Participants of the International Scientific Conference "Experiential Pedagogy in Educational and Social Contexts"

For the last decade, I have investigated the relationships among motivation, strategy use, causal attributions, and reading comprehension across languages (learning Mandarin Chinese as the first language, and English as a foreign language). These relationships, especially as they concern bilingual readers in secondary education, remain infrequently examined. Quantitative and qualitative methods have been conducted to examine the relationships between those factors. The findings derived from my previous research have supported the contention that reading comprehension involves a coordination of motivational processes with cognitive and metacognitive operations, as proposed by Allen and Hancock (2008) and Schunk (1989). They also provide evidence to support the social-cognitive perspective of self-regulation in an Asian context of learning to read two languages. In the end, I will discuss the implications for education and research.

In pedagogical and andragogical disciplines taught at universities, the theoretical concept prevails at the expense of the historical concept. Students are informed about the personalities of social educators only in dictionary form. There is a lack of a concept that can link information about personality with a deep, intrinsic understanding of the character of the educator as a person with a life and professional story that could motivate even our students of the helping professions to demanding pedagogical work and that would impress them on the basis of experience. This is where the methods of experiential pedagogy can be used.

Keywords: Experiential pedagogy, social pedagogy, andragogy, personalities of social educators, life and professional story of social educators.

In pedagogical and andragogical disciplines taught at universities, the theoretical concept prevails at the expense of the historical concept. Students are informed about the personalities of social educators only in a dictionary form. There is a lack of a concept that can link information about personality with a deep, intrinsic understanding of the character of the educator as a person with a life and professional story that could motivate even our students of the helping professions to demanding pedagogical work and that would impress them on the basis of experience. This is where the methods of experiential pedagogy can be used.

Keywords: Experiential pedagogy, social pedagogy, andragogy, personalities of social educators, life and professional story of a social educator.

Presentation

Peer mediation can be an important step in providing students with the necessary skills to adequately resolve conflicts. Moreover, on a social level, it helps them prevent socio-pathological effects in classrooms. In schools, peer mediation can be used to ease tensions between classmates, and it also helps teachers manage stress directly in the classroom while promoting student interactions. In this paper, we will analyze the different uses of peer mediation in classrooms with examples.

Keywords: conflict, mediation, school mediation, peer mediation

 

Peer mediation can be an important step in giving students the abilities necessary to resolve conflicts adequately. In addition on a social level it helps them prevent socio - pathological effects in classes. In schools it is possible to use peer mediation to mitigate tension between classmates and it even helps teachers handle stress inside class directly with the help student´s interactions. In the article, we are going to analyze the different uses of peer mediation in classes with examples.

Keywords: conflict, mediation, school mediation, peer mediation

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The paper deals with the fact that in Central and Eastern Europe, especially in the Visegrad countries, especially in Hungary, after the transition to a market economy in 1989, the transformation of higher education was also initiated, but in the author's opinion, many issues have received little attention and satisfactory solutions are not competitive enough today.

The so-called effective and efficient integration of "Western" models has not occurred due to little understanding of the proper combination of useful elements and the elimination of notoriously problematic issues.

As a result, the selection of areas for programmes and their careful design with long-term objectives in mind has several critical points for discussion. These include the quality of accredited programs, course design using the best possible elements, and evaluation of programs, instructors, and students-all of which have several areas for improvement.

 

The paper deals with the fact that in CEE especially the Visegrad countries in particular Hungary after the transition of 1989 to market economy the higher education transformation has also been initiated but, in the opinion of the author, many issues were paid little attention and a satisfactory solution is not competitive enough until nowadays.

The so call effective and efficient integration of "Western" models, because of little understanding of proper combination of useful elements and elimination of notoriously problematic issues, did not take place.

As a consequence, choosing areas for programs and carefully designing them considering long term objectives has several critical points to discuss. They include the accredited prgrams quality, design of subjects utilizing best possible elements and assessment of programs, lecturers and students- these all are having several areas for improvement.

Various forms of cognitive impairment, including dementia, associated with an ageing population are affecting an increasing number of people each year. The age of onset of dementia is decreasing. The previously commonly used phrase 'dementia of old age' is losing its meaning. Today, more and more people are experiencing the onset of dementia in middle age. These people have the prospect of many (decades) more of a good life if detected early and the disease is well compensated for. Family cooperation is an important factor in the successful management of the disease. A possible way to involve loved ones in the care of a person living with dementia is to use various non-pharmacological methods. In this paper, the author will present a variety of ways to work creatively with people living with dementia.

Keywords: people with dementia, caring, creative ways of caring for people with dementia

 

Various forms of cognitive disorders, including dementia, associated with the ageing of the population affect a higher number of people every year. The age of onset of dementia is decreasing. The previously commonly used phrase "dementia of old age" is losing its meaning. Today, more and more people are experiencing the onset of dementia in middle age. If detected early and well compensated for, these people have the prospect of many (decades) more of a good life. Family cooperation is an important factor in the successful management of the disease. A possible way to involve loved ones in the care of a person living with dementia is to use various non-pharmacological methods. In this paper, the author will present a variety of ways to work creatively with people living with dementia.

Keywords: people with dementia, caring, creative ways of caring for people with dementia

 

The paper addresses the issue of sex education in the family, especially the topic of sexual intercourse. The aim of the paper is to find out what messages about sexual intercourse mothers transmit to their children aged 12-18 years. In order to achieve this goal, qualitative research was conducted. Specifically, semi-structured interviews were conducted with 26 mothers who have children in the aforementioned age range. Some grounded theory procedures were chosen for data analysis. The results show that within the topic of sex education, specifically intercourse, mothers convey their messages about intercourse on three levels: explanation of the form of intercourse and its benefits, and the conditions of intercourse. The risk and experience of intercourse is also an important theme.

Keywords: sexual education, risk, experience, sexual intercourse, sexual script

 

The contribution deals with the issue of sexual education in the family, especially the topic of sexual intercourse. The aim of the contribution is to find out what messages about sexual intercourse mothers convey to children aged 12-18 years. In order to achieve the goal, qualitative research was carried out. Specifically, semi-structured interviews were conducted with 26 mothers who have children of the above-mentioned age. Some grounded theory procedures were chosen for data analysis. The results show that within the topic of sexual education, specifically sexual intercourse, mothers convey their message about sexual intercourse on three levels: explaining the form of sexual intercourse and its benefits, and the conditions of sexual intercourse. An important place is also occupied by the topic of risk and the experience of sexual intercourse.

Key words: sex education, risk, experience, intercourse, sexual scenario

The paper deals with experiential reflective learning in relation to teacher self-development, building on a specific example of a course implemented. An educator who applies experiential reflective learning may find himself in situations that he did not plan for and often could not have foreseen. Thus, he or she often finds himself or herself out of his or her comfort zone and often completely surprised by what he or she has just experienced. Not only should he be able to react flexibly in such situations in order to lead the pedagogical process he has just implemented to the planned outcomes, but in the context of experiential reflective learning he should process this experience in the context of his (self)development.

The contribution deals with experiential learning in relation to the self-development of an instructor, while building on a specific example of a course implemented. An instructor who applies experiential learning can find himself in situations that he did not plan and often could not even anticipate. He often finds himself out of his comfort zone and often completely surprised by what he is experiencing. Not only should he be able to react flexibly in such situations so that the currently implemented pedagogical process leads to intended outcomes, but as part of the of reflective learning, he should process this experience in the context of his (self)development.

