VÍT, Michal, Martin BUGALA and Jan ŠENKÝŘ. LEARNING OUTCOMES OF SELF-DEFENSE TEACHING IN HIGH SCHOOL PHYSICAL EDUCATION. In Dragan Milanović, Goran Sporiš. 7th International Scientific Conference on Kinesiology, 2014, Opatija, Croatia. Opatija: University of Zagreb, Faculty of Kinesiology, Croatia, 2014, p. 318-321. ISBN 978-953-317-027-5.
Other formats:   BibTeX LaTeX RIS
Basic information
Original name LEARNING OUTCOMES OF SELF-DEFENSE TEACHING IN HIGH SCHOOL PHYSICAL EDUCATION
Authors VÍT, Michal (203 Czech Republic, guarantor, belonging to the institution), Martin BUGALA (203 Czech Republic, belonging to the institution) and Jan ŠENKÝŘ (203 Czech Republic, belonging to the institution).
Edition Opatija, 7th International Scientific Conference on Kinesiology, 2014, Opatija, Croatia, p. 318-321, 4 pp. 2014.
Publisher University of Zagreb, Faculty of Kinesiology, Croatia
Other information
Original language English
Type of outcome Proceedings paper
Field of Study Sport and leisure time activities
Country of publisher Croatia
Confidentiality degree is not subject to a state or trade secret
Publication form printed version "print"
RIV identification code RIV/00216224:14510/14:00089011
Organization unit Faculty of Sports Studies
ISBN 978-953-317-027-5
UT WoS 000384519100088
Keywords in English education; combatives; reasonable defense; qualitative analysis; Atlas.ti
Tags rivok
Tags International impact, Reviewed
Changed by Changed by: Ing. Jana Smítalová, učo 40472. Changed: 11/4/2017 14:47.
Abstract
The article deals with learning outcomes in self-defense teaching. Participants were high school students in the Czech Republic (n = 26) with a mean age of 16.4 years. Based on in vivo observations and qualitative data analysis of the survey, instrument learning outcomes of students after a one-day self-defense course were assessed. Although the students are able to describe the legal definition and boundaries of self-defense theoretically and at the same time to assess whether a particular case maintained within these boundaries, it is problematic for them to break free from problem assessment tinged with emotions. The teacher should be aware of these facts and take them into account in the self-defense teaching practices. This fact should be reflected in teaching self-defense. Recommendation for practice is to use model situations using stress conditions. This approach may lead students to deeper understanding of their own reactions to the attack and the distinction between conscious assessment of the situation and their own instinctive reactions.
PrintDisplayed: 22/7/2024 07:17