The National Research Program "Sports" clearly defines the goal of developing excellence in research in health and sports science, strengthening the connection between research and sports, developing a data-based scientific and analytical base for sports, creating new knowledge and approaches, as well as strengthening the capabilities of material sciences and medicine to promote sustainability and efficiency in sports. The program sets out tasks that cover various research directions - innovative and technological solutions, health and functioning monitoring, as well as training approaches to improve the achievements of different groups of athletes, as well as evaluate the impact of sports on the national economy. These tasks require a complex and interdisciplinary solution. This project application is a joint proposal of five Latvian universities and, according to the tasks of the program, project activities are planned in specific work packages (WP) with several sub-tasks. The aim of this project is to develop innovations for promoting sports achievements, methods for athletes' health, functional abilities, training methodologies and, to improve the effectiveness of results, to develop a methodology for identifying sports infrastructure and collecting statistical indicators.

The REHAB project aims to strengthen bilateral relations between higher institutions in Ukraine and Europe providing physiotherapy study programs. This project addresses three major goals: (1) building professional capacity of the academic and research staff between and within and between the partner institutions, (2) development of the teaching/learning/assessment resources, and (3) specific educational infrastructure needed to provide the nationally new professional study program in physiotherapy. In addition, development and implementation of the professional Physical Therapists standard-based study programs in Ukraine will help to train European highly professional PT specialists. With expertise from European partners, the foundation of modern rehabilitation system will be founded in a country with major problems with disabling diseases and presence of victims of military intervention. Also, the project will increase competence level of human resources which will raise the potential for high added value product development leading to contributing economical increase.The following specific objectives are:- update and revise the current Bachelor study programs (2018 -2020) by implementing the transitional format (tBPT) based on a content gap analysis (in future professional BPT); - create the Physical Therapy Mastery study program (starting on 2019/2020) offering advanced competence (knowledge, skills and attitudes) in sport physiotherapy (SPT) and adapted physical activity in rehabilitation (APA-R); - increase professional capacity of the academic/professional personell including about 40 qualified PT faculty members for teaching physical therapy (2019 -2020).- create the Educational Infrastructure for Physical Therapy at partner HES - Pilot the PT master study programs based on the new content and innovative teaching approaches (start on 2019/2020) expecting up to 200 graduates by 2022.

The exchange of good practices project ‘LearningGames’ answered a need for a professional approach in the application of games for learning in adult education, lifelong learning, and vocational training.‘LearningGames’ researched relevant aspects of games and play from facilitating the communication and integration of game on a social level (learning from each other, competitiveness), to creating bridges to other fields of interest (sports and playing), and in the evaluation and cultural barriers to game play (definitions of games). It provided the participating teachers, trainers, facilitators with new insights in the cognitive potential of games and confidence in overcoming stereotypes for their use in adult education.‘LearningGames’ negotiated the idea of integrating games in formal and non-formal training structures. The discussion process resulted in a collection of texts and evaluation-based data, observations and reflections of the experiences gained during the project.Partnership Profile: The consortium consisted of 6 partners from 6 countries and included (small) companies, institutions, NGOs, and Universities. ‘LearningGames’ is rooted in the experience of the project promotor W-Point with non-formal learning frameworks in adult education and interest in researching the cognitive and educational value of games and their practical application. The other partners were: VUC Holstebro-Struer from Denmark, the regional branch of a nationwide adult education institution; ECG, an economic-cultural cultural cooperative from Portugal; Manchester Metropolitan University, Faculty of Education, UK; Latvian Academy of Sports Education, Latvia; University of Sofia, Bulgaria.The team of experts ensured a smooth implementation of the project. Through their network, the participating institutions realised a comprehensive dissemination strategy at local, national, regional and international level.Methodology & Implementation Activities: We applied a methodology based on 1) the playing and the periodical interchange of the Master Games devised by each partner 2) the application of surveys3) gathering of data, and4) an extensive, systematic discussion process of the experiences gained.The transnational partner meetings provided the structure and the timeline for the implementation of the project activities and the development of a thematic content.The results highlight the importance and status of ludic, social and evaluation elements in learning games that can be considered as good practice guidelines for teachers, trainers, ​and facilitators in adult education. The findings and results are documented in the online publication 'On Learning Games' on the project’s website www.learninggames.euThe project initiated a changed perception of the use of learning games in adult education at various levels:•For the participating experts and staff at the institutions they represented as they introduced new perspectives on the pedagogical impact of games,•For educational stakeholders such as academics, administrators and decision makers through conferences and virtual dissemination activities,•For students/players who had the opportunity to test a motivational approach to learning. The project created conditions for further research and promoted a diverse pedagogic discussion in adult education.​​​