Keywords: experiential leasing, self-development, instructor, reflective learning

This research study examines the motivation for adventure in alpine hiking among men and women aged 20-45. A total of 921 respondents, 614 women and 307 men in the age range of 20-45 years participated in the research. The aim of the research study was to analyze the factors influencing motivation for experiences in alpine hiking in men and women with respect to gender and with respect to the age period of young adulthood (20 to 30 years - the stage of peak motor performance) and middle adulthood (30 to 45 years - the stage of stabilized motor performance). A quantitative data analysis methodology using a questionnaire survey was used for evaluation. The results showed that middle adulthood individuals with tertiary education are the most motivated to experience alpine hiking, regardless of the gender factor. It was also found that the strongest motivation for high altitude tourism, without the difference of gender factor and age factor, is landscape experiences. For those in the middle adulthood age period, experiences of freedom and "getting away" from civilization are significant compared to those in the younger adulthood age period. In contrast, the motivation for experiences in alpine tourism that are associated with regeneration, health consolidation and health prevention were reported by only 9.7 % of the interviewed persons in the age period of younger adulthood.

Keywords: motivation, alpine hiking, nature, health

The research study examines the motivation for alpine tourism experiences among men and women aged 20-45. 921 respondents participated in the research, 614 women and 307 men, in the age range of 20-45 years. The aim of the research study was to analyze the factors influencing the motivation for experiences in high mountain tourism in men and women with respect to gender and with respect to the age period of younger adulthood (20 to 30 years - the stage of peak motor performance) and middle adulthood (30 to 45 years - the stage of stabilized motor performance). The methodology of quantitative data analysis using a questionnaire survey was used for the evaluation. The results showed that middle-aged people with a tertiary education are most motivated to experience alpine tourism, regardless of gender. Furthermore, it was found that the strongest motivation for alpine tourism, regardless of gender and age, is experiences of the landscape. For persons in the age period of middle adulthood, the experiences of freedom and "escape" from civilization are significant compared to persons in the age period of younger adulthood. On the other hand, only 9.7% of the interviewed persons in the age period of younger adulthood stated the motivation for experiences in high mountain tourism, which are connected with regeneration, health promotion and health prevention.

Keywords: motivation, mountain hiking, nature, health

The State District Archive Pelhřimov (a branch of the Moravian Provincial Archive) preserved diary entries of an unknown student of the Pelhřimov grammar school. Altogether, the 32 surviving pages cover the period 1913-1914, i.e. the pre-war period and the beginning of the First World War. On the pages of the diary, the unknown student presents his inner life. Reflections on girls and love failures alternate with an intense interest in aviation and technology, clairvoyance and magic. He tries to earn his own money for his hobbies. The boy also recalls the books he reads. For the last six months, war has also entered his world very intensely. School is an important point (and security) in his life. In the writings we feel the strong influence of education and knowledge, which the student can put to practical use. And it is the linking of the boy's everyday life with his school knowledge that should be an important theme of the conference paper.

Keywords: diary entries, student, period 1913 - 1914, gymnasium

In the State District Archive Pelhřimov (a branch of the Moravian Provincial Archive) the diary entries of an unknown student of the quartet of the Pelhřimov grammar school have been preserved. A total of 32 preserved pages cover the period 1913-1914, i.e. the period before the war and the beginning of the First World War. An unknown student in the pages of his diary represents his inner life. Reflections on girls and love failures alternate with an intense interest in aviation and technology, clairvoyance and magic. He tries to earn money for his hobbies. The boy also recalls the books he reads. For the last six months, war has also entered his world very intensely. An important point (and certainty) of his life is the school. In the minutes we feel a strong influence of education and knowledge, which the student can practically use. And it is the connection of the boy's everyday life with his school knowledge that should be an important topic of the conference paper.

Keywords: diary entries, student, period 1913 - 1914, grammar school

The witchcraft and sorcery trials that took place in Europe in the 15th-18th centuries claimed approximately 50-60 thousand victims, according to the results of current research. In most European countries, the majority of these victims were women. More than half of these victims were in present-day Germany and the German-speaking countries.

In every major German state, dozens of museums and memorial exhibitions, memorials, plaques, paving stones and other public reminders commemorate the victims of the witch trials at their sites. The number of such memorials in Germany had already reached triple digits by the turn of the millennium. Other similar memorials can be found in Austria, Switzerland, France and England. Particularly high numbers of such memorials in proportion to the number of victims there are to be found in Scandinavia and Scotland.

Given the continuing appeal of the witch theme in popular culture, these monuments are becoming a popular tourist destination, not least for non-European tourists.

The aim of the founders and operators of the memorials was and is primarily to commemorate the innocent victims of the trials and to preserve their memory. In our German-speaking neighbourhood, there are several memorials that not only fulfil the primary task of preserving the memory of the victims and educating the general public in accordance with the results of modern research, but are also attractive for tourism and education (example: the Hexenweg nature trail in Bromberg in Lower Austria, south of Vienna's New Town). On the other hand, the witch trials (which are sometimes only a local, historically completely unsubstantiated legend) become a tourist attraction and are presented as local folk festivals, even under the brand of major international cultural organisations (typically: the so-called "Witch Trials"). Funkenfest in Bludenz/Bludenz in the Austrian state of Vorarlberg, which has been a UNESCO-registered festival since 2010).

In the Czech Republic, there is only one memorial to a specific victim of the witch trials - a memorial plaque to the burnt dean Kryštof Alois Lautner (c. 1622-1685) on the rectory building in Šumperk. There are, however, many more places in the Czech Republic where it would be appropriate to commemorate the victims of witchcraft and sorcery trials, not only in the Moravian-Silesian and Olomouc regions, where historically the most trials took place, resulting in an estimated total of 350-400 victims. In Prague, the most appropriate and historically grounded place to place a memorial plaque to the victims of the witch trials would be the Old Town Hall.

 

The witchcraft and sorcery trials that took place in Europe in the 15th-18th centuries claimed approximately 50-60 thousand direct victims, according to the results of current research. In most European countries, the majority of these victims were women. More than half of this number of victims was in present-day Germany and German-speaking countries.

In every major German Federal Land, dozens of museums and memorial exhibitions, memorials, plaques, paving stones and other public reminders commemorate the victims of the witch trials. The number of such memorials in Germany had already reached triple numbers by the turn of the millennium. Other similar memorials can be found in Austria, Switzerland, France, Great Britain and the USA. A particularly high number of such memorials in proportion to the number of victims there is found in Scandinavia.

The theme of witches remains attractive in popular culture, which is why these monuments are becoming a frequent tourist destination, not least for non-European tourists.

The aim of the founders and operators of the memorials was and is primarily to commemorate the innocent victims of the witch trials and to preserve their memory. In our German-speaking neighbourhood we can find several memorials that not only fulfil the primary task of preserving the memory of the victims and educating the lay public in accordance with the results of recent research, but are also attractive for tourism and education (for example: the Hexenweg - nature educational trail in Bromberg in Lower Austria, south of Wiener Neustadt). On the other hand, witch trials (which are sometimes just a local, historically unfounded legend) become a tourist attraction, or are presented as part of local, predominantly commercially oriented folk festivals, sometimes even under the brand of major international cultural organizations (typically: the so-called Funkenfest in Bludenz in the Austrian Land of Vorarlberg, which has been a UNESCO-registered festival since 2010).

