LEISURE CENTRUM ON THE BORDER OF TWO TERRITORIAL UNITS. RIVER SVRATKA AS A BORDERLINE, RIVER SVRATKA AS A CONNECTION POINT. DESIGN OF A BUILDING AND URBAN STRUCTURE IS BASED ON THE MOVEMENT OF THE RIVER AND ON THE VISUAL CONNECTION OF THE TWO RIVER SIDES. TWO WAYS ARE CROSSING AND IN THE MIDDLE CREATING DOMINANT. POINT OF INTEREST. PLACE OF RELAXATION. IDEAL HAPPY DAY.

Syftet med denna studie är att undersöka hur inkludering beskrivs av fritidshemslärare och hur inkluderingsarbetet organiseras, samt vilka utmaningar som finns med det. Idén till studien har väckts utifrån tidigare kurser och erfarenheter från verksamhetsförlagd utbildning där det har visat sig att inkludering på fritidshemmet är en viktig faktor för en god skolframgång. Tidigare forskning har visat på en bred definition av begreppet inkludering och att de vanligaste utmaningarna med inkluderande pedagogik är ramfaktorer inom skolan såsom; stora elevgrupper, bristfälliga lokaler och brist på utbildad personal. Den teoretiska utgångspunkten har varit Tillgänglighetsmodellen från Specialpedagogiska skolmyndigheten, där modellen har använts som ett verktyg för att identifiera hur inkludering förstås och aktualiseras i verksamheten. Insamling av data har skett genom kvalitativa semistrukturerade intervjuer med sex fritidshemslärare. En slutsats som görs är att sociala faktorer såsom delaktighet och gemenskap ges stort utrymme i fritidshemslärarnas beskrivning av inkludering på fritidshemmet. Vidare faller resultatet från studien i linje med vad tidigare forskning har påvisat gällande utmaningar med inkluderingsarbetet på fritidshem. / The aim of this study is to investigate how inclusion is described by after-school teachers and how inclusion-work is organized in the Swedish leisure center which is known as “fritidshem”. The idea of this study came from previous courses and experiences from practical education. Previous research has shown a broad definition of the concept of inclusion and that the most common challenges with inclusion education framework factors within the school such as; large student groups, inadequate facilities, and the lack of trained personnel. The theoretical starting point being the Accessibility Model from the Swedish National Agency for Special Needs of Education and School, where the model has been used as a tool to identify how inclusion is understood and realized in practice. Data collection has been carried out through qualitative semi-structured interviews with six after-school teachers. One conclusion that we can draw is that the social factors such as participation and community are given a lot of space in after-school teachers' description of inclusion in “fritidshem”. Moreover, this study falls in line with what previous research has shown regarding the challenges with the inclusion work at “fritidshem”.

The study examines students perspectives and experiences of free play at the school age educare. Our purpose is to shed light on how students at the school age educare experience free play, and to get their view of play, we try to answer the questions: What do the students mean by free play at the school age educare and how is it experienced? Are the students descriptions of their free play in the school age educare similar to the descriptions of free play that dominates research and literature? We conducted interviews with students and through them explored the students view of free play and its importance for their well-being and development. The results indicate that the students see free play as an important and a positive part of after-school activities and they appreciate the opportunity to control and decide their own playtime. Play appears as a place for social interaction, creativity and learning. The analysis of the results was done with the help of different play theories, both where play is emphasized as an instrument for learning and theories where play is seen as an end in itself. We identify challenges and barriers to free play, including limited time and resources. The study emphasizes the importance of understanding and promoting free play as an integral part of the after-school environment to support pupils' well-being and development in a holistic way.

The purpose of the study is to examine whether there is a connection between conflicts that arise between the students and the free play at the leisure center, and how these conflicts are handled. I answered the study's question with the help of qualitative interviews and observations. I interviewed four educators at four different leisure centers, and observed these activities. I have analyzed the empirical data from the sociocultural perspective. The result showed a clear connection between conflicts that arise between the students and the free play. The results also showed that the teachers in the leisure activities make use of the conflict management method mediation.

