Participants of the International Scientific Conference "Movement and Experience in a Multidisciplinary Concept"

The paper focuses on an ethical analysis of the importance of education for responsible movement and the subsequent experience of healing society. The concept of responsible movement, which is anchored in the dialogical plane of the Gadamerian situation of multi-generational understanding of the society-wide trend of disharmony of movement, is the supporting concept of the investigation. This is an interdisciplinary hermeneutically posed ethical problem that can be helped to be addressed by an experiential form of exemplary approach to developing the movement qualities of the dialogical person, and at all ages. The main purpose of the paper is to highlight the possibilities of motivation to connect the joy of movement through the experience of its benefits, which clearly can mean for society not only the healing of the physical, but also the mental and spiritual side of the person.

Keywords: personalistic ethics, education, experiential locomotion, responsibility

Paper is focused on an ethical analysis of the value of education on responsible locomotion and it aims to show the benefit of it for contemporary tired and unhealthy society. The main notion of the research is the responsible locomotion as a need to overcome the global trend of disharmony of locomotion in contemporary society. Research is defined in Gadamer-like situation of s. c. transgenerational dialogue. As such the notion responsible locomotion is hermeneutically researched in its interdisciplinarity as the ethical problem, which may be solved by dialogical experiencing of ethical models of doing locomotion via educational process as a form of learning the model approaches towards development of proper and desired locomotion vices, of any dialogical person, of any age. The main aim of the paper is to foster and to motivate to connect any personal, however responsible locomotion with an experience of the natural joy from such a locomotion and to understand it as the benefit, which may make the contemporary society more and more healthy in body, soul and spirit, too.

Key words: Personalistic Ethics, Education, Experience Locomotion, Health Care giving, Responsibility

PRESENTATION

The paper deals with the philosophical-ethical analysis of movement and its individual forms of experience, which it places in the context of globalization. The paper will be based on the concept of the compression of space as a fundamental experience of movement in the present. In the paper we will point out how globalization is changing our perception of movement, intensifying not only its openness but also the forms of its survival . In the first part of the paper we will discuss the definition of movement, which will be interpreted as the existential potency of the human being. The second part of the paper will focus on the analysis of globalization and its implications for the examined issue of the paper with regard to its ethical aspect .

Keywords: globalization; movement; experience; compression of space-existential massiveness.

The paper deals with the philosophical-ethical analysis of movement and various forms of its experience which is analyzed in the context of globalization. In this paper, we will arised from the concept of space compression as a basic experience of movement in present. We will point out how globalization changes our perception of movement, intensifying not only its openness but also the forms of its experience. In the first part of the paper, we will focus on the definition of motion, which we will interpret as the existential power of man. The second part of the papers focuses on the analysis of globalization and their consequences for the issue of contributions with regard to its ethical aspect.

Keywords: globalization; movement; experience; compression of space-existential power.

PRESENTATION

Audio presentation for download HERE.

Wilderness therapy is a way of working that focuses on strengthening a person's resilience. The combination of wilderness, therapeutic approach and group dynamics brings a lot of stimulation to a person not only for building inner integrity but also for strengthening a pro-community mindset. In this paper, we will not only explore how Wilderness Therapy works, but also use short case studies to show the similarities and differences in the impact of Wilderness Therapy on adolescents with risky behaviors and adults who have gone through the 8 day program.

Keywords: Wilderness therapy, at-risk youth, adult, outdoor trips

Wilderness therapy is an approach with an aim to increase human resilience. The combination of wilderness, therapeutic approach and group dynamics provides the person with many stimuli not only for building inner integrity, but also for strengthening the pro-community way of thinking. In this paper, we deal not only with how Wilderness Therapy works, but we also show in short case studies the similarities and differences in the effect of Wilderness Therapy on Youth at risk and Adults who participated in the 8-day program.

Keywords: Wilderness Therapy, Youth at risk, Adults, Outdoor expeditions

"What I liked about the forest nursery was that we could run a lot. You didn't shut us in," says Laura and Maja, two first-graders who have spent three years in our forest kindergarten. "And did you mind if you were cold sometimes?" "Oh, yeah, but I was able to warm up and run around and stuff. I could do something about it myself."