There are two monuments in Slovakia, both in Bratislava and both commemorating the 1602 witch trials there. In the Czech Republic, before 2000, there were only two memorials to the victims of the witch trials - a memorial to the Dean of Šumperk, Kryštof Alois Lautner (c.1622-1685), from 1930 at the place of his burning in Mohelnice and a memorial from 1966 in the spa park in Jeseník to honour the victims of the Jeseník trials. In 2000, a memorial plaque to Dean Lautner was added to these on the parish building in Šumperk. In the last 20 years, about 15 more memorial stones, plaques and other memorials of the victims of the 17th and early 18th century trials have been installed in the Olomouc Region, in the districts of Šumperk and Jeseník. The sites connected with the witch trials in northern Moravia and the former Duchy of Nysa in Silesia are linked by a cycle route consisting of three interconnected sections - the Šumperk and Jeseník routes in the Czech Republic and the Nysa route in Poland. There are, of course, more places in the Czech Republic where it would be worth commemorating the victims of the witch and sorcery trials, and not only in the Olomouc Region, where historically the most trials took place, resulting in an estimated total of 350-400 victims. In Prague, the most appropriate and historically founded site for a memorial plaque for the victim of the witch trials would be the Old Town Hall (Staroměstská radnice).

Keywords: witch trials, Central Europe, experiential tourism

A person whose illness manifests itself in short-term memory loss, deepening disorientation and gradual degradation of all physical and mental abilities can be brought back to the joy of experiencing each day using special approaches of experiential pedagogy. The approach to such sick people, for whom there is still no effective cure, is based on a psycho-biographical model of care and on individual planning of the service provided. The result is a deep knowledge of the story of each client/patient and respect for their individual differences - the experience prepared on this ground means incalculable value for a person who, as a result of his illness, gradually loses everything he loved and can often only perceive the world around him instinctively. The cornerstones of this approach are: empathy, knowledge of the story, experience as a reflection of the client's soul, intuition, accompaniment, wordless conversations, safety, and returning home.

 

A person whose disease manifests itself in the loss of short-term memory, deepening disorientation and gradual degradation of all physical and psychological abilities can be given back the joy of experiencing every day with the help of special approaches of experiential pedagogy. The approach to such sick people, for whose illness there is still no effective medicine, is based on the psycho-biographical model of care and on the individual planning of the service provided. The result is a deep knowledge of the story of each client/patient and respect for their individual differences - the experience prepared on this ground means incalculable value for a person who, as a result of his illness, gradually loses everything he liked and often can only perceive the world around him instinctively. The basic building blocks of this approach are: empathy, knowledge of the story, experience as a reflection of the client's soul, intuition, accompaniment, conversations without words, safety, returning home.

Presentation

Like many parts of Africa, play encounters in Early Childhood Development (ECD) learning centres are inundated with linguistic repertoires compounded by rich interactions and language experiences coming into contact. Research is replete with findings that the degree of linguistic opportunities among the ECD learners vary from one site to the other (Roulstone, Law, Rush, Clegg, & Peters, 2010; Harrison, 2018; Peissig (2009). However, very little is known about how these learning encounters particularly in the African context optimize the use of outdoor play encounters to influence positive literacy development among early learners. This study presents findings of a project which experimented on pre-schoolers situated in complex rural ECD learning spaces in Zimbabwe that were provided opportunities to interact with improvised outdoor play equipment as a resource for enhancing their literacy development. A case study research design was used to explore and analyse the possibility of introducing outdoor play experiences for pre-schoolers in selected Zimbabwean rural ECD settings in Zvishavane. The findings of the study based on analysis of observations, interviews and naturally occurring data reveal cognitive and social advantages of using outdoor play opportunities to enhance literacy development. According to social learning theory, it is argued that outdoor learning opportunity is a discursive regime that must be explored as a resource for early literacy development. Recommendations for further research and practical applications in related contexts are considered at the end of the paper.

Key words: outdoor play, early literacy development, Early Childhood Development, pre-schoolers, practitioners

In its introduction, the paper again summarizes the basic knowledge about the phenomenon of the game and the possibilities of its didactic use. It then introduces the methodology of the empirical probe, which aimed to find out the ideas of student teachers about the potential of this educational method, its strengths and weaknesses, situational use, or modifications. The students' views were elicited at the beginning and end of the thematic workshop; the aim was to encourage further reflection on the didactic potential of the game in order to further question the participants. Thus, the paper describes both the students' initial pre-understanding and reveals the perspective supported by the expert guidance.

Keywords: phenomenon of play, empirical probe, teachers, situational use of play, didactic use of play

 

In its introduction, the paper recapitulates the basic knowledge about the phenomenon of play and its potential didactic use. It then introduces the methodology of the empirical probe, which aimed to find out students' ideas about the potential of this educational method, its strengths and weaknesses, situational use, or modifications. Students' views were elicited at the beginning and conclusion of the thematic of the workshop; it aimed to encourage further reflection on the didactic potential of the game for further questioning of the participants. Thus, the paper describes both the students' initial pre-understanding, as well as revealing the insight supported by the expert guidance.

Keywords: phenomenon of play, empirical probe, situational use of play, didactic potential of play

The success of students in combined studies can be enhanced by incorporating teaching methods using specific activity experiences according to students' future competencies. The competences are considered in terms of cognitive applicability or preference of the selected cognitive function. Learning associated with an experience that corresponds to the nature of future work performance according to the field of study engages cognitive functions in a general way, although some qualitatively or quantitatively specific. Research has shown a relationship between the type of teaching method (engaging the selected cognitive function) and the success rate of students in completing a combined degree at a higher vocational school in a particular field. Not all combined studies students are already working (albeit in a different job role) in the field they are currently studying. But they are already familiar with and partially prepared for the type of work activities, so most of them are able to improve not only their cognitive function through training in learning, but also to increase their success rate in their studies.

Keywords: learning achievement, teaching methods, cognitive function, combined learning

 

Abstract: The success of combined study students can be supported by the inclusion of teaching methods using the experience of a specific activity according to the students' future competencies. Competencies are taken into account from the point of view of cognitive usability or preference of the selected cognitive function. Learning associated with experience, which corresponds to the character of future work performance according to the studied field, involves cognitive functions in general, although some qualitatively or quantitatively specifically. Research has shown a relationship between the type of teaching method (involving a selected cognitive function) and students' success in completing a combined study at a higher vocational school in a specific field. Not all combined study students are already working (albeit in a different job position) in the field they are currently studying. But they are already familiar with and partially prepared for the way of work activities, so most of them are able to improve not only their cognitive functions through training while learning, but also to increase their success in studies.

Keywords: Success in studies, teaching methods, cognitive functions, combined study

Presentation

The subject of this paper is the issue of flat feet in TeamGym gymnasts. The aim was to determine the degree of flat feet in five selected probands by means of selected diagnostic methods and to verify the effect of the proposed compensatory exercises by means of an outcome examination. The sub-tasks of this thesis are to present the knowledge about TeamGym related flatfoot muscle imbalance, prevention and treatment with compensatory exercise. For the research part, specific methods were used to examine posture and foot arches. Each proband underwent identical baseline and exit examinations which were: standing and detailed foot examination, gait examination, Footdisc and Podoscope examination. Images were taken during both examinations and are described as the results of each examination. The data were then compared and evaluated. The results from the initial examination confirmed flat feet and uneven foot loading in all gymnasts. Forty % of them had grade II flat feet, while the others were found to have grade I flat feet. Comparison of the initial and exit examinations showed that 80 % gymnasts improved flatfoot by one degree on at least one foot, and two probands had a complete disappearance of flatfoot. This paper suggests that there is a need to include compensatory exercises in routine training to have a preventive effect to unwanted flatfoot formation or other muscle imbalances.

