Title: Coordination abilities' level of primary school children Author: Petra Vlčková Department: Department of Physical Education Supervisor: Mgr. et Mgr. Zdeňka Engelthalerová Abstract: This thesis is devided into two parts. The theoretical part includes theoretical knowledge, which relates to motoric abilities, especially their definition and structuring in relation to primary school children. There is also a description of coordination abilities and their possibile recognising and development in detail. In the practical part there is a description of testing procedure which finds out the level of space orientation, balance and rhythm coordination abilities by pupils in the forth form at primary school. The tests results are statistically analysed and annotated. Obtained data are compiled in charts and diagrams. There is a supplement to the practical part containing the compendium of activities for coordination development. Key words: coordination abilities, primary school age, motor learning, motor tests

The diploma thesis dealt with the topic of pupils' lack of discipline at a junior school. The theoretical part contains the basic terms' characteristics, information on teachers' strategies to solve the lack of discipline, and it summarises findings from available literature dealing with pedagogy. In the practical part, opinions, attitudes and experience of teachers and thein pupils concerning the lack of disciple in classes are surveyed using the method of a survey questionnaire. Some answers of teachers and pupils were compared. As a supplementary survey, an interview with junior school teachers was conducted. Some strategies used by teachers to prevent and solve the lack of discipline in their classes were compared with those used by me in my own class. It was found out that majority of teachers' and pupils' answers were similar. Teachers use strategies that not only represent solutions to pupils' lack of discipline but they also prevent indiscipline.

Diploma thesis named Skill of students primary school to set thein personal goals, maps and describes the components which affect child and how do they influence child's choice of his/hers personal goals. The specification of personal goals is one of the activities of cross- section subject personal and social education, which is set by educational program framework. Its scope requires to name particular activities and their praxis. The thesis id divided into theoretical and practical parts. Theoretical part covers elemental components for personal goals specification, which are divdided into internal and external. The thesis also describes the fundamental basics of personal and social education, its methods and forms. In the practical part there is a model lecture covering two lessons. The lecture is a form of action research, and every realization of the lecture is reflected in detail. The purpose of the lecture is to find out the major motives for personal goals specification and what forms of work to chose while facilitating the lecture. The thesis should help to improve and enhance the work of the teacher, my personal development and as an inspiration for the classes where is performed. In the practical part there i salso the analysis of the children's answers and interview with the teacher....

To follow, the focus of this diploma thesis is how traffic education can be properly incorporated into the first stage of our primary school curriculum and the different possibilities how the whole subject should be taught. Theoretical part deals with traffic education as part of education and also defines the term - traffic education, the meaning and the aim of traffic education area all together with short view into traffic education concept and comparision to abroad. In this part you can also find overview of implementation and content of outputs for each grade at the first stage of primary school together with various materials which can be used in traffic education. There is prepared short functional model of traffic education lesson for each grade in accordance with RVP (framework education program) in research part. These lessons has been tried out. An important aspect of teaching model is that there is no need of speacial material and it is not time consuming. Teaching model is also commented by several teachers from various cities, types of schools and different lenth of teaching practise and supplemented by possible conection with other subjects or cross-cutting themes. Key words: traffic education, trafic safety, traffic risks, utility, educational program, model, primary school

This thesis deals with the "pyramid" nutrition that is currently mostly used in teaching in primary schools. The aim of the study is to evaluate the possibilities of didactic use model "pyramid" nutrition teaching health education in primary schools and where appropriate, propose an updated form of "pyramid" diet, which all schools could benefit from harmonized or create a tutorial project that focused on nutrition pyramid. The theoretical part is written in the form of a literature review. It deals with the analysis of books and information about dietary recommendations in the form of a "pyramid" nutrition and analyzing textbooks, Framework curriculum and educational programs for elementary school students due to the use of a "pyramid" nutrition. The empiric part uses quantitative and qualitative methods. It focuses on the analysis of school educational programs at selected schools and another part is dedicated to exploring how elementary school teachers use the "pyramid" nutrition in teaching and what students have knowledge of the food pyramid. A further empiric section devoted to a summary of the results of the work, conclusions and recommendations. The outcome of this work is based on research results suggest the concept of an educational program what makes it easier for students to...

