Integrovaná terénní výuka jako systém

Hofmann, Eduard; Trávníček, Marek; Soják, Petr

doi:10.5817/pdf.p210-capv-2012-11

Cited by 6 publications

(1 citation statement)

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“…According to Hofmann (2003, p. 7), integrated fi eldwork education is a sophisticated form of instruction that encompasses various teaching methods (experiment, laboratory tasks, observation, project method, cooperative methods, adventure educational methods…) and various organisational forms of instruction (outings, fi eld exercises, excursions, thematic school tripsexpeditions), while the focus of this form of instruction is on the work in the fi eld, primarily out of the school building. The contribution follows on a long-term successful practice and a research related to integrated fi eldwork education, especially at the Faculty of Education of Masaryk University (Hofmann, Trávníček, & Soják, 2011;Korvas 2009), where investigation has proven that integrated fi eldwork education is an equal form of school teaching, and it can have a signifi cant share in integration of either two or more subject.…”

Section: Introductionmentioning

confidence: 99%

Assessment of pupils’ physical activity during diverse types of teaching lessons

Trávníček¹,

Svobodová²,

Durna³

2018

StS

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This paper focuses on the physical activity of pupils of early school age during different types of school lessons, i.e. 45 minutes – a frontal teaching lesson, a physical education lesson, and an integrated fieldwork education (IFE) lesson. In the research, we analysed each method of teaching in terms of the number of steps the pupils made and their metabolic rate in MET units. The minor aim was to verify the use of ActiGraph accelerometers by teachers at schools and to provide basic information about the devices to the potential users.The physical education class had the highest volume of movement – 1,202 steps in 45 minutes. However, the IFE with 1,118 steps in 45 minutes may be compared to a class of physical education in terms of the number of steps. The weakest in terms of the steps made and the amount of physical activity was a habitual education class, where students walked an average of 218 steps in 45 minutes. We also tried to find out the intensity of the physical load of pupils of early school age. Again, the physically most demanding form of teaching was the physical education lesson, during which pupils achieved medium physical load above 3 MET. For integrated fieldwork education, the metabolic output was below 3 MET, namely 2.63. The lesson of habitual teaching was characterized by a low-intensity motoric load of 1.81 MET.

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Section: Introductionmentioning

confidence: 99%