Keywords: posture, compensation, foot arch, flatfoot, flatfoot grades, TeamGym

The subject of this paper is the issue of flat feet in TeamGym gymnasts. The aim was to determine the degree of flat feet in five selected probands by means of selected diagnostic methods and to verify the effect of the proposed compensatory exercises by means of an exit examination. The sub-tasks of this thesis are to present the knowledge about TeamGym related flatfoot muscle imbalance, prevention and treatment with compensatory exercise. For the research part, specific methods were used to examine posture and foot arches. Each proband underwent identical baseline and exit examinations which were: standing and detailed foot examination, gait examination, Footdisc and Podoscope examination. Images were taken during both examinations and are described as the results of each examination. The data were then compared and evaluated.

The results from the initial examination confirmed flat feet and uneven foot loading in all gymnasts. Grade II flat feet were found in 40% of the gymnasts, while the others were found to have grade I flat feet. Comparison of the initial and final examinations showed that 80% of the gymnasts had improved flat feet by one degree on at least one foot and two probands had completely eliminated flat feet.

The paper suggests that there is a need to include compensatory exercises in routine training to have a preventive effect to unwanted flatfoot formation or other muscle imbalances.

Keywords: posture, compensation, plantar arch, flatfoot, degrees of flatfoot, TeamGym.

Presentation

There is no comprehensive system in the Czech Republic to prepare young people living in children's homes for independent life. As a result, orphanages are increasingly engaging in volunteer mentoring programmes, whereby volunteers/mentors provide young adults with a role model based on a friendly relationship, pass on their experience and support them as they enter mainstream life. This paper presents the results of research in children's homes and with the mentors themselves, introducing the principles of the volunteer relationship, focusing on the benefits but also on the barriers or risks. The results show that volunteers/mentors are important actors in the social inclusion of young people leaving children's homes.

Keywords: mentor, children's home, volunteers, social inclusion

 

In the Czech Republic, there is no comprehensive system to prepare young people living in children's homes for independent living. As a result, orphanages are increasingly becoming involved in volunteer mentoring programmes, whereby volunteers/mentors provide young adults with a role model based on a friendly relationship, pass on their experience and support them in their entry into mainstream life. This paper presents the results of research in children's homes and with the mentors themselves, introducing the principles of the volunteer relationship, focusing on the benefits but also on the barriers or risks. The results show that volunteers/mentors are important actors in the social inclusion of young people leaving children's homes.

Keywords: mentor, children's homes, social inclusion, volunteer

Presentation

The skills of a leader include the ability to change leadership styles depending on the nature of the situation, the nature of the task and the personalities of those being led. To acquire this skill, it is essential that leaders not only understand traditional leadership styles, but also gain an awareness that adults differ in their approach (style) to work tasks. Both experiential learning, which has been around since Comenius, and the connective leadership method, which enables the identification of styles of approach to work tasks, can make a significant contribution to this.

The authors present their experiences with experiential learning in introducing the connective leadership method in career education courses for military professionals at the middle management level of the organization. The experiential learning method was chosen to allow participants to not only gain new insights into how and in what contexts to use each leadership style, but also to apply them to situations they are familiar with in their own practice. Participant feedback showed a high level of satisfaction with both the topic and the learning method.

The skills of a leader include the art/ability to change leadership styles depending on the nature of the situation, the nature of the task and the personalities of those being led. To acquire this skill, it is essential that leaders not only understand traditional leadership styles, but also gain an awareness that adults differ in their approach (style) to completing work tasks. Both experiential learning, which has been around since Comenius, and the connective leadership method, which enables the identification of styles of approach to work tasks, can make a significant contribution to this.

The authors present their experience with experiential learning when introducing the connective leadership method in career education courses for military professionals at the middle management level of the organization. The experiential learning method was chosen to allow participants to not only gain new insights into how and in what contexts to use each leadership style, but also to apply them to situations they are familiar with in their own practice. Participant feedback showed a high level of satisfaction with both the topic and the learning method.

Keywords: skills of a leader, leadership styles, "connective leadership", experiential leasing, career education

Presentation

Experiential pedagogy is a theoretical reflection on education and learning that builds on experiential learning at a practical level. Experiences, experiences, and the experience that is subsequently created, affect people in their totality, but this does not in itself mean that experiential learning (and therefore experiential pedagogy) can be considered an approach that fulfils the principles of Holistic Education as understood by its key proponents (J. P. Miller, R. Miller, S. H. Forbes, Y. Nakagawa, R. G. Nava and others). In my paper, I link the principles of holistic education to the philosophical and pedagogical roots of experiential pedagogy and the philosophy of Martin Buber. In doing so, I point to a way of thinking about holistic human development to its maximum potential, using the principles of experiential pedagogy.

Keywords: experiential pedagogy, experiential learning, holistic education, philosophy of dialogue

 

Experiential education is a philosophy of education which is closely connected to experiential learning on the practical level. Experience impacts the whole person, however that does not automatically mean that experiential learning (and thus experiential education) is an approach fully in accord with holistic education as its main proponents (such as J. P. Miller, R. Miller, S. H. Forbes, Y. Nakagawa, R. G. Nava etc.) define it. In my contribution I intertwine principles of holistic education with philosophical and educational roots of experiential education and with philosophy of Martin Buber. Thus I am trying to show possible ways of personal development leading to the highest possible potential while employing principles of experiential education.

Key words: experiential education, experiential learning, holistic education, philosophy of dialogue

Presentation

More than a decade ago, there was a need for a place where ostomates, i.e. people with an artificial bowel or urinary outlet, could come for advice, help and support. There are over 15,000 stoma patients in the country. These are people of all ages - from children to the elderly. The establishment of the Information Centre was initiated by Ing. Marie Ředinová, then chairwoman of the Czech ILCO. Since 1992, the patient organization Czech ILCO, z. s., has been helping stoma patients to solve medical, social and psychological problems related to the return of the stoma patient to normal life and work. ILCO represents regional associations of ostomates, represents the interests of ostomates in international organizations, cooperates with legislators in the development of legislation, negotiates with state authorities, insurance companies, health professionals, manufacturers and distributors of ostomy devices and other patient organizations, especially with the Patients of IBD and the Society for Gluten-Free Diet.

For ostomates and their loved ones, we offer lectures and talks on current topics such as how to regain lost self-confidence, ostomy swimming, nutrition and diet, and Health in Motion exercises. We organise workshops, including painting on ostomy bags as part of the PytlíkART project. The Information Centre also hosts lectures for secondary medical school students and educational sessions with nurses about living with an outlet. In 10 years, more than 1000 ostomates or their relatives have visited the Infocentre. Nearly 330 nurses and 180 medical school students have been educated.

Each year we handle 1,800 to 2,500 email and phone inquiries, and in 2021 we handled over 4,000 inquiries.

The operation of the Infocentre would not be possible without the volunteer support of the members of FIT-ILCO Praha, z.s. Its members regularly staff the operation. Other important partners, without whom the Infocentre would not be able to function, are the City of Prague, the Prague 2 Municipality and the Government Committee for Disabled Citizens. They make a long-term financial contribution to the operation.

Read more www.ILCO.cz

Presentation

The paper is based on several years of experience with leading an art club for seniors in Prague 1, and focuses on art activities of seniors as a suitable means of activating their personality through individual and collective art work. Cultivation of artistic thinking and the possibility of realizing one's own ideas in various materials leads to the development of imagination, independence, sense of fulfilment, self-esteem and tolerance towards others.

Keywords: senior club, communication, group work, individual and collective responsibility, tolerance, self-realization

The contribution is based on several years of experience in leading an art club for seniors in Prague 1, it is focused on the creative activities of seniors as a suitable means of activating their personality through individual and collective art work. The cultivation of creative thinking and the possibility of realizing one's own ideas in different materials leads to the development of imagination, independence, a sense of fulfillment, to the strengthening of self-confidence and tolerance towards others.

