Title: Comparison of participation in physical activities of secondary school students and primary school pupils in Prague Objectives: The aim of the thesis was to find and compare the participation in extracurricular physical and sport activities of Prague's secondary school students and Prague's primary school pupils based on questionnaire survey and following evaluation of the obtained data. Methods: The research was realized using the questionnaire survey. The questionnaire was designed specifically for this research. Results: The research results suggest that the physical activities are comparatively expanded among secondary school students and primary school pupils in Prague. It has been statistically proven that primary school pupils are interested in physical activities in organized form more than secondary school students. There are not significant statistical differences between primary school pupils and secondary school students in the frequency of doing physical activities. Keywords: physical activities, secondary school, primary school

Title: Integration of pupil with epidermolysis bullosa dystrophica disease with special focus on physical education into the primary school education. Objectives: The aim of this thesis is to point out possibilities of pupil's integration with corporal defect, concretely epidermolysis bullosa dystrophica into primary school education with special focus on Physical education through case study. Methods: We have used case study, questionnaire and interview methods because of uniqueness of occurrence this disease in primary school. The main case study is focused on pupil with EBD disease. The partial research is focused on classmates, teachers, teacher's assistant and girl's family. Results: Results have shown us the only partly possibility to integrate pupil with EBD disease into PE. The most suitable period of time was 1 - 3 school year. The research has shown girl's fitting in class and also her good feelings there. In generally we can say, that pupil is well perceived by classmates and teachers. There is very important teacher's and assistant's activity. The class teacher promoted positive, peaceful and friendly atmosphere since first year a thanks to her the class functions as a whole now. According classmates and teachers is schoolgirl fully integrated in class. The important is also teacher's...

Depuis la réforme Haby appliquée dès la rentrée 1977, la création, en France, du collège unique a posé la nécessité d’une continuité éducative entre l’école et le collège. Des trois approches officielles, l’harmonisation des programmes, l’accueil des néo collégiens et la collaboration des enseignants, la dernière est en souffrance. Les clivages culturels et structurels qui font obstacle à la liaison CM2/6ème sont renforcés par l’absence de formation initiale et continue commune. L’analyse, en Champagne Ardenne, d’écrits de terrain et de retranscriptions de réunions entre les deux degrés démontre que les éléments déclencheurs d’actions communes CM2/6ème consistent en des injonctions administratives décontextualisées. L’institué prime sur l’instituant. Les enseignants résistants s’emparent alors de zones de liberté dans un engagement personnel qui reste statutaire. Les tensions entre postures professionnelles et pressions hiérarchiques à se conformer entravent la production d’un projet de liaison concret, opérationnel donc évaluable. Les discours enseignants présentent des « schèmes étranges » relatifs aux théories de l’apprentissage. Concernant les réunions, les résultats montrent le poids décisif des modes d’organisation et d’animation pour qu’elles quittent le statut de chambre d’enregistrement et deviennent des temps de réflexion, de construction et de décision. Les enjeux enseignants actuels se limitent le plus souvent à une lutte pour la reconnaissance qui inhibe la dynamique du travail en équipe entre les deux degrés. Finalement, l’obstacle majeur de la liaison école/collège est bel et bien un problème de formation notamment de formation à la pratique réflexive / Since the Haby reform applied during the 1977 return to school, the instauration of “college unique” in France leads to maintaining teaching connection between primary school and high school. Among the three official approaches, programs harmonization, new high school students reception and teachers collaboration, the latter is painful. Cultural and structural cleavages, which stand in the way of the connection between 5th and 6th grade, are strengthened by the lack of shared initial and continuous training. In Champagne Ardennes, the analysis of ground written and meeting transcripts has proven that the triggers of common actions 5th/6th grade consist of “uncontextualized” administrative injunctions. The trainee takes precedence over the trainer. Therefore, unwilling teachers are seizing areas of freedom in a personal commitment which remains statutory. Conforming to the established “rules” leads to tensions involving professional values and hierarchical pressure that hinder the setting of a concrete, operational and, consequently, measurable connecting project. Teachers’ speeches are revealing “strange patterns” concerning learning theories. Analysis results concerning meetings show the importance of organization and animation methods. As a consequence they could leave the condition of being only a recording chamber to provide moments of brain storming and decision making. Teachers’ current stakes are mostly limited to a struggle for acknowledgement that inhibits teamwork’s dynamic between the two grades. In conclusion, the major barrier to the connection between 5th and 6th grade is obviously a training issue that particularly concerned the reflective practice

anglicky: Title of the thesis: Primary education of foreign languages in France and primary education of french in the Czech Republic Keywords: foreign language, french, primary school, education, class-books Abstract: The drift of my thesis is to appreciate how to educate foreign languges in France and the education of french in the Czech Republic at primary school. The informations for the first part of my thesis I have found in France or with the help of French institut of Prague or with internet. I had some problems with the second part, the education of french in our country, there are not so much informations of this dilemma. I wanted to summarise the informations of the education of french, because there is no document about this question, so it was my another butt of my thesis. I have also targot the practically respect, for example the book reviews or questionaries for children. My thesis gave me the enriching of the sphere, whitch is very important for me. There are two parts of my work- the first about the french education of foreign languages at primary school and the second about the czech education of french at primary school. Chapters and sub-chapters go into the profundity od the problem.