In my eyes, Forest Nursery is about respect (for nature, for children, for yourself) and the freedom to have life in your own hands. I myself spent my childhood in scouts, theatre and dance hall. Experiential pedagogy and movement in nature is something that is ingrained under my skin, and the Forest Preschool is the perfect place for me to combine the two. My post will be about how to lovingly guide preschoolers through sun-drenched days even in pouring rain and freezing temperatures, and how to invite the surrounding forest, whose insights are always more powerful than our carefully chosen teaching tools, into the learning process.

PRESENTATION

Movement and experience in the forest nursery

I'm not a theoretician or a scientist, I'm a nursery guide, a practical person. I spend about 1,000 hours a year outdoors with the nursery children. In my post, I offer an example of what this kind of movement-based preschool education and experience in nature looks like. I focus on practical tips on equipment, gear, rules and rhythm of the day so that the outdoors is fun for the children and their guides.

In the teaser for my post, I included the response of two six-year-old girls, currently first-graders, who have spent three years in our forest kindergarten. When asked what they liked best about Forest Kindergarten, they replied, "That you didn't shut us in and we could run around outside. Even when we were cold, we could warm up, run around, do something with it OURSELVES."

I was very pleased with this answer. I am convinced that if human beings are brought to the forest in childhood and learn to love nature, they will not destroy it in adulthood, but protect it. And that's what our planet needs now. A large part of the people who plant trees, mow protected meadows, establish forest nurseries or packaging-free shops, etc., went through scouts, hiking troops, the Brontosaurus movement or simply grew up in nature. And the second part of the answer is equally important: the need to have life in one's own hands. Knowing that the most important person to help me out of a predicament is myself Not trusting someone who promises to solve things for me. But at the same time, to have confidence in the people around me and not be afraid to ask them for help.

If you want to get to know a well-functioning forest nursery, don't go in spring or early summer, when everything is bathed in sunshine and few people want anything more than to run through the forest and stretch out in the meadow. You can tell a good forest nursery by the fact that it is comfortable even in the rain or frost.

How to take the kids out to keep us all entertained.

We can go out with the children at any time, from the earliest age. For children in our kindergarten there is a forest our classroom, playroom, gym, garden. We have our favourite places and we know where we can watch the tadpoles in spring, where the best puddles are, where the best houses are built, where it is good to run, where the rabbits sleep in winter or under which oak tree we can find the most oak trees.

Going into the woods with the kids means a bit of a letting go of your short-term goals and keeping the main ones in mind. In our kindergarten it is mutual respect, respect for all living things, camaraderie and curiosity. When we wander through the forest, we don't rush anywhere, we let the children play different games, observe, collect treasures, talk, go through the bushes, etc. There are a few simple rules to help us wander safely in this way.

• Children and guides see and hear each other
• When the guide calls out, the children run up to him
• We're waiting at the crossroads
• We choose a stick to play with below the knee. We don't hit anything alive with the stick. We run without a stick.
• I can taste something from the forest only after agreement with the guide.
• If I want to climb a tree, I tell the guide

Sometimes we go tree-watching, we have a leaf-recognition game and a beautiful game to go with it, the weather favours us, but on the way we meet a dead rabbit.16 preschool children gather in a disciplined circle around the rabbit and watch and discuss enthusiastically. The hare looks healthy and young. We can clearly see the claw marks from the predator. Together we conclude that the predator attacked the hare in the field, the hare fled into the woods where the predator could no longer go with its wings and succumbed to its injuries. We have the opportunity to see up close an animal that we normally only catch a glimpse of in the forest. We see the strong hind legs, the long ears. The light-coloured fur matches the shade of the dry grass in which hares like to roost. We use sticks to cover the hare with leaves and mark the spot with a stick. The next few days we walk carefully to see how the body decomposes and the ants, worms and others take care of the clean-up. That day we play rabbit houses, the children stamping out beds in the grass and hiding. On the way to kindergarten, the guide turns into an eagle and the children into bunnies. When they run away among the trees, the eagle with his big wings can't get at them anymore. Movement and experience. Instead of leaves, that day we pull out tracks. The leaves must wait for another day.

How to be prepared for a full day outdoors

A guide and his backpack is as strong a connection as a magician and his hat. I always get what I need out of my backpack. And what's in it? A small first aid kit (something for cuts, disinfectant, tweezers for ticks and splinters, plasters, eye drops and first aid stuff). Water for washing. Toilet paper, a bag for any trash we find in the woods, a scarf for games. A magnifying glass so the children can observe what catches their eye, knives and scrapers so they can trim; a piece of string, pencil or marker. When it's cold it's a good idea to throw in a couple of pairs of children's gloves.