Keywords: senior club, communication, group work, individual and collective responsibility, tolerance, self-realization

https://www.sgopava.cz/vize-skoly/

We love to teach. We are guides open to new trends, respecting development and individuality, partnership and harmony.

Projects

Cooperation with Eliška Kindergarten - since 2002 there has been a cooperation with a special kindergarten with handicapped children (students lead clubs and organize interesting events, during the holidays they run a camp for the handicapped), the guarantor of the project is Mgr. Tkáčová. In the school year 2022/23 the leadership of the clubs by the SGO students starts again. Pupils will also help with the organization of activities at Eliška Kindergarten and in the outdoor areas.

Project HELP P3 - focused on eating disorders (operating since 2007, we reach out to primary schools, secondary schools, universities and the public with a peer programme. Last year it was a total of over 584 lectures, the guarantor of the project is Mgr. Tkáčová. The helpers will also present their activities at an international conference in Prague this school year. If possible, the lectures for primary and secondary schools and the public will be held in person. However, we are also ready for distance education.

Cooperation with the Municipal House - OKO (Opava Cultural Organization) - students and teachers organize Wednesday lectures with SGO for the public, MDD, etc. Events. The guarantor of the project is Mgr. Tkáčová.

Cooperation with the Opava City Council - organisation of activities for the public in Opava (European Mobility Days, European Heritage Days, Lantern Parade, Transport Competition, MDD, etc.); the project guarantor is Mgr. Tkáčová.

The work of the SGO School Parliament - name "ZIP" - organizes activities for SGO students (pishquarks, concert, sports tournaments, chess tournament, student elections, fundraisers). It also covers cooperation with Ukrainian children or help for seniors in the Senior Citizens' Home - Bílá Opava, the project guarantor is Mgr. Tkáčová.

Project Emissions - The project was launched in 2013 and is aimed at the general public and seeks to raise awareness about air and light pollution. Thanks to the project, pupils have worked with the Minister of Environment Brabec (from 2015-2017) Emissions continue to monitor the poor state of the air, light pollution and its impact on human health. This school year, the project's activities are focused on cooperation with primary schools in Opava. The project guarantors are Mgr. Tkáčová, Mgr. Hoňková, Mgr. Frič and Mgr. Ondřej Pika.

SGO Television Project - In the 2012/2013 school year, SGO Television was established and is involved in filming reports and interviews. Interesting is the cooperation with BK Opava, for which they film recordings of matches. SGO Television makes videos for the needs of the school, participates in competitions. This year the pupils want to make a video about the school. The project is still helped by our former students e.g. Mgr. Martin Petrásek, who works for the Institute of Physics of the Faculty of Philosophy and Science of SLU in Opava, the project guarantor is Mgr. Tkáčová.

Metanoia - This project was created last school year (March 2022), in response to a D-Day on the topic of Mental Health organized by the Social Studies Seminar students. The project provides its participants with interesting practice in the form of physical and cognitive rehabilitation activities for disadvantaged children or inclusion and integration programs for children from foster families, working with disabled adults and children in various activities (swimming, dancing, table tennis, etc.), with war refugees from Ukraine in the Czech Republic. This project is the most important in terms of wellbeing.

 

We love to teach. We are guides open to new trends, respecting development and individuality, partnership and harmony.

Projects

Cooperation with Eliška Kindergarten - since 2002 there has been a cooperation with a special kindergarten with handicapped children (students lead clubs and organize interesting events, during the holidays they run a camp for handicapped children), the guarantor of the project is Mgr. Tkáčová. In the school year 2022/23 the leadership of the clubs by the SGO students starts again. Pupils will also help with the organization of activities at Eliška Kindergarten and in the outdoor areas.

HELP P3 project - focused on eating disorders (operating since 2007, we reach out to primary schools, high schools, universities and the public with a peer program. Last year it was a total of over 584 lectures, the project guarantor is Mgr. Tkáčová. The helpers will also present their activities at an international conference in Prague this school year. If possible, the lectures for primary and secondary schools and the public will be held in person. However, we are also ready for distance education.

Cooperation with the Municipal House - OKO (Opava Cultural Organization) - students and teachers organize Wednesday lectures with SGO for the public, MDD, etc. Events. The guarantor of the project is Mgr. Tkáčová.

Cooperation with the Opava City Council - organization of activities for the Opava public (European Mobility Days, European Heritage Days, Lantern Parade, Traffic Competition, MDD, etc.); the project guarantor is Mgr. Tkáčová.

The work of the SGO school parliament - the name "ZIP" - organizes activities for SGO students (pishkvorky, concert, sports tournaments, chess tournament, student elections, collections). It also represents cooperation with Ukrainian children or help for seniors in the Senior Citizens' Home - Bílá Opava, the guarantor of the project is Mgr. Tkáčová.

Project Emission - the project was established in 2013 and is aimed at the general public and seeks to raise awareness about air and light pollution. Thanks to the project, pupils have worked with the Minister of Environment Brabec (from 2015-2017) Emissions continue to monitor the poor state of the air, light pollution and its impact on human health. This school year, the project's activities are focused on cooperation with primary schools in Opava. The project guarantors are Mgr. Tkáčová, Mgr. Hoňková, Mgr. Frič and Mgr. Ondřej Pika.

SGO Television project - in the school year 2012/2013 SGO Television was created, it participates in filming reports, interviews. Interesting is the cooperation with BK Opava, for which they film recordings of matches. SGO Television makes videos for the needs of the school, participates in competitions. This year the pupils want to make a video about the school. The project is still helped by our former students e.g. Mgr. Martin Petrásek, who works for the Institute of Physics of the Faculty of Philosophy and Science of SLU in Opava, the project guarantor is Mgr. Tkáčová.

Metanoia - this project was created last school year (March 2022), as a reaction to the D-Day with the theme of Mental Health, which was organized by the social science seminar students. The project provides its participants with interesting practice in the form of physical and cognitive rehabilitation activities for disadvantaged children or inclusion and integration programs for children from foster families, working with disabled adults and children in various activities (swimming, dancing, table tennis, etc.), with war refugees from Ukraine in the Czech Republic. This project is the most important in terms of wellbeing.

Presentation

The aim of the work is to clarify the importance of awareness life meaning, explain its close connection with the formation of value orientations individuals, with a link to educational Contents, educational targets a methods their achievement. Man constantly evaluates the world around him and within himself, expresses his opinions in the form of recognition, respect, love or criticism, disapproval, rejection. Each experienced reality is based on individual perception, which is associated with the formation of attitudes and with questions: What is valuable? What is to be done? The evaluation itself and value selection are usually regulated by internal mechanisms of beneficial behaviour or moral obligations. An important pedagogical direction, which is based on a thorough self-reflection while drawing on the educational effect Experience, Experience a Experience, is experiential pedagogy. Via games significant activation of children's mental and physical activity can be achieved, during the game we develop socialization effect, ethical feeling, cooperation, creativity, we create and model for children situations that they have to solve and in which they have to react, situations that await them in the future. Aim Thesis is to find out what impact experiential pedagogy has on the value orientation of children and young people. Main for the purpose of Thesis is to clarify the importance of experiential pedagogy for the all-round growth of the personality, to discover effective educational methods aimed at the development of positive values of children and youth.

