. It depends on the complex interaction of an individual with his environment and social circumstances. All schooling needs to promote health and systematic well-being regardless of the economy and circumstances, as children and young people spend a large part of the day at school. The focus is on positive and realistic self-esteem, exercise, nutrition, rest, mental well-being, good communication, security, hygiene, sexual health and understanding of your own feelings and others. Everyone needs to have the opportunity to enjoy their strengths and build a solid self-esteem that is the basis for being able to make informed and responsible decisions in relation to their own health. Education needs to be learned about the value of physical activity, boosting motor skills, and creating a safe environment that encourages everyone to move. The school environment needs to promote healthy food choices with education and a good supply of diverse foods. "

According to the Directorate of Health a society that emphasizes health and well-being of all inhabitants at the forefront of all policies, and in all areas, is a health-promoting community. In health-promoting communities there is a constant emphasis on improving both the human and social environment of the population, reducing inequalities, and reducing the incidence and consequences of chronic diseases with a variety of prevention and health improvement efforts.

Work Methods
The course is taught as both in classes and in distance learning. During the course, students receive a course material on a website, take a Canvas exam from reading material and do academic project. Attendance is required in specific classes.

To pass the course, the minimum grade of 5.0 is required in each project and exam.