LEARNING OUTCOMES OF SELF-DEFENSE TEACHING  IN HIGH SCHOOL
PHYSICAL EDUCATION

D 2014

LEARNING OUTCOMES OF SELF-DEFENSE TEACHING IN HIGH SCHOOL PHYSICAL EDUCATION

VÍT, Michal, Martin BUGALA a Jan ŠENKÝŘ

Základní údaje

Originální název

LEARNING OUTCOMES OF SELF-DEFENSE TEACHING IN HIGH SCHOOL PHYSICAL EDUCATION

Autoři

VÍT, Michal (203 Česká republika, garant, domácí), Martin BUGALA (203 Česká republika, domácí) a Jan ŠENKÝŘ (203 Česká republika, domácí)

Vydání

Opatija, 7th International Scientific Conference on Kinesiology, 2014, Opatija, Croatia, od s. 318-321, 4 s. 2014

Nakladatel

University of Zagreb, Faculty of Kinesiology, Croatia

Další údaje

Jazyk

angličtina

Typ výsledku

Stať ve sborníku

Obor

Sport a aktivity volného času

Stát vydavatele

Chorvatsko

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

paměťový nosič (CD, DVD, flash disk)

Kód RIV

RIV/00216224:14510/14:00089012

Organizační jednotka

Fakulta sportovních studií

ISBN

978-953-317-014-5

Klíčová slova anglicky

education; combatives; reasonable defense; qualitative analysis; Atlas.ti

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 11. 4. 2017 14:54, Ing. Jana Smítalová

Anotace

V originále

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.

Citovat

VÍT, Michal, Martin BUGALA a 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, s. 318-321. ISBN 978-953-317-014-5.

@inproceedings{1195360,
   author = {Vít, Michal and Bugala, Martin and Šenkýř, Jan},
   address = {Opatija},
   booktitle = {7th International Scientific Conference on Kinesiology, 2014, Opatija, Croatia},
   editor = {Dragan Milanović, Goran Sporiš},
   keywords = {education; combatives; reasonable defense; qualitative analysis; Atlas.ti},
   howpublished = {paměťový nosič},
   language = {eng},
   location = {Opatija},
   isbn = {978-953-317-014-5},
   pages = {318-321},
   publisher = {University of Zagreb, Faculty of Kinesiology, Croatia},
   title = {LEARNING OUTCOMES OF SELF-DEFENSE TEACHING IN HIGH SCHOOL PHYSICAL EDUCATION},
   year = {2014}
}

TY  - JOUR
ID  - 1195360
AU  - Vít, Michal - Bugala, Martin - Šenkýř, Jan
PY  - 2014
TI  - LEARNING OUTCOMES OF SELF-DEFENSE TEACHING IN HIGH SCHOOL PHYSICAL EDUCATION
PB  - University of Zagreb, Faculty of Kinesiology, Croatia
CY  - Opatija
SN  - 9789533170145
KW  - education
KW  - combatives
KW  - reasonable defense
KW  - qualitative analysis
KW  - Atlas.ti
N2  - 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.
ER  -

VÍT, Michal, Martin BUGALA a Jan ŠENKÝŘ. LEARNING OUTCOMES OF SELF-DEFENSE TEACHING IN HIGH SCHOOL PHYSICAL EDUCATION. In Dragan Milanovi\'c, Goran Sporiš. \textit{7th International Scientific Conference on Kinesiology, 2014, Opatija, Croatia}. Opatija: University of Zagreb, Faculty of Kinesiology, Croatia, 2014, s.~318-321. ISBN~978-953-317-014-5.

Podrobný výpis o publikaci