Keywords: values, value orientation, experience, global education, experiential pedagogy, ethical education, pragmatic pedagogy

 

The aim of the work is to clarify the meaning of awareness of the sense of life, to explain its close connection with the formation of the value orientation of the individual, with reference to educational contents, educational goals and methods of their achievement. One constantly evaluates the experience of the world around and inside, expressing its views in the form of recognition, respect, love or criticism, disagreement, rejection. Each experience is based on an individual perception associated with the formation of attitudes and questions: What is valuable? What to do? Rating itself and value choice are usually governed by internal mechanisms of beneficial behaviour or moral obligations. Experiential pedagogy, based on thorough self-reflection and drawing on the educational effect of experience, is an important pedagogical direction. Through the game, we can achieve a significant activation of the mental and physical activities of children, we develop socialization effect, ethical feelings, cooperation, creativity, create and model children's situations to deal with, the situations they expect in the future. The main aim of the thesis is to clarify the importance of experiential pedagogy for the all-round growth of personality, to discover effective educational methods aimed at developing the positive values of children and youth.

Keywords: Values, Value Orientation, Experience, Global Education, Experiential Learning, Ethics, Pragmatic Pedagogy

The popularity of fitness exercise in fitness centres and endurance physical activities such as running or cycling has grown rapidly in recent years. This is associated with an increase in the health benefits of physical activity and a more active approach of the population to their own health, which experts have been calling for, but on the other hand, it also brings psychological risks for fit individuals. Although precise figures are not available, we are experiencing an increase in the number of cases of pathological behaviour in relation to physical activity. These are most often addictive behaviours in relation to physical activity, obsessive exercise associated with eating disorders, anorexia atletica or muscular dysmorphia. All these disorders are associated with distorted perception of the body (body image distortion). Physical activity then loses its psychological benefits and is subject to pathological behaviour. The occurrence of these disorders is often latent, among other reasons, because in practice some of their manifestations are easily confused with socially valued behaviours (healthy eating vs. health-damaging dieting, intense and frequent exercise vs. health-damaging obsessive exercise, etc.). We consider the erudition of educators and other fitness professionals to be important, as they may be the first ones in practice to recognize the disorder and initiate solutions. These disorders are often downplayed, although their chronic course can cause serious and often irreversible damage to health. This paper provides an overview of these disorders with a reflection on current practice.

Keywords: fitness, exercise addiction, obsessive exercise, anorexia athletica, muscular dysmorphia

 

The popularity of conditioning exercise in gyms as well as aerobic activities such as running or cycling has grown rapidly in our country in recent years. This is associated with an increase in the health benefits of physical activity and a more active approach of the population to their own health, which experts have been calling for, but on the other hand, it also brings psychological risks in disposed individuals. Although exact numbers are not available, in practice we encounter an increase in the number of cases of pathological behaviour in relation to physical activity. These are most often addictive behaviour in relation to physical activity, obligatory exercise associated with an eating disorder, anorexia athletica or muscular dysmorphia. All these disorders are associated with body image distortion. Physical activity then loses its psychological benefits and becomes the subject of pathological behaviour. The occurrence of these disorders is often latent, among other things, because in practice some of their manifestations are easily confused with socially valued behaviour (healthy diet vs. health-damaging diet, intense and frequent exercise vs. obsessive health-damaging exercise, etc.). We consider the education of fitness and exercise professionals to be important. They may be the first to recognize these disorders and initiate their therapy in practice. These disorders are often trivialized, although their long progression can cause serious and often irreversible damage to health. This article provides an overview of these disorders with a reflection of current practice.

Key words: fitness, exercise addiction, obligatory exercise, anorexia athletica, muscular dysmorphia

At the beginning there was a question. How can applied theatre and drama be used as a tool for collective reflection? The intention of the pilot phase of the research presented here was to experimentally test a proposed qualitative participatory research design, primarily based on theatre-based research, and to practically explore the potential and possible limitations of this experiential research design

The research data collection took place during a two-day workshop with members of a working team within the STOCK Plzeň - Božkov s.r.o. organisation, through modelling the interaction of (in this case) applied theatre and drama practices. The use of theatrical conventions and dramatization of the subject matter disrupts valid physical, social and psychological, etc. laws. This creates a new, artificial, (theatrical world) in which a reflective space is created through theatrical practices, allowing to look at the situation in a new way and from different angles (positions). In the atmosphere of this heightened awareness, the team and I analysed this fact together. Reflective practice was our basic tool, a way to grasp what we had experienced, to reflect on it and to continuously and retrospectively, consciously, evaluate our theatrical-dramatic experience.

Keywords: applied theatre, collective reflection, theatre research, experience

 

The question at the beginning was. How can applied theatre and drama be used as a tool for collective reflection? The intention of the pilot phase of research presented here was to experimentally validate a proposed qualitative participatory research design, primarily based on so-called theatre-based research, and to practically assess the potential and possible limitations of this experiential research design

The research data collection took place during a two-day workshop with members of a working team within the STOCK Plzeň - Božkov s.r.o. organisation, through modelling the interaction of the practices of (in this case) so-called applied theatre and drama. The use of theatrical conventions and dramatization of the subject matter disrupts valid physical, social and psychological, etc. laws. Thus, a new, artificial (theatrical world) is created in which a reflective space is created through theatrical practices, allowing to look at the situation in a new way and from different angles (positions). In the atmosphere of this heightened awareness, the team and I analysed this fact together. Reflective practice was our basic tool, a way to grasp what we had experienced, to reflect on it and to continuously and retrospectively, consciously, evaluate our theatrical-dramatic experience.

Interested participants will be presented with visual, audio and video material from the research workshop and can discuss on the spot the research strategies chosen and their use in contemporary pedagogical research.

Keywords: applied theatre, collective reflection, theatre research, experience

Interested participants will be presented with visual, audio and video material from the research workshop and can discuss on the spot the chosen research strategies and their use in contemporary pedagogical research.

The article presents the selective primary prevention programs of Project Odyssea, z. s. based on the principles of personal and social education. It investigates their effectiveness for pupils in the classroom. It answers questions related to the experience and evaluation of the activities and the whole programme by the participants themselves. Uses evaluation questionnaire data for program participants collected in 2021 and 2022 and participant observation of program instructors.

Keywords: primary prevention, social skills, personal and social education, primary school, safe classroom climate, feedback, experiential learning, experience.

The article presents selective primary prevention programs of Projekt Odyssea, z. s. based on the principles of personality and social education. Determines their effectiveness for students in the classroom. It answers questions related to the experience and evaluation of the activities and the entire program by the participants themselves. It uses data from evaluation questionnaires for program participants obtained in 2021 and 2022 and participant observation of the program lecturer.

Key words: primary prevention, social skills, personality and social education, elementary school, safe classroom climate, feedback, experiential learning, experience

Burnout prevention projects for teachers are a key factor in supporting their mental health, especially in the context of current societal influences. The presented project is based on the experience that teachers' interest in full-time seminars has declined as a result of distance learning and they are limiting their self-development activities. This trend can negatively affect the mental health of teachers and secondarily the quality of pedagogical work with students.

The project is based on a long-term cooperation with teachers (one year). During the year, a short, 90-minute workshop is prepared each month for interested teachers with a self-experience component. An important part of the project is the space for collegial sharing. This paper presents the different workshops and a short evaluation of each stage of the project.

 

Burnout prevention projects for teachers are a key factor in promoting their mental health, especially in the context of current social influences. The presented project is based on the experience that teachers' interest in full-time seminars has decreased due to distance learning and they limit their self-education activities. This trend can negatively affect the mental health of teachers and secondarily the quality of pedagogical work with students.