The main research problem concerns the characteristics of tick-borne disease and determine the quantity and quality of information that students get in health education and biology of these diseases. The theoretical part deals with the history, etiology, clinical features, diagnosis, treatment and prevention of tick-borne encephalitis and Lyme disease. It also discusses the general problems of tick and other diseases that ticks carry and cause. Also is mentioned the inclusion of tick-borne diseases in the educational program. The practical part is devoted to the awareness of upper primary school students and changes in their knowledge about the issue during their elementary education. The aim of this thesis is to determine how the students are informed about diseases transmitted by ticks, especially about Lyme disease and tick-borne encephalitis. This method is used questionnaire, which includes questions regarding this issue. Although the results of the research show a certain degree of knowledge of students at upper primary school, especially in some classes is unsatisfactory. Based on research, there is provided a recommendation for pedagogical practices. KEYWORDS: tick, tick-borne encephalitis, Lyme disease, knowledge, disease, upper primary school

This diploma thesis deals with comprehension of newly borrowed anglicisms into the Czech language. As newly borrowed we considered those which are listed in the dictionaries of neologisms, or have not been included in them yet. The comprehension was tested at primary school pupils and students of lower secondary school. The theoretical part describes ways of enriching vocabulary, especially borrowing from foreign languages. The main research method used in the practical part was a survey. It took place in April 2014 among the pupils of the 6th and 9th classes at one of Prague's primary schools and in corresponding classes at Opava secondary school. The results were related to the sex and age of the respondents and also to the type of school they are attending. We observed increased number of successful responses in closed questions testing the passive comprehension of anglicisms than in the open-ended questions testing the active comprehension of anglicisms. Comparing responses by gender, girls reached higher percentage of successful answers or the successful answers of boys and girls were balanced. The most striking differences brought comparison of respondents by age. Older pupils reached on all issues significantly higher success rate than younger pupils. Differences were also observed in the...

Equal access to education, its legal framework and protection Key words: equal access to education, primary school, inclusive education, discrimination Right to equal access to education is the topic of the diploma thesis of the author. Its aim is to analyze some of the problems of the equal access to education with respect to the primary education. The diploma thesis is divided into five chapters. First chapter is introductory and it describes selected problematics of the primary education in the Czech Republic. In the second chapter the concept and conception of equality and discrimination are examined. Third chapter contains regulation of the Czech primary education. The author tries to analyze the Czech primary education, especially pros and contras of its structure. Next she describes the evolution of the primary education with respect to the new regulation, effective from 1.9.2016. In the fourth chapter the author describes some of the aspects of the entrance proceedings; she especially focuses on the entrance criteria. Fifth chapter is devoted to the possible remedies in administrative proceedings, administrative court proceedings and civil proceedings. It refers to some processual aspects, which can be problematic. In the last chapter the author summarizes her conclusions. To sum it up...

The aim of my master's thesis was to explore the teaching of dodgeball on the first stage of primary school in Benešov region by the questionnaire method. I addressed the students and teachers of participating schools in the district round and then suggested a model of teaching the game and implemented it in their teaching practice, which took place at the sports club called Dodgeball girls at the sports center at primary school Benesov, Jiraskova 888. The girls team was compiled from the years 2005 and 2006. I was monitoring the keeping with the scheduled training units, and its influence on the success of the team in the district round of dodgeball. Testing of motoric abilities and skills was carried out in autumn and spring parts of the training cycle. There is a comparison of girls dodgeball results from the initial trainings with results after completion of the training technology. I have registered all the detected and processed results into the tables and graphs, which have showed the improvement or deterioration in the individual tested players. KEYWORDS Ability, skill, setting-up activities, playing skills, lesson item, research, motor abilities, motor skills, preschool age, artistic gymnastics, motor tests.