The aim of this dissertation is to describe current state of evaluation of leisure time centres' directors, approaching the topic from the point of view of a superior institution that adjusts reward amounts. Firstly, the paper classifies leisure time centres in the Czech education system. Then, it goes on to describe current state of these centres in the Czech Republic, including funding, youth workers and laws that influence activities of particular directors and superior institutions. After that, the work focuses on the topic of directors' evaluation from various aspects. It describes evaluation methods that can be used in the process, including the procedure of adjusting reward amounts. Then, the work analyses particular kriteria that are published in certain cases by superior institutions at their web pages. It describes the most common evaluation criteria and procedures, seen both from the position of leisure time centres' directors and from their superior institutions. At the end, there are recommendations for superior institutions that can be used in the process of adjusting reward amounts for leisure time centres' directors.

Previous research and media portray students' image of what health is. The purpose of this study is to investigate how students who have experience of going to leisure centers view the concept of health. To achieve the purpose of the research study, a qualitative study was conducted using semi-structured interview methods. Furthermore, the results will be analyzed on the basis of Antonovsky's theory of KASAM comprehensibility, meaningfulness and manageability. The results show that students have knowledge about health, however, a limited picture of what health means. The students describe health as mainly physical activity with emphasis on the fact that it is not good to sit still too much. The conclusion is that the students have a picture of health where practical elements are dominant and where theoretical elements shine with their absence. The study also shows that time, resources and committed staff should be set aside to clarify the concept of health in the after-school center. The results of the students' answers indicate that they have a limited knowledge of the concept of health and the conclusion of the study is that the students consider that the teaching in after-school centers is unclear many times. / Tidigare forskning och media skildrar elevernas bild av vad hälsa är. Syftet med denna studie är att undersöka hur elever som har erfarenhet av att gå på fritidshem ser på begreppet hälsa. För att uppnå syftet med forskningsstudien har en kvalitativ undersökning med hjälp av halvstrukturerade intervjumetoder genomförts. Vidare kommer resultatet att analyseras utifrån Antonovskys teori om KASAM - begriplighet, meningsfullhet och hanterbarhet. Resultatet visar att eleverna har kunskap om hälsa, dock en begränsad bild av vad hälsa innebär. Eleverna beskriver hälsa som främst fysisk aktivitet med betoning på att det inte är bra attsitta still för mycket. Slutsatsen blir att eleverna har en bild av hälsa där praktiska inslag är dominerande och där teoretiska inslag lyser med sin frånvaro. Studien visar också att det bör avsättas tid, resurser och engagerad personal för att tydliggöra begreppet hälsa i fritidshemmet. Resultatet av elevernas svar pekar på att de har en begränsad kännedom om hälsobegreppet och slutsatsen av studien är att eleverna anser att undervisningen inom fritidshem är otydlig många gånger

This Master’s Thesis deals with a design of a detached Leisure center. The building is situated on a specific plot of cadastral area of Brno city, more precisely in Útěchov u Brna. The aim was to create an object suitable by its disposition solution for requirements of leisure center for children and adults. The building is designed as basementless, with two above-ground floors topped by flat roof. Wooden frame system with inserted thermal insulation and ETICS system in case of peripheral walls was proposed for load-bearing walls. Load-bearing structure of ceiling and roof is made by wooden-steel Posi-joist beams. The work also includes fire safety and thermo-technical assessment.

New-building of leisure center. The building contains two stories, without basement. Structural system of building is created by Porotherm and supplemented by reinforced concrete columns. There are large entrance hall, canteen, lecture and exercise rooms in the ground level. Accommodation rooms, private apartment, laundry room and building manager’s apartment are situated in the second level of building. Roofing of the two-storey building is created by arched truss. The single-storey building is roofed by green roof.