The basis of the project is based on long-term cooperation with teachers (one year). During the year, a short, 90-minute workshop is prepared every month for interested teachers with a self-learning component. An important part of the project is the space for collegial sharing. The paper presents the different workshops and a short evaluation of each stage of the project.

Keyword: Preventing burnout, educator, elementary school, high school, workshops, experiential learning, collegial sharing

The paper is based on the current educational trend, which aims to maintain the emphasis on the activity of the learner and the activity-based constructivist concept of learning. It takes into account the philosophical and theoretical underpinnings that enable the quality of teaching to be viewed from the position of the teacher's thinking and highlights the support for building an experimental culture of teaching in higher education. On a practical level, the author of the paper draws attention to the importance of using an iterative approach in creating optimal conditions for the development of students' creative abilities. She presents examples of key situations from her own teaching, which she has subjected to an analytical process as part of a reflective process, with the aim of convincing teachers across higher education disciplines and universities of the importance of creating alternative designs with experiential potential. She would also like to inspire teachers to share good practice and challenge them to find the courage to take the first step and add something new to their tried and tested activities...

Keywords: Modern trends in higher education, experimental culture of teaching and learning, constr. approach to teaching, reflection and evaluation of teaching, experiential potential, didactic case studies.

 

This paper is based on the current educational trend towards maintaining an emphasis on the activity of the learner and an activity-based constructivist conception of learning. It takes into account the philosophical and theoretical underpinnings that enable the quality of teaching to be viewed from the position of the teacher's thinking and highlights the support for building an experiential culture of teaching in higher education. On a practical level, the author of the paper draws attention to the importance of using an iterative approach in creating optimal conditions for the development of students' creative abilities. She presents examples of key situations from her own teaching, which she has subjected to an analytical process as part of a reflective process in order to convince teachers (not only) across higher education disciplines and universities of the importance of creating alternative designs with experiential potential. It also wants to inspire teachers to share good practice and challenge them to find the courage to take the first step and add something new to their tried and tested activities...

Key words: Modern trends in higher education, experimental culture of teaching, constructivist approach to teaching, reflection and evaluation of teaching, experiential potential, didactic case studies.

Presentation

This paper focuses on an ethical analysis of the experience of touch in the provision of care to the elderly. Terminologically and methodologically, it is based on dialogical personalism, where care is a mutual dialogue between provider and receiver, the person is the dignified centre of a complex perception of humanity, and experience is a specific communicative means that humanizes the mechanisms, routines and application of diverse approaches in the provision of care. The intent of this paper is not only to underscore the importance of the experience of touch for understanding the nature of care delivery to seniors, but also the rationale for the inclusion of research in experiential pedagogy in the educational preparation of future providers of this specific care. The experience of touch will be presented as such a specifically human privilege that it cannot be replaced by artificial intelligence.

Keywords: experiential pedagogy, ethics, experience of touch, senior, artificial intelligence

 

Paper is focused on the ethical analysis of the experience of ethical touch in elderly care. Terminology and methodology is based in ethics of Dialogical Personalism. In this context, the notion elderly care is understood as mutual dialogue between giver and receiver of it; a human being as the dignified center of a complex perception of humanity and an experience as the dialogical adventure of responsibility, which humanizes mechanisms, routines and variability in the application of different care approaches.

The main aim of the paper is not only to analyse and to confirm the need of personal experience of an ethical touch, but more - to highlight the value of inclusion of research in the field of Experiential pedagogy into the education of future elderly care givers. The experience of the ethical touch should be studied and taught as a uniquely human virtue and irreplaceable by any artificial intelligence.

Keywords: experiential pedagogy, ethics, experience of touch, senior, artificial intelligence

Presentation

The paper introduces three completed projects, marking 10 years of collaboration with partners from Italy, Portugal, Austria, Hungary, Poland and Slovakia, led by leaders from the UK's University of Gloucestershire. A third European project, called PAPPUS (Plants And Play Producing Universal Skills, 2017-2022, https://cs.pappusproject.eu/), was completed in August 2022.) PAPPUS was a direct follow-up to the previous projects VIPER (Volunteers in Play - Employment Routes, 2013-2015, http://www.viperproject.eu/) and CAPS (Children's Access to Play in Schools, 2017-2020, http://www.playfriendlyschools.eu/). Jana Hoffmannová, Aleš Jakubec, Luděk Šebek and Zuzana Xaverová (now Gonosová) from the Faculty of Physical Culture of UP also participated in these projects for the Czech Republic.

It all started in 2013 when we were approached to collaborate on a three-year project Volunteers in Playwork - Employment Routes (ViPER). Since this year, Palacký University in Olomouc, represented by Iva Klimešová and Julia Wittmann from the Faculty of Physical Culture of UP, has been involved in Erasmus+ projects (Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships for school education), which are aimed at transferring and sharing examples of good practice in education between partners in the European Union.

Project ViPER prepared by colleagues from the department Playwork Partnership University of Gloustershire, where it was possible to train in children's play and playwork for 20 years (2001-2021), the team in this department were dedicated to children's play and its impact on enriching the lives of children and young people, and for the record, it was also possible to study for a PhD in children's play! Playwork theory defines truly free-choice play as an activity that arises from, is initiated and directed by the child's intrinsic motivation (Klimešová & Wittmannová, 2017). The aim of the project was to return children's play to its roots. After the necessary adaptations, the developed training course "Playwork" was disseminated to the other six European countries involved in the ViPER project. The experience from the training courses that took place at FTK UP showed that the principles of playwork are also applicable to the Czech Republic.

Another project that was directly related to the ViPER project outputs was the CAPS (Children´s Access to Play at Schools) This project focused on the area of support for the acquisition of key competences in vocational education and training of teachers and educators at the first level of primary school. The main outcome was the creation of conditions for the possibility to include "free choice play" in the school environment. Criteria for the certification of the School Friendly to Children's Play and syllabus of training workshops for teachers, future certified trainers were created. For the project, cooperation was established with a pilot school, the Svatoplukova Primary School and Kindergarten in Olomouc. This school supports playwork mainly by trained educators in the school's after-school club.

The last completed project called PAPPUS (Plants and Play Producing Universal Skills) The main content of the project is playful gardening and botany, through which a multitude of skills and competences for future life can be acquired, and enthusiasm for nature and its protection can be aroused. The output of the project is a set of online methodological materials for training teachers and workers with children and youth and a training course in the methodology.

To apply the project to the Czech environment, examples of good practice were used in the form of a pilot school that participated in the CAPS project. The aim and content of the project was to test and implement innovative practices in the school environment (in our country, 1st and 2nd grade of primary school; teaching subjects of science, natural history, cultivation work; activities of the school team) and in the extracurricular environment (clubs for socially disadvantaged, hyperactive children, children with difficulties in the educational process; organization of environmental education, etc.).

 

The presentation introduces three completed projects, which represent 10 years of cooperation with partners from Austria, Hungary, Poland and Slovakia, under the leadership of leaders from Great Britain, the University of Gloucestershire. In August 2022, the third European project called PAPPUS (Plants And Play Producing Universal Skills, 2017-2022), https://cs.pappusproject.eu/) was completed. PAPPUS directly followed on from the previous projects VIPER (Volunteers in Play - Employment Routes, 2013-2015, http://www.viperproject.eu/) and CAPS (Children's Access to Play in Schools, 2017-2020, http://www. playfriendlyschools.eu/). Jana Hoffmannová, Aleš Jakubec, Luděk Šebek and Zuzana Xaverová (now Gonosová) from the Faculty of Physical Culture also participated in these projects for the Czech Republic.