Sport has the power to change lives, create jobs, develop people, improve health, and support community development and cohesion. Given this potential, it is vital that the sector has a competent workforce of paid staff and volunteers with the right skills, as well as a clear career structure and pathways with job opportunities.ESSA provided a unique opportunity to bring the sport and physical activity sector together for the first time to analyse and understand the labour market which was unknown and underestimated in order for the sector to move forward and to build a new relationship with education and training providers, based on this new understanding of the skills needed in employment by paid staff and the huge army of volunteers.A consortium of 18 national and 5 European level partners tackled the skills challenges of the sector collaborating with the entire sport and physical activity sector through the implementation of the European Sector Skills Alliance for Sport and Physical Activity during the innovative 3-year project.ESSA Main Activities:>Analysis of national sport labour markets through collaboration with Eurostat and National Statistics Offices>Desk research to present characteristics, evolution and future perspectives of national sport and education sectors>European Online Employers Survey on Skills Needs in the sport sector, with 3812 responses from across Europe>EU Expert Advisory Group bringing together 14 EU sport networks and umbrella bodies>Wide communication and dissemination to stakeholders at all levels>Effective project management and quality assuranceESSA Main Results:>National Reports from desk research activities and analysis of the Employer Skills Survey in sport – 28 reports produced to impact the sector in each EU nation>EU Report on Skills needs identification: Situation, trends, perspectives and priorities for the sport sector>EU and National Fact Sheets: Labour market and workforce development priorities for the sport and physical activity sector – 28 summary fact sheets produced, plus EU factsheet>European Sport Skills Seminar – successful event for 82 participants from 24 countries in Oct. 2019>Sustainable work plan for sport. In terms of new knowledge and data, the ESSA project highlighted the following realities and challenges for the sport and physical activity labour market: >A growing EU Sport Labour Market >Main characteristics:-More male than female as paid staff-Growing proportion of youth and 50 year+-High percentage of part-time contracts -High percentage of self-employed people -More workers with higher education qualifications than the EU average and less with low level of qualification.And some findings from the European Employer Skills Survey:>91.5% agreed it is important that their staff have access to on-going training to keep their skills up-to-date>79.9% agreed universities/training providers should work more closely with sport employers>Skills development priorities for eight identified occupations The ESSA-Sport activities have proven to be valuable exercises with new knowledge and important messages for stakeholders at all levels. National and European level conclusions and recommendations, including concrete action plans, have been generated and will inform future action in the sector. European level recommendations were formulated under the following headings: >Improving our knowledge and understanding of the sport and physical activity labour market>Promoting the value of the sport and physical activity sector>Promoting a more inclusive workforce for the sector>Upskilling and professionalising the workforceThrough dissemination activities carried out throughout the project, and planning for sustainability, the consortium is pleased to report that fully funded ongoing activities to continue and repeat the actions of the ESSA project are already planned for 2020 and beyond.

<< Background >>Primary PE is a cornerstone for foundation for lifelong engagement in physical activity and sport. Studies showed, that pupils with SEND are less likely participate in physical education lessons and are left out for a variety of reasons. The largest barrier for quality PE in primary school is qualification and preparation of teachers (Lynch, 2017), taking account inclusion, very important teachers perceived self- efficacy (Kwon and Block, 2017). During the COVID-19 pandemic, this situation became even more complicated. Last spring, in a few weeks, schools had to move from regular to distance learning. The most of schools faced a serious problem - the lack of digital education materials. The primary school teachers have to find new ways and methods to sustain physical activity of pupils with SEND. Some research already was done in this field to investigate how teachers utilised digital technologies in everyday teaching activities and results showed that using digital technologies was inert, depending on teacher, and PE were left on students and parents’ responsibility. Teachers still need support in curriculum design and practice provision how to integrate students with special educational needs into general PE classes. This project focus on primary school teachers as they have little or no knowledge about APE and children need the value and habit of lifelong physical activity to be instilled in them from a young age despite their abilities.<< Objectives >>The main goal of our project is to empower primary school teacher to include pupils with special education needs into physical education classes assisted by digital tools. Objectives: 1. To identify teachers ITC and inclusive class creation competences and their perceived self-efficacy in this area. 2. To create digitalized content for primary school teachers to work in inclusive PE classes. 3. To empower teachers to use digital platform by providing an assistance and support.<< Implementation >>In order to create digital content for primary school teachers the survey is planned to investigate the current situation of digital competences and self-efficacy. Survey questionnaire will be created considering the data we have and the conclusions will be received from workshops with associated partners and teachers. The workshops will be held in each participating country of at least 5 teacher-experts and other stakeholders. The survey will be conducted in each participating country for at least 200 primary school teachers. According to survey results the digital material how to work with SEND in physical education class will be developed. Each participating country will construct content based on the latest research and practical experience. Cross sectional evaluations of each country prepared part of material will be done. We will pilot our digital content with teachers in each partner country and the feedback will let us to improve digital material.<< Results >>In summary, this project is focused to three closely related main topics: 1) the digital competences of primary school teachers; 2) physical education class in primary schools; and 3) inclusion of primary school pupils with SEND in physical education. During this project implementation 2 products will be created (O1 -Field research study report. and O2 Digitized content for primary education teachers ). This project outcomes will help teachers to get key competencies in APE and will strengthen the digital competencies. The project will provide digital learning and teaching content, educational support and will encourage to develop creativity.