Inkludering är ett begrepp som används inom skolväsendet. Ett begrepps beskrivning som står skrivet i fritidshemmets styrdokument men inte benämns med begreppet inkludering. Vi kom i kontakt med begreppet inkludering då vi uppmärksammade ett fenomen där fritidslärare sökt att anpassa sin undervisning på olika sätt utifrån en återkommande situation, där vissa anpassningar uppfattades som integrering. Vilket ledde oss till studiens syfte att närma oss i hur fritidslärare tolkar begreppet inkludering och de inställningar som förmedlas kring ett inkluderingsarbete. Studiens metod bestod av semistrukturerade intervjuer där sex fritidslärare intervjuats. Vi genomförande studien ur ett dilemmaperspektiv i syfte att synliggöra om de tre mest förekommande dilemman kunde urskiljas ur fritidslärarnas svar. Materialet analyserades tematiskt och resultatet synliggjorde att tre tolkningar beskrevs: som deltagande, som samhällsdeltagande samt som deltagande och gemenskap. Inställningen hos fritidslärarna var positiv men det fanns tvivel till dess utövande om fritidsläraren hade mindre tillit till barnets förmåga att främja inkludering eller hade en brist i kunskap kring inkludering. Inre dilemman förmedlades när fritidslärarna skulle söka samsyn i sitt inkluderingsarbete. Slutsatsen är att begreppet inkludering tolkas på olika sätt av fritidslärare. Inställningarna som fritidslärare förmedlar kring sitt inkluderingsarbete uppvisar delvis dilemman och omöjlighet men till sin helhet en positivitet. / Inclusion is a concept used within the school system. The concept is described in the steering guidelines of Swedish after-school programs (Fritidshem) but is not described by using the term Inclusion. We encountered the concept of inclusion when we explored the phenomenon of how to address the adjustments required to overcome the challenge of repeated situations within education. This led us to the purpose of the study, how leisure teachers interpret the concept of inclusion and their attitude communicated around inclusion in their work environment. The method used in the study was six semi structured interviews conducted with currently employed leisure teachers. We executed the study from a dilemma perspective in the purpose of portraying the most occuring dilemmas by studying the leisure teachers' answers. The material collected was analysed thematically, and this resulted in three interpretations that were described as: participating, community participation, and as participating in solidarity. The study showed that the attitude regarding inclusion was positive among the leisure teachers, but there was also doubt expressed regarding the child’s ability to promote inclusion as well as a lack of knowledge of the concept all together. Internal dilemmas were identified when the leisure teacher was asked to establish a consensus regarding the definition of how to incorporate inclusion in their everyday work life. Due to these insights, we believe that the conclusion of the study is that the concept of inclusion can be interpreted differently by different leisure teachers and that the attitude communicated around inclusion is partly dilemmatic, impossible but overall positive towards the concept of inclusion.

Syftet med denna studie är att få elevernas perspektiv på hur eleverna upplever kam- ratrelationerna samt hur lärare i fritidshem bör arbeta med detta på fritidshemmet. Vi har genomfört intervjuer med tolv elever på två olika fritidshem där eleverna gick i årskurs 3. Dessa intervjuer syftar till att försöka förstå elevernas egna uppfatt- ningar och studien utgår därmed från ett hermeneutiskt perspektiv. Vi har valt att analysera med hjälp av fyra teoretiska begrepp: sociala krav, kamratrelationer, hand- lingsrepertoar och autonomi. Resultatet visar att eleverna på fritidshemmen upple- ver kamratrelationerna på både gott och ont. Att alltid ha någon att umgås med på fritidshemmet är en fördel som kamratrelationerna för med sig enligt eleverna. Den yttersta svårigheten med kamratrelationerna på fritidshemmet är att veta vem man ska välja att umgås med när man har flera alternativ. Resultatet visar även att ele- verna vill att lärare i fritidshem ska stötta eleverna i deras arbete med kamratrelat- ionerna på olika sätt. Vilket sätt som är aktuellt är beroende på situation och elev. Många elever väljer att sluta på fritidshemmet i tidig ålder och i vissa fall väljer de inskrivna eleverna att cykla hem. I diskussionen tar vi upp eventuella anledningar till att detta inträffar. Vi öppnar även upp för nya sätt att se på fritidshemmets verk- samhet och vad lärare i fritidshem bör tänka på.