It all started in 2013, when we were approached to cooperate on the three-year Volunteers in Playwork - Employment Routes (ViPER) project. Since this year, the Palacký University in Olomouc, represented by Iva Klimešová and Julie Wittmannová from the Faculty of Physical Culture, has been involved in Erasmus+ projects (Cooperation for Innovation and the Exchange of Good Practices, Strategic Partnerships for school education), which are focused on transferring and sharing examples of good practice in education between partners in the European Union.

The ViPER project was prepared by colleagues from the Playwork Partnership University in Gloustershire, where you could study children's play and playwork for 20 years (2001-2021), a team from this department dedicated to children's play and its impact on enriching the lives of children and young people, you could even graduate from a doctoral program and get a PhD from child's play! Playwork theory defines truly freely chosen play as an activity that arises on the basis of the child's internal motivation, is initiated and controlled by him (Klimešová & Wittmannová, 2017). The goal of the project was to return children's play to its roots. After the necessary modifications, the created educational course "Playwork" was disseminated to the other six European countries that were involved in the ViPER project. Experience from training courses held at Palacký University has shown that playwork principles are also applicable to the Czech Republic

Another project that directly followed the outputs of the ViPER project was the CAPS (Children's Access to Play at Schools) project, in the years 2017-2019. This project was focused on the area of supporting the acquisition of key competences in vocational education and the training of teachers and educators at the 1st level of elementary schools. The main output was the creation of conditions for the possibility of including a "freely chosen play" in the school environment. Criteria for the Child Play Friendly School certification and syllabus of training workshops for educators, future certified lecturers, were created. For this project, cooperation was established with the pilot school ZŠ and MŠ Svatoplukova in Olomouc. This school supports playwork mainly by trained educators in the school group.

The last completed project called PAPPUS (Plants and Play Producing Universal Skills) continues and expands already completed projects with a play theme (VIPER and CAPS) with its ideas. The main content of the project is playful gardening and botany, with the help of which a number of skills and competences for future life and enthusiasm for nature and its conservation can be acquired. The output of the project is a set of online methodological materials for the training of teachers and workers with children and youth in the given area and a training course in the given methodology.

Examples of good practice in the form of a pilot school participating in the CAPS project were used to apply the project to the Czech environment. The aim and content of the project was to test and implement innovative practice in the school environment (in our country, 1st and 2nd grade of elementary school; subjects of natural science, natural history, gardening work; activities of the school club) and out-of-school environment (clubs for socially disadvantaged children, hyperactive, with difficulties in the educational process; organization of ecological education, etc.).

Keywords: playwork, nature education, outdoor, freely chosen play, health, physical activity, curriculum

Introduction: The Project Sport and Social Cohesion Lab brings together the academic and non-governmental sectors in Germany, the Netherlands, Ireland, the Czech Republic, Austria and Switzerland. The aim of the project is twofold: First, it elaborates on the topic of social cohesion (social cohesion) in different urban neighbourhoods and communities and generates an understanding of the processes that create social cohesion through sport-related activities. Secondly, it supports practitioners who deliver social programmes using sport. The University's support is primarily in the form of offering evaluation tools to assess activities contributing to social cohesion in communities.

Methods: The project uses the approach Living Labwhere sports programme organisers, programme participants and other stakeholders come together to understand the factors that build social cohesion through sporting activities. The methodology includes focus groups with stakeholders and participants in sports programmes at national level. They explore a) how local communities and social cohesion are conceptualised and experienced b) how sports programmes can promote social cohesion in neighbourhoods.

Results: The results of the focus groups in the Czech Republic distinguish between the participants in the sports programs (organized by the project partner, INEX-SDA), which are mostly Roma children, and the stakeholders, who are social workers or public administration officials. The concept of social cohesion of the young participants is based on the personal experience of having a "safe space" to meet their peers, having someone who listens to their opinions and being able to engage in physical activities. On the other hand, social workers question the very notion of 'neighbourhood/community' and see their clients as individuals or mostly as families.

Discussion: The first results reflect the lack of intercultural activities that would bring together children from low-threshold contact centres (often from risky social backgrounds) and leisure centres for children (regularly attended by children from the majority society). The results confirm that awareness of "sport for development" programmes is low among social workers or government administration.

Conclusions: Understanding the potential variables and factors contributing to social cohesion (cohesion) outcomes is highlighted by the initiatives of the Czech project partner INEX-SDA, such as the Fair Football League, local and national sports meetings. These initiatives have great potential as a promoter of social cohesion

Grant No 622025-EPP-1-2020-1-DE-SPO-SCP

Keywords: football for all, inclusion, socially excluded localities, community work

 

Introduction: Project Sport and Social Cohesion Lab brings together the academic and NGO sector in Germany, Netherlands, Ireland, the Czech Republic, Austria, and Switzerland. Project elaborates the topic of social cohesion and generates an understanding of the processes constructing social cohesion through sport activities. Project also supports practitioners (NGOs) delivering social programmes using sports with methods and tools for understanding and evaluation of activities contributing to social cohesion in communities. Methods: Use of Living Lab approach where sports programme organisers, the participants and other stakeholders are brought together to generate an understanding of factors that build social cohesion through sporting activities. Series of focus groups at the national level were organised. They explore i) how the local neighbourhoods and the social cohesion are conceptualised and experienced ii) how sports programmes can support social cohesion in the neighbourhoods. Results: Czech focus group's outcomes findings distinguish between participants of sporting programmes who are mainly Roma children and stakeholders recruited from social workers or public administration officers. Young participants' conception of social cohesion is based on personal experience of having a "safe space" to meet with their peers, having someone listening to their opinions and being able to engage in movement activities. Stakeholders perceive their clients as individuals or, mostly, as families. Discussion: The first results reflect on the lack of intercultural activities that bring closer children from drop-in centres (often from risk social backgrounds) and leisure time centres for children (regularly attended by children from the majority). The outcomes confirm the awareness in Czechia, about sport for developmentrelated programmes is low, amongst the social workers or public administrators. Conclusions: An understanding of potential variables and factors contributing to social cohesion outcomes highlight Initiatives of the Czech project partner INEXSDA, such as Fair Football League, local and national sport meetings are considered as having great potential to promote social cohesion.

Grant No. 622025-EPP-1-2020-1-DE-SPO-SCP

Key words: football for all, inclusion, socially excluded localities, community work

This paper addresses the issue of implementing the Duke of Edinburgh's International Award in a secondary vocational school. The importance of experiential pedagogy in schools has been reinforced following the Covid-19 pandemic. After long periods of distance learning, pupils need to be activated. Experiential pedagogy, which is delivered to pupils as part of the Duke of Edinburgh's International Prize, appears to be an ideal vehicle. Pupils are thus given the opportunity to work on their personal strengths in a targeted way.

The empirical part of the paper describes the implementation of the Duke of Edinburgh's International Award at the Secondary School of Informatics, Post and Finance in Brno.

Keywords: Experiential pedagogy, student, personality, Covid-19

 

The paper addresses the issue of implementing the Duke of Edinburgh's International Award in a secondary vocational school. The importance of experiential pedagogy in schools has been reinforced following the Covid-19 pandemic. After long periods of distance learning, pupils need to be activated. Experiential pedagogy, which is delivered to pupils as part of the Duke of Edinburgh's International Prize, appears to be an ideal vehicle. Pupils are thus given the opportunity to work on their personal strengths in a targeted way.

The empirical part of the paper describes the implementation of the Duke of Edinburgh's International Award at the Secondary School of Informatics, Post and Finance in Brno.

Keywords: Experiential pedagogy, student, personality, Covid-19

Presentation