Use of scenario training in high school self-defence teaching

VÍT, Michal, Zdenko REGULI and Jitka CHVÁTALOVÁ. Use of scenario training in high school self-defence teaching. Studia sportiva. Brno: Fakulta sportovních studií Masarykovy univerzity, 2011, vol. 2011, No 3, p. 339-344. ISSN 1802-7679.

Basic information

Original name

Use of scenario training in high school self-defence teaching

Name in Czech

Využití modelových situací ve výuce sebeobrany na středních školách

Authors

VÍT, Michal (203 Czech Republic, guarantor, belonging to the institution), Zdenko REGULI (703 Slovakia, belonging to the institution) and Jitka CHVÁTALOVÁ (203 Czech Republic, belonging to the institution)

Edition

Studia sportiva, Brno, Fakulta sportovních studií Masarykovy univerzity, 2011, 1802-7679

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Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

Sport and leisure time activities

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

RIV identification code

RIV/00216224:14510/11:00074634

Organization unit

Faculty of Sports Studies

Keywords (in Czech)

kinantropologie pedagogika evaluace učební výstupy tělesná výchova úpoly sebeobrana sebeobrana pro střední školy

Keywords in English

kinantropology pedagogy evaluation learning outcomes physical education combatives self-defence self-defence for high schools

Tags

rivok

Tags

International impact, Reviewed

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Abstract

V originále

Self-defence is the main part of high school combatives curriculum. Contemporary trend in self-defence training is use of scenario training. Basic principles and methods of creating scenario training are described in the first part of paper. In 2010 – 2011 High school self-defence project (HSSP) was implemented in three different high schools. Scenario training was integrated into HSSP. In the second part of articles are presented data from scenario training, which was integrated as post-test of students self-defence skills. The main evaluative method of educational outcomes was expert analysis and non-standardised questionnaire. The result of self-defence scenario trainings was ambiguous. The performance of two from three schools was more or less the same. The successful to unsuccessful defence ratio of the school A was 9:9, 1 result being unclear; in the school B it was 11:9, 1 result being unclear. Only students of the sport grammar school reached markedly better ratio 7:1. In the context of results in psychomotor domain the outcomes in affective domains are considered more significant for the development of competences in self-defence. For students the scenario trainings represent the most emotional part of the classes and create high potential for learning via experience. Although the scenario training against assistant is a highly stressful experience, the students afterwards assess its course as very interesting, useful and important for development of their competence in self-defence. The students were concerned with scenario trainings and they themselves proposed their repetition under different conditions (time, material, personnel, etc.) with the aim to obtain higher adaptation to stress and physical attack. However, dealing with defence against an adult attacker represents for the secondary school students a hard resolvable problem. We consider the scenario training method to be very effective and we recommend it for further analysis in combative didactics.