%0 Journal Article
%T VLIV PROGRESIVN¨ªCH VYU OVAC¨ªCH JEDNOTEK T¨§LESN¨¦ VYCHOVY NA T¨§LESN¨¦ ZAT¨ª EN¨ª A CELKOV¨¦ HODNOCEN¨ª ADOLESCENT  S NI  ¨ªM A VY  ¨ªM SEBEHODNOCEN¨ªM SPORTOVN¨ª VYKONNOSTI [THE INFLUENCE OF PROGRESSIVE PHYSICAL EDUCATION LESSONS ON PHYSICAL LOAD AND THEIR TOTAL EVALUATION BY ADOLESCENTS WITH LOWER AND HIGHER SELF-ASSESSMENT OF THEIR SPORT PERFORMANCE]
%A Erik Sigmund
%A Karel Fr£¿mel
%A Dagmar Sigmundov¨¢
%A Krysztof Skalik
%J T¨§lesn¨¢ Kultura
%D 2009
%I Palacky University
%X Dlouhodob¨§ pravideln¨¢ realizace pohybov¨¦ aktivity (PA) ve  koln¨ª t¨§lesn¨¦ vychov¨§ (TV) umo ¨¾uje formovat pozitivn¨ª postoje v ech, i m¨¦n¨§ predisponovanych d¨§t¨ª, k pohybov¨§ aktivn¨ªmu a zdrav¨¦mu  ivotn¨ªmu stylu. Celkem u 389 d¨§v at a 111 chlapc  ve v¨§ku 13¨C17 let s ni  ¨ªm a vy  ¨ªm sebehodnocen¨ªm sportovn¨ª vykonnosti byl zji  ov¨¢n vliv progresivn¨ªch vyu ovac¨ªch jednotek TV na jejich PA a celkov¨¦ hodnocen¨ª v p¨¢rov¨¦m srovn¨¢n¨ª s tradi n¨ªmi jednotkami TV. V tradi n¨ªch vyu ovac¨ªch jednotk¨¢ch TV p eva oval direktivn¨ª vyu ovac¨ª styl a vykonov¨¦ zam¨§ en¨ª, zat¨ªmco pro progresivn¨ª vyu ovac¨ª jednotky TV bylo typick¨¦  e en¨ª pohybovych ¨²kol  a diferenciace t¨§lesn¨¦ho zat¨ª en¨ª. P¨¢rov¨§ srovn¨¢van¨¦ progresivn¨ª i tradi n¨ª vyu ovac¨ª jednotky TV byly nekoedukovan¨¦ a vedl je stejny vyu uj¨ªc¨ª. PA byla posuzov¨¢na pomoc¨ª aktivn¨ªho energetick¨¦ho vydeje z akcelerometru Caltrac (kcal/45min), krok  z pedometru Omron (po et/45min) a pr m¨§rn¨¦ srde n¨ª frekvence (tep /min) ze sporttesteru Polar. ¨²rove¨¾ sportovn¨ª vykonnosti a celkov¨¦ho hodnocen¨ª ¨² astn¨ªk  vyu ovac¨ªch jednotek TV byla zji  ov¨¢na prost ednictv¨ªm standardizovan¨¦ho Dotazn¨ªku k diagnostice vyu ovac¨ª jednotky TV. Progresivn¨ª vyu ovac¨ª jednotky TV sni uj¨ª rozd¨ªly v PA mezi studenty s ni  ¨ªm a vy  ¨ªm sebehodnocen¨ªm sportovn¨ª vykonnosti bez poklesu celkov¨¦ho hodnocen¨ª t¨§chto jednotek. D¨§v ata s ni  ¨ªm sebehodnocen¨ªm sportovn¨ª vykonnosti vyk¨¢zala v progresivn¨ªch vyu ovac¨ªch jednotk¨¢ch TV vyznamn¨§ vy  ¨ª pr m¨§rn¨¦ hodnoty aktivn¨ªho energetick¨¦ho vydeje (o 17 kcal/45min; p=0,05; d=0,28) a mno stv¨ª krok  (o 398 po et/45min; p=0,007; d=0,36) p i vy  ¨ªm celkov¨¦m hodnocen¨ª (p=0,04) ne  v tradi n¨ªch vyu ovac¨ªch jednotk¨¢ch TV. Progresivn¨ª vyu ovac¨ª jednotky p isp¨ªvaj¨ª k vy  ¨ª PA v TV p edev ¨ªm u d¨§v at s ni  ¨ªm sebehodnocen¨ªm sportovn¨ª vykonnosti. [Long-term regular physical activity (PA) in physical education (PE) helps to form positive attitude to physically active and healthy lifestyle in all children including those less predisposed to PA. In total, 389 girls and 111 boys aged 13-17 showing lower and higher self-assessment of their sport performance participated in the survey examining the influence of progressive physical education lessons on their PA and the lesson assessment in comparison to traditional PE lessons. Traditional PE lessons are characterized with directive teaching style and focus on performance, whereas progressive PE lessons are characterized with solving physical activity tasks and individualizing of physical load. The compared progressive and traditional PE lessons were both non-coeducational lessons, taught by the same t
%K akcelerometr Caltrac
%K pedometr Omron
%K srde n¨ª frekvence
%K aktivn¨ª energeticky vydej
%K kroky
%K pohybov¨¢ aktivita
%K motivace
%K prost ed¨ª
%U http://www.telesnakultura.upol.cz/index.php/telesnakultura/article/view/37