Title: Specifics of first aid education at primary schools Summary This diploma thesis deals with issues of first aid education at primary schools. Motivation for working on this topic is described in the introductory part. Aims, which were set for this thesis, follow. The theoretical part pays attention firstly to educational documents and programmes which look into teaching and learning first aid at primary schools. It describes theoretical basis for first aid education in detail. This basis includes definition of the term first aid, differences between injuries and illnesses, emergency services, materials used for first aid, types of injuries (illnesses) and first aid related to them, bandage techniques and last but not least prevention. Didactic view of first aid education is a very important chapter of this part. It offers useful advice for creating an effective teaching and learning process both organizationally and methodically. It describes briefly important aspects of teaching and learning process such as aims, motivation, didactic principles, methods and forms of organization. The empirical part follows. Its aim is to give a detailed description and evaluation of a project of first aid education at ZŠ Ledeč nad Sázavou. It describes planning, progress of the spring and summer part and evaluation...

TITLE: Methodology of korfball in primary school AUTHOR: Andrea Lhotáková DEPARTMENT: Department of Physical Education SUPERVISOR: Mgr. Věra Kuhnová ABSTRACT: This thesis is focused on the preparation of basic methodology of korfbal for beginners - primary school children. The methodology is intended for PE teachers in basic schools, especially primary school teachers. They could use findings from this study in PE lessons or in afterschool activities groups focused on korfball. The theoretical part deals with basic information about korfball including its history and presents the modification of korfball called monokorfball. The thesis focuses on the basic methodology of korfball skills with basic exercises, such as work with the ball /passing, shot, catching etc./. The short analysis of the status of the coach/teacher and the organization of training are mentioned, too. The practical part compares the suitability of korfball and monokorfball on a group of primary school pupils by the method of experiment. The thesis includes a set of six basic training lessons for beginning players and coaches. The work also evaluates the views of pupils on korfball according to a simple questionnaire. KEYWORDS: Korfball, monokorfball, methodology, sport, game, primary school, teaching, learning, child

In todays complicated world global Education brings a new approach towards a man. Theoretical part of thesis introduces its philosophical bases, characteristics, teaching principles, environmental aspect and main objectives. It emphasises close connnection to other education areas and areas in the Czech educational system where global Education should be practised. Theses describes teaching methods for global Education suitable for primary school children. Work describes connection between development of self-belief and global responsibility of a child. Empiric part uses methods of interview, observation and educational artefact analysis. Results approve importance of the artefact supporting self-belief in educational process.

The research study focuses on the development of new appropriate tools suitable for dyslexia assessment of primary school children (grades sixth to ninth), and a process of their pilot standardization. The inspiration was found in the existing tests for different age groups and methods used abroad. Four newly created tests were included into the test battery (test of visual perception, phonological manipulation, auditory segmentation and rapid automatized naming) as well as two already existing tests, which are a part of the validation study (test of auditory discrimination from Novak's Diagnosis of specific learning disabilities battery and Symbol search subtest from Wechsler intelligence scale for children). The research group consisted of 155 students of primary school (grades sixth to ninth), 61 dyslectics and 94 intact students. The results between the intact group and the dyslexic group differed significantly in all tests. The test of phonological manipulation showed the strongest differentiation. The study includes a correlation analysis between the tests and norms created for both groups. The presented predictive model was able to correctly identify 77.4 % of "cases" in relation to the criterion dyslexic - intact group.

Introduction: Physical fitness and academic achievement may constitute two interrelated variables. Students with higher physical fitness can achieve better learning outcomes in school. Objective: To determine whether students with better learning outcomes have also better outcomes in physical performance tests compared to students with low school achievement. Methods: 167 elementary and primary school students age 11.06 ± 2.4 years old (92 girls and 75 boys) participated in the comparative cross-sectional study. A special seven-item test battery was used to determine their level of physical fitness. Pupils were divided into two groups according to their learning outcomes statements. Results: Students with better learning outcomes had higher physical fitness in the individual tests in the most cases. Statistical analysis of standardized Z-score revealed a statistically significant better physical fitness (p ˂ 0.05) for all students with better learning outcomes in all age groups except the boys from the 2nd stage (p = 0.268). Conclusion: The results showed that students with better learning outcomes also had greater physical fitness. Keywords: academic achievement, physical fitness, elementary and primary school

This study deals with different teacher models in primary schools. The aim of the study is to explore and evaluate teachers’ experiences of a transition from a traditional class teacher model to subject teachers. The emphasis is on the relations between teachers and pupils, differences in the teachers’ workload, the guardians’ attitudes and teacher contact, as well as the significant pros and cons of the subject teacher model from the teachers’ perspective. The method used is qualitative interviews with five subject teachers from two different schools, one small and one large, working with grade 1–3 pupils. Follow-up interviews were conducted one year later. The results show that the increase in the number of teacher–pupil relations was regarded as beneficial for both groups. Guardians’ initial concerns regarding teachers’ lack of comprehensive views of the pupils’ performances faded away as the pupils showed positive attitudes in general towards a multiple-teacher model. Teachers experienced a reduced workload due to fewer subjects to teach which could give room for more individualized teaching. The responsibility for the contacts between the school and the guardians was shared among the teachers in form of mentorships. The identified disadvantages included stressful situations and disturbances when changing classrooms, and less fixed routines in general which may cause stress for pupils with special educational needs. Teachers’ overall experiences of the subject teacher model were positive in general. According to their experiences the conditions for a successful implementation of a subject teacher model at primary schools are better at a small scale school. Further, such a model may not be optimal for every pupil at primary level. In particular children with special needs may require a more rigid teaching situation with a single class teacher to attach to. The study has identified a number of pros and cons of a subject teacher model compared to a traditional class teacher model. No conclusive arguments have, however, been found for placing one model above the other.