En France, plus de 30 ans après l’entrée des TICE dans la « sphère pédagogique », la question de leur intégration aux enseignements de l’école élémentaire, et plus particulièrement à celles des classes de cycle 3 demeure problématique. Si l’école française n’est pas un cas isolé, on remarque que les enseignants français se placent en queue du peloton européen en matière d’utilisation de l’ordinateur en classe. Cette recherche replace l’enseignant au cœur d’une problématique dont il est, de par sa fonction, un nœud, puisqu’en dernier ressort, il est bien l’unique prescripteur de ce qui sera abordé en classe. Elle montre ainsi que des contraintes fortes pèsent plus que jamais sur les maîtres, qui, en la matière, se trouvent assujettis à des effets de contexte sur lesquels ils n’ont pas la main, et à des effets d’Arrière-plan très souvent ignorés. S’appuyant sur une double approche, anthropo-didactique d’une part, et centrée sur le concept de concern (préoccupation) intégré au modèle américain CBAM (Concerns Based Adoption Model) d’autre part, l’étude contribue à établir une typologie des obstacles à l’intégration des TICE aux enseignements : obstacles dits de « premier ordre », objectifs et exogènes (matériels, techniques, formation…), à l’origine de difficultés qui restent vives ; et obstacles dits de « second ordre », subjectifs et endogènes (modèles pédagogiques de référence, épistémologie pratique, représentations…), dont l’influence est mal connue. La thèse met en évidence que le caractère déterminant des obstacles exogènes ne peut certes pas expliquer seul les difficultés d’intégration, mais, en outre, que les obstacles endogènes des professeurs peuvent être nourris par les programmes eux-mêmes. En effet, en proposant une intégration par l’usage exclusivement transverse dont le principe est désormais largement accepté par les enseignants, la commande institutionnelle dénie à ce domaine particulier des apprentissages scolaires la possibilité d’exister à travers un espace didactique propre. L’association de ces éléments contradictoires, compose un nouvel obstacle qu’une partie des maîtres parvient toutefois à contourner en s’affranchissant partiellement des programmes. / In France, more than 30 years after the introduction of ICT in education, the question of its integration in primary schools, and in particular in Cycle 3 years, continues to remain a problem. Although French schools are by no means an exception when compared to other European countries, it is apparent that French teachers are lagging behind in terms of computer use in the classroom. This study aims to place teachers back at the heart of the problem, because they are, by definition, ultimately responsible for what happens in their classroom. The research therefore shows that, more than ever, there are many pressures weighing heavily on teachers, and that as far as ICT is concerned, they find themselves subjected to the effects of a context over which they have no control, as well as to Background effects which are often ignored. The study draws on a double approach, with an anthropo-didactic approach on one hand, and a focus on the concept of “concern” which is incorporated within the American model CBAM (Concerns Based Adoption Model) on the other hand. It helps to create a typology of obstacles to the integration of ICT in primary education: “fist order barriers” so-called objective and extrinsic (materials, teachers technical skills or teachers training), causing difficulties which remain high, and "second order barriers" so-called subjective and intrinsic (pedagogical models or beliefs, practical epistemology), which influence is unclear. The thesis strongly shows that the decisive nature of extrinsic barriers can obviously not be the sole reason for explaining the difficulties of integration, but amongst other reasons, that the intrinsic barriers of teachers can also be fed by the official instructions themselves. Indeed, by proposing an integration of exclusive horizontal or transversal use, which is now actually widely accepted by teachers, the institutional order denies, in this particular area of school learning, the possibility of existing amongst a proper didactic approach. The combination of these contradicting elements creates a new obstacle, which a certain number of teachers overcome by partially avoiding the official instructions