Yes, we pick up after others, almost daily. We have an agreement with the children that if they see glass, they don't pick it up, but call the guide.

Children routinely cut themselves with a knife. For the youngest three year olds we have classic kitchen scrapers with us. Four year olds can usually handle a knife. The condition is to tell the guide, find a quiet place and sit still with the knife. The guide always briefly reminds the child of the principles of knife work and is nearby to watch the work. Children trim classic Indian counting wood, make wooden knives, dolls, toys, jewelry and pendants, bark boats, etc. For preschoolers, the process of trimming is far more important than what comes out of it.

What to wear

Dry, warm, comfortable and the possibility of getting dirty. This is the basis of satisfaction and the principle of all clothing for the forest nursery. Good all-season boots, softshell kit, bulbous layering and protection for the extremities - gloves, neckwarmer and hat or hood. Rubberised trousers and jackets are great for rain instead of a raincoat, not suitable for other days. They are waterproof and they tend to make children sweaty but cold.

Leggings and socks are better as underwear than tights. When a child has an accident in the winter or only has wet socks, any piece of underwear that he doesn't have to take off is good.

During the first half year in the forest kindergarten, parents usually find out that the top layer of clothes (jacket and top trousers) is enough to shake off the mud and wash once a week.

Children and backpack

Even for children, a backpack is an indispensable piece of equipment. They carry everything they need in it. Most outdoor backpack manufacturers have a five to seven litre backpack for the smallest children with an anatomically shaped back and chest and hip straps. The backpack includes a snack in a box (as little packaging as possible), drinks in a non-glass bottle (in winter in a thermos), a raincoat, spare socks and underwear, a handkerchief, a car seat, and a treasure bag.

Like wood in the forest

The daily rhythm in the kindergarten has a fixed order and the basic pillars of the day have their rituals and are always the same, which gives preschool children confidence and a sense of security. In the morning at nine, when we all meet, we start with a circle together. It is a talk, skit, song, etc. that introduces the day. This is followed by movement activities (a game following the theme in circle, yoga stretches, exercises with a poem, monkey bars, chases, ball games, etc.). Then hygiene and snack (sometimes we have snack in the forest). Forest wandering and observation, stopping and free play at favourite places in the forest. After coming out of the forest, preparing for lunch, greeting together before lunch with a poem. Rest with a story (again a shared ritual with a poem), pre-school preparation, snack and free play. Every day we also find a moment for a song with the guitar or some creative and practical things like carrying wood, feeding the birds and rabbit, preparing a snack together, working in the flower beds, etc.

Sometimes I get the idea that the children in the forest kindergarten just run around in the forest all day and roll in the mud and how they will be ready for school. I can say with absolute certainty that all the necessary competences that belong to pre-school education have the opportunity to develop sufficiently in our kindergarten. We are not preparing them for sitting in a desk all day, we are preparing them for a happy life in which they can cope.

The paper presents part of a broader empirical investigation, focusing on the view of selected Christian churches on sport, physical exercise and physical education presented through church documents and contemporary commentaries in the Czech lands between 1917 and 1970. The churches that were the focus of the research were: Roman Catholic Church, Czech Brethren Evangelical Church and Czechoslovak Hussite Church. The research methods applied were: the discursive-historical approach of critical discursive analysis and textual hermeneutics. The research investigation identified zero reactions to sport, physical exercise and physical education in the Evangelical Church of Czech Brethren. The Roman Catholic Church includes sport, physical exercise and physical education in Christian education, which aims to build a true and good Christian. The Czechoslovak Hussite Church views sport, physical exercise and physical education as a means of building, developing and educating both the individual and the nation, and also the culture.

Keywords: church, sport, physical exercise, physical education

This paper presents part of a wider research project, focusing on the view of sport, physical exercises and physical education, which was presented by selected Christian churches through church documents and commentaries in church newspapers during the period from 1917 to 1970 in the Czech lands. The research focused on the Roman Catholic Church, the Czech Brethren Evangelical Church and the Czechoslovak Hussite Church. The research methods which were applied were: the discourse-historical approach and hermeneutics. As part of the research, zero reactions to sport, physical exercises and physical education were identified at the Czech Brethren Evangelical Church. The Roman Catholic Church views sport, physical exercises and physical education as a part of Christian education, which aims to build a true and good Christian. The Czechoslovak Hussite Church views sport, physical exercises and physical education as instruments to build, develop and educate both individuals and a nation, as well as culture.

