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Last update: PhDr. Adam Zdobinský (13.09.2023)
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Last update: PhDr. Adam Zdobinský (13.09.2023)
The aim is to gain competence to include the activities in different sports programs, with special emphasis on the use in school TV.
Upon completion of the course, the student is aware of the fitness, psychological and social benefits of tumbling activities.
The student is familiar with a spectrum of simple slip games and is able to devise variations of these exercises depending on the input conditions.
The student is able to analyse the strategic points of certain bowling activities and highlight potential pitfalls.
The student is able to create an adequate didactic series for a desired activity depending on the level of the practitioner and the environmental conditions.
The student can apply a variety of didactic styles in the area of the climbing activities to increase the attractiveness of the program for a heterogeneous group.
The student can provide an informed reflection on the didactic outcomes of his/her classmates. |
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Last update: PhDr. Adam Zdobinský (13.11.2023)
1) Due to ongoing practice in schools, occasional absences are taken into account. However, at the time of didactic outcomes, attendance of all is unconditional.
2) Ongoing collaboration on the MS Teams platform.
3) Didactic output and discussion. |
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Last update: PhDr. Adam Zdobinský (13.11.2023)
E-learning: https://ftvs.cuni.cz/FTVS-2533.html
REGULI, Z., ĎURECH, M., VÍT, M. Teorie a didaktika úpolů ve školní tělesné výchově. Brno: FSpS MU, 2007. 1. vydání. ISBN 978-80-210-4318-3.
STARÝ, K., LAUFKOVÁ, V. Formativní hodnocení ve výuce. Praha: Portál, 2016. ISBN 978-80-262-1001-6
PAVELKA, R., STICH, J., Sebeobrana. Praha: IKAR, 2015. ISBN 978-80-249-2800-5.
PAVELKA, R., REINDERS, A. Kondiční trénink pro bojové sporty - rozvoj speciální síly. Praha: Grada, 2015. ISBN 978-80-247-5416-1. |
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Last update: PhDr. Adam Zdobinský (13.11.2023)
Practical credit: Techniques applicable to varying ground game activities
Oral exam: Defined areas from required literature:
Evaluation of the benefits and pitfalls of ground game activities
Aspects of self-defense
Ground game activities in the Framework Educational Program
Didactic styles in practice in ground game activities
Classroom climate and ground game activities
Safety and the principle of habituation to contact |
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Last update: PhDr. Adam Zdobinský (13.11.2023)
The course is allocated a value of 1/1, meaning that students complete 7 lectures and 7 exercises during the semester. The course concludes with an exam.
Topics and content of lectures:
All lectures are conducted in a theoretical form in the lecture hall with a projector.
Lecture 1:
Explanation of the requirements for course completion, clarification of the teamwork system, explanation of the purpose of specific tasks. Compilation of criteria for evaluating didactic output by the entire group of students. Systematics of ground game activities. Ground activities in the Framework Educational Program. Principle of habituation to contact in school physical education. Physical, psychological, and social benefits of ground game activities. Lecture 2:
Utilization of organizational forms and didactic styles in ground game activities. Common mistakes in didactic output and their prevention. Principle of applying situations from combat sports in the creation of ground games. Results of research on the frequency of incorporating ground activities in school physical education. Lecture 3:
Management of a heterogeneous class. Vulnerable individuals, types of vulnerability, dealing with specific problem situations. Compilation of "classroom rules" for physical education classes in the context of incorporating ground activities. Options for diagnosing problematic behavior, collaboration among teachers. Lecture 4:
Options for using equipment in ground activities within the habituation to contact principle. Advantages and dangers of mass ground activities. Lecture 5:
Specific warm-up for ground activities. Transfer of preparatory ground activities into daily life. Biomechanics of falling techniques, principles of didactic sequences. Lecture 6:
Basics of self-defense - how to teach self-defense when we don't know self-defense. Explanation of § 29 of the Criminal Code. Options for educating for the prevention of physical conflicts. Lecture 7:
Legislative foundations of communication with legal guardians. Regular communication with legal guardians both inside and outside the school, its setting, and rules. Diagnostic communication. Crisis communication in school. Topics, content, and learning outcomes of practical exercises:
All lessons are conducted in a practical form in areas covered with a soft mat (tatami).
Exercise 1:
Conditioning ground games in pairs inspired by Greco-Roman wrestling, mass ground games.
Learning outcomes:
Students can devise the sequence of activities to respect the habituation to contact principle. Students can list the basic safety principles for ground activities in a standing position. Students demonstrate tactical solutions to situations arising during ground activities in a standing position. Students can devise alternative rules for various levels of participants. Exercise 2:
Conditioning ground games in pairs on the ground inspired by grappling.
Learning outcomes:
Students can verbally describe when these activities are appropriate and when they are not. Students can distinguish between dominant and submissive positions, describe these positions, and justify why they belong to the specified category. Students can incorporate a range of preparatory exercises from the "wrestling gymnastics" into warm-ups, equipping participants for tactical solutions to situations. These solutions are suitable for the basics of self-defense. Students can describe and demonstrate several techniques from the "sweep" and "guard passing" categories. They can propose appropriate didactic styles to optimize the learning process. Exercise 3:
Ground games with simple rules (tugs-of-war, pressure games), mass ground games.
Learning outcomes:
Students can create a creative ground game with respect to the intended conditioning effect. These activities can be placed on the continuum of the habituation to contact principle. Students can adapt a specific activity for different students in relation to a heterogeneous group. They can also suggest an optimal organizational form (groups) and didactic style (with varying difficulty). Students can suggest a variety of games based on the demands of the external environment. Exercise 4:
Basic self-defense techniques.
Learning outcomes:
Students can enumerate and justify communication principles in a conflict situation. Students can verbally describe the values that should be respected with regard to cultural customs in the Czech Republic. Students can justify the use of the concept of the "personal zone" in addressing physical conflict. Students can describe and demonstrate the basic hand position and stance that are crucial for the pre-conflict phase. They can also suggest a range of preparatory exercises leading to the adoption of the basic stance. Students can compile a didactic sequence for a specific strike that is applicable in self-defense. Exercise 5:
Demonstration of didactic outputs and reflection.
Learning outcomes:
Student groups present a shortened lesson focused on ground activities. Students demonstrate an appropriate selection of didactic styles and organizational forms in relation to the lesson's defined goal. Other students provide professional reflection on the presented lesson. Comments and arguments are based on a list of criteria established during the lecture and accepted by the entire group. Exercise 6:
Demonstration of didactic outputs and reflection.
Learning outcomes:
Student groups present a shortened lesson focused on ground activities. Students demonstrate an appropriate selection of didactic styles and organizational forms |
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Last update: Mgr. Dominika Krupková (21.10.2022)
E-learning: https://ftvs.cuni.cz/FTVS-2533.html |
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Last update: PhDr. Adam Zdobinský (13.09.2023)
Pro účast na předmětu se předpokládá technická znalost základů juda, karate a pádové techniky. Vše v takovém rozsahu, jaký byl diskutován na předmětu Úpoly PTUS373 |
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Last update: PhDr. Adam Zdobinský (21.02.2022)
Rozsáhlá problematika sebeobrany, která má také ve školní TV své místo, je nad rámec tohoto předmětu. Detailně se však tématem zabývá vol.předmět Didaktika Sebeobrany PTUS392N. |