Keywords: church, sport, physical exercises, physical education

It is essential to actively maintain cognitive function from a young age. However, during adulthood, due to family and work responsibilities, not everyone has enough time, motivation, opportunities, etc. for mental exercises that have been shown to not only keep cognitive freshness but also to be an important prevention of mental deficits that come with advancing age. A number of not only foreign but also Czech researches have confirmed the positive influence of regular learning at different stages of adulthood on the quality of memory or related thinking and other cognitive functions. With age, most adults experience a physiological decline in selected cognitive functions associated with the onset of atrophic changes in brain tissue. The changes are often not so much due to advancing age as to declining training of brain activities. Studying in adulthood is one effective solution; one can not only gain new, needed knowledge, but non-violently delay cognitive senescence.

Keywords: cognitive function, memory, learning, learning, adulthood

It is necessary to actively maintain cognitive function from youth. In the course of adulthood, however, due to family and work responsibilities, everyone is not given enough time, motivation, opportunities, etc. for mental exercises that are proven not only to maintain cognitive freshness, but also to significantly prevent mental deficits coming with age. A number of not only foreign but also Czech researches confirmed the positive influence of regular learning in various stages of adulthood on the quality of memory or related thinking and other cognitive functions. With age, most adults experience a physiological decline in selected cognitive functions associated with incipient atrophic changes in brain tissue. Changes are not so often associated with increasing age but rather with decreasing training of brain activities. Studying is one of the effective solutions, it is possible not only to acquire new, necessary knowledge, but also to delay cognitive old age.

Keywords: cognitive function, memory, study, learning, maturity

PRESENTATION

In order for a school to provide the highest quality education to its students, it must be a place where the teaching staff is psychologically balanced, with mature personalities, broad political and cultural outlooks, and maximum expertise. The work of teachers is very demanding and is threatened by a wide range of activities and complex phenomena that exist within and outside the subjects and that are part of every teacher's life. In this difficult period of coronavirus, people's hidden personalities, their fears are revealed, their courage and determination are suppressed, as well as their willingness to transform their lives to a new level of knowledge or digitalisation. Overcoming the comfort zone becomes a necessary part of life for both teachers and students, and with the arrival of new life moments come new problems and fears.
This is why the emphasis on teacher training in personal and social development (PSD) is gaining attention. We will look at the perspective of some authors who have summarized the current state of knowledge on the subject of PSD and take a closer look at what it looks like in the practical real world of teachers. We will remind ourselves of the importance of healthy and harmonious development of teaching staff, of finding ways to know oneself, how to cope with one's problems, and how to find strategies for quality collaboration with students and their parents.
The aim of this paper is to present research that should uncover the way in which educators are motivated to participate in OSR educational activities and programs, and to gain insight into the reality of how this education intervenes on the interaction between the educator and the secondary school student and how it affects the quality of not only their professional but also their personal life.

Keywords: personal social development (OSD), teacher, school, leadership, communication, assertiveness, burnout syndrome, continuing education, professional life of a teacher, personal life of a teacher, conditions of school life

The article aims to highlight the fact that teachers' work is influenced by a wide range of activities and complex of facts that exist within and outside school. Teachers themselves are in tense situations with relationship problems on the school area, which is also effected their private lives. Therefore, attention is focused to further education of teachers in personal and social development with an impact on their professional and personal life. We will present a advice where we recall the importance of a healthy and harmonious development of teachers, which we will achieve by guiding and supporting in finding a way to know ourselves, how to cope with our problems, how to find strategies for quality cooperation with pupils and their parents. Finally, we evaluate the changes after the courses and the impact on the life of the teacher and the school.

Keywords: personality and social development, teacher, school, leadership, pedagogue life, school life conditions

PRESENTATION

Complex spa treatment includes mainly procedures using natural healing resources (water, peloids, gases), but it also includes field treatments. In connection with the popular term 'therapeutic landscape', the issue of the microclimate of spa sites and its effect on health is also coming to the fore. The aim of this paper is to summarize the knowledge about the influence of movement in the forest environment (so-called "forest bathing", Shinrin-yoku) on human health and spa treatment of civilization diseases. Previous work shows that physical activity in forest environment has a positive effect on the body temperature regulation system, respiratory organs and central nervous system, compared to physical activity in the city. Therefore, it is advisable to continue to include physical activity in forests in the exercise plan of spa patients. In the future, it would be advisable to focus on a more detailed specification of the natural factors responsible for the physiological changes caused by physical activity in the forest environment.

Comprehensive spa treatment mainly includes procedures, which use the local natural curative source (mineral waters, curative peloids, natural gases). However, physical therapy in natural settings plays an important role, as well.
The issue of the microclimate of the spa comes to the fore also in connection with the popular concept of the "therapeutic landscape".
This work aims to summarize the findings from the previous studies about the impact of physical therapy, as a part of spa treatment in the forest environment (so-called "forest bathing", Shinrin-yoku), on the prevention of many civilization diseases.
Multiple studies have shown that spending time in a forest environment significantly reduces measures of stress, has a positive effect on the body's temperature-regulating system and respiratory system, compared to activity in an urban environment.
Therefore, it is appropriate to proceed with including "forest bathing" into the plan of physical activities of spa patients.

PRESENTATION

PRESENTATION

The paper introduces the content and expected outcomes of a three-year international project, which Palacký University in Olomouc, represented by the Faculty of Physical Culture (FTK), joined in September 2019. PAPPUS, full name "Plants and Play Producing Universal Skills", is aimed at adapting the existing British model of outdoor learning to fit the conditions of the selected European countries involved in the project.

The project partners are the University of Gloucestershire and the educational organisation Play Learning Life from England; the educational organisation Gedania 1922 from Poland, Tandem from Slovakia, the organisation for social research and education (GeSoB) from Austria, and the Rogers Association from Hungary. PAPPUS builds on and extends the already completed or ending projects with the theme of play, implemented at FTK UP (VIPER and CAPS).

The target group is pupils of the first and second level of primary schools and its content reaches all educational areas defined according to the RVP ZV. The content of PAPPUS is based on living and non-living nature. It includes, among other things, playful gardening and botany, through which a range of skills and competences for responsible environmental behaviour can be acquired.

The key outputs of the project will be methodological sheets and supporting materials for teaching pupils in the outdoor environment, training materials and training of teachers, pilot testing of the model in selected schools.

During the first phase of the project, the British model of teaching was adapted to the conditions of the partner countries within the framework of the developed national adaptation plans and work on training materials started. To apply the adapted model to the Czech environment, we will use an existing example of good practice in the form of a pilot school involved in the CAPS project and the experience of leaders of the pedagogical "movement" We learn outside.

The project foresees the implementation of innovative practices in the school environment (in our case 1st and 2nd grade of primary school; activities of the school kindergarten) as well as in the out-of-school environment (clubs for socially disadvantaged, hyperactive children, children with difficulties in the educational process; organization of environmental education, etc.).

Keywords: outdoor education, outdoor, playwork, free play, health.

Grant Affiliation: Erasmus+, KA2 - Cooperation for Innovation and the Exchange of Good Practices, KA201 - Strategic Partnerships for the Field of Education supporting Innovation. Project number: 2019-1-UK01-KA201-061967

 

Plants and Play Producing Universal Skills

The paper introduces the content and expected outcomes of a three-year international project involving Palacky University in Olomouc, represented by the Faculty of Physical Culture (FTK), since September 2019. This EU-funded project called PAPPUS, fully entitled "Plants and Play Producing Universal Skills", is focused on adapting the existing British model of teaching outdoor to suit the conditions of selected European countries that participate in the project.

The project partners are the University of Gloucestershire and the educational organization Play Learning Life from England; also the educational organization Gedania 1922 from Poland, Tandem from Slovakia, the organization for social research and education (GeSoB) from Austria, and the Rogers Association from Hungary. With its ideas, PAPPUS builds on and expands already completed or ending projects with the theme of the play, implemented at FTK UP (VIPER and CAPS).

The target group is pupils of the primary and secondary school levels and project content extends to all educational areas defined according to The Framework Educational Programme for Basic Education. The content of PAPPUS is based on living and inanimate nature. It includes, among other things, playful gardening and botany, which can be used to acquire a number of skills and competencies for responsible environmental behaviour.

The key outputs of the project will be methodological cards and supporting materials for teaching pupils in the outdoor environment, training materials and implemented training of teachers, pilot verification of the model in selected schools.

During the first phase of the project, the British outdoor teaching model was adapted to the conditions of the partner countries within the framework of the created national adaptation plans, and work on training materials began. For the application of the adapted model to the Czech environment, we will use the already existing example of good practice - a pilot school involved in the CAPS project and the experience of leaders of the pedagogical "movement" Learning Outside.

The project implements innovative practice in the school (in our country 1st and 2nd grade of elementary school; afterschool clubs) and out-of-school environment (clubs for socially disadvantaged children, children with difficulties in the educational process; organization of environmental education etc.).

Key words: outdoor education, outdoor, playwork, freely chosen play, health.

Grant affiliation: Erasmus +, KA2 - Cooperation for Innovation and the Exchange of Good Practices, KA201 - Strategic Partnerships for the Field of Education supporting Innovation. Project number: 2019-1-UK01-KA201-061967

Plants and Play Producing Universal Skills

VIDEO

The latest wave of immigration in 2015/2016 posed a major challenge for the Federal Republic of Germany. Almost nine hundred thousand new inhabitants arrived in the country in 2015 alone. These people had to learn not only the language but also to live in a different culture without losing their own integrity. Along with them, the original society had to adapt to the new situation.

The Mal- und Begegnungsort project in the town of Verl in North Rhine-Westphalia was one of the responses to the perceived need to promote the integration of immigrants and to facilitate the acceptance of immigrants by the surrounding society. It was developed as an innovative leisure offering by the local organisation Jugendaustauschwerk im Kreis Gütersloh e.V. (or Droste-Haus), which is supported by the Federal Office for Migration and Refugees and runs with financial support from the German Ministry of the Interior, Construction and Homeland. It is a joint project for foreigners with the prospect of obtaining a permanent residence permit and indigenous people in a small town, based on artistic activities and new and unfamiliar to both target groups. This makes the participants equal from the beginning. During the project, they meet each other, get to know each other and gain intercultural experience, become more tolerant towards each other, become aware of and work on eliminating possible prejudices and develop their personal competences and their personality. Art is only a means of integration, not its goal. The spaces dedicated to the Mal- und Begegnungsort project are meeting places in which neither the origin of the participants nor their social status plays a role.

The main goal is to bring the two groups together at a low-threshold level, the secondary goals are to broaden intercultural experience, increase tolerance on both sides, develop personal competences, especially intercultural ones, and eliminate any prejudices. The results are continuously evaluated by qualitative and quantitative methods.

The project started with a six-month preparatory phase in November 2018, and the courses have been running since April 2019. It involves groups of up to 8 people, half of whom are always indigenous and half foreigners who have found a new home in Verlo.

From May to December 2019, 61 people (28 original residents and 33 newly arrived foreigners) participated in the project, 11 people (3 original residents, 8 foreigners) completed the course early.

All those who completed the course developed personal competencies and/or personal empowerment. In particular, greater openness to other cultures and nationalities, development of creativity, tolerance, teamwork, improved language skills, responsibility and punctuality were highlighted or observed. Painting was often positively evaluated as a free, unrestrained and unvalued activity. For two participants, health problems disappeared while painting. For all the foreigners, the Mal- und Begegnungsort project improved their relationship to their new home, they especially praised the new contacts and admitted to a greater interest in what was happening in the city.

Regarding the downsides and limitations of the project, cultural differences are sometimes a challenge for new immigrants (difficulty in following a fixed course structure, certain cultural taboos). Another problem is the still relatively unstable personal situation. For the native population, given the wide range of leisure activities available in the city, it is rare for someone who does not have contact with people of immigrant origin and/or a relationship with the arts to apply.

PRESENTATION

Third Age Universities have a tradition of more than thirty years in our country. They are organised at virtually all public universities in the Czech Republic and are attended by tens of thousands of seniors every year. The education of seniors in this form has mainly a preventive, anticipatory, rehabilitative and strengthening function. The aim of these educational programmes, which have an important socialising character, is also to ensure a healthy lifestyle and a good quality of life. The range of educational activities offered at the universities of the third age therefore includes courses aimed at informing seniors about health protection, preventing illness and accidents, preventing the adverse effects of illness, emphasising the individual's responsibility for his or her quality of life and healthy and active ageing. Movement is important for people at any age. Sport and physical activity in general play an important role not only in human life in terms of harmony and balance, but can also act as a phenomenon of health and psychological support. The aim of this paper is to present the results of a survey carried out among senior citizens - participants of the University of the Third Age, who take part in a specific movement course within the framework of a European project aimed at developing manual skills and physical vitality of citizens over 50 years of age.

Keywords: third age universities, seniors, physical activities, quality of life

Universities of the Third Age have a tradition of more than 30 years in our country. They are organized in virtually all public universities in the Czech Republic and are attended by tens of thousands of seniors a year. In particular, the education of the elderly in this form has a function of prevention, anticipation, rehabilitation and enhancement. These educational programmes, which have a significant socialising character, also aim to ensure a healthy lifestyle and a good quality of life. Thus, the offer of educational activities at third-age universities includes courses aimed at informing seniors about health protection, preventing illness and injury, preventing the adverse consequences of disease, stressing an individual's responsibility for their quality of life, or healthy and active ageing. Movement matters to a person at any age. Sport and general exercise play an important role not only in human life in the relationship of harmony and balance, but can also act as a health and psychological support phenomenon. The aim of the contribution is to present the results of a survey carried out among seniors - third-age university participants who are taking part in a specific mobility course as part of a European project aimed at developing the manual skills and mobility vitality of citizens over 50.

Keywords: universities of the third age, seniors, exercise activities, quality of life

PRESENTATION

VIDEO

Animals, whether domestic or commercial, have surrounded us since time immemorial. Nowadays, their influence is increasingly expanding from purely alimentary utility to emotional utility. And this happens precisely through the moments spent together, i.e. the moments when the relationship between man and animal, or, if we prefer, between the keeper and his animal charge, is formed and built. Breeding as a leisure activity based on the interaction between animal and human is one of the possible activities for leisure and non-formal education. It is a very interesting leisure activity that affects all aspects of an individual's personality and contains many different positive influences.
We all have some idea of what a pet is and what we can commonly experience with it, but there are many more definitions. One of them refers to an animal with which humans maintain privileged relationships based on dominance, exploitation, submission, but in some cases also affection, especially in the case of so-called pets. And it is these pets and activities with them, full of experience in a broader sense, that we will focus on.

Keywords: animal husbandry, animal activities, animal-human relationship, experiential pedagogy

Animals, whether domestic or farm, have affected us since time immemorial. Nowadays, their influence is increasingly expanding from purely alimentary to emotional. And this happens precisely due to the moments precisely due to the moments spent together, ie the moments when the relationship between a man and an animal is formed and built, or let´s say between the breeder and his pet. Breeding, which is based on the interaction between animals and humans is one of the activities that may be realised as a hobby and non-formal education.It is a very interesting leisure activity affecting all aspects of an individual's personality and containing many different positive influences.

We all have some ideas of what a pet is and what we can normally experience with it, but there are far more definitions. One of them concerns an animal with which a person maintains privileged relationships based on dominance, subordination and advantage for production, but in some cases also based on emotions, especially in the case of so-called pets. And it is these pets and activities with them, full of experience in a broader sense, that we will focus on.

Keywords: breeding, activity with animals, human - animal relationship, experiential pedagogy

PRESENTATION

The paper describes a bullying prevention program that was focused on building desirable competencies in anxious and non-combative children in first and second grade elementary school. The project included the implementation of seminars focused on the signs of bullying and possibilities of its prevention (special attention was paid to sociometric techniques), identification of children at risk, implementation of a communication group for children with risk factors and evaluation of the effectiveness of the work of the communication group.

Keywords: prevention, bullying, experiential program, social competence

The subscription provides a detailed picture of the program of the bully prevention, which was focused on the development of necessary characteristic features of shy and not very broad-shouldered and confident children at elementary schools (on the first as well as the second level). The project comprised seminars focused on signs of chicane and the option its prevention (with the special focus on socio-metric techniques), detection of children at risk, creation of a counselling group for children and the evaluation of the efficiency of such as group.

Keywords: prevention, bullying, social comepetence, experience program

The article describes the principles of teaching drama education in the third course. It is about freedom, creativity, challenge, meaningfulness, competence, communication, cooperation and result. The article summarizes how students themselves evaluate the benefits of practical teaching of drama education. It introduces students' experience of teamwork in creating a joint project. It confirms the personal development of students in cooperation. It is based on data analysis, participatory observation and the expert role of the teacher.

Key words: Drama education, personal development, cooperation, teamwork, experience and social experience.

PRESENTATION