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Lecturer(s)
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Plisková Barbora, PhDr. Ph.D.
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Course content
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- Theoretical and applied analysis of a three-dimensional view of health (social, mental, physical health). - Determinants of health. Healthy lifestyle. - Health literacy and its role in health care. - Analysis of the position of health education in interdisciplinary contexts. - Comparison of health education in a foreign context. - Atypical position of educational areas of the curriculum. - Methods of health education and their use. - Prevention of injuries and risky behavior in students. - Extracurricular facilities and their functions. - Health education. - Drug education. - Sex education. - Environmental education. - Healthy School Project.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming)
- Participation in classes
- 28 hours per semester
- Term paper
- 20 hours per semester
- Preparation for course credit
- 12 hours per semester
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| prerequisite |
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| Knowledge |
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| unspecified |
| unspecified |
| learning outcomes |
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| characterize dimensions of health, including physical, mental, and social health. |
| characterize dimensions of health, including physical, mental, and social health. |
| explain the position of health education in the curriculum. |
| explain the position of health education in the curriculum. |
| comprehensively explain health literacy and its significance for personal health and well-being. |
| comprehensively explain health literacy and its significance for personal health and well-being. |
| propose measures for the prevention of health problems in the context of both school and extracurricular education. |
| propose measures for the prevention of health problems in the context of both school and extracurricular education. |
| provide information about the importance of prevention in the field of health. |
| provide information about the importance of prevention in the field of health. |
| Skills |
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| utilize principles of health education in the educational environment. |
| utilize principles of health education in the educational environment. |
| apply health concepts in the school environment to support students. |
| apply health concepts in the school environment to support students. |
| implement educational activities focused on health. |
| implement educational activities focused on health. |
| provide information about health-related preventive measures. |
| provide information about health-related preventive measures. |
| support health not only within the school environment but also beyond it. |
| support health not only within the school environment but also beyond it. |
| teaching methods |
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| Knowledge |
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| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| assessment methods |
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| Analysis of seminar paper |
| Analysis of seminar paper |
| Written examination |
| Written examination |
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Recommended literature
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American Academy of Pediatrics. (2011). American Academy First Aid for Families: A Parent´s Guide to Safe and Healthy Kids. Jones & Bartlett Publishers.
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Božik, R. Realizácia primárnej prevencie drogových závislostí a iných sociálno-patologických javov v základných školách TSK. In Szimethová, M. Študentské Fórum XIII. Zlín: UTB FHS, 2013.
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Kaplan, M. Zdravie a správanie človeka. Bratislava: SPN, 1996.
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Křivohlavý, J. Psychologie zdraví. Praha: Portál, 2001.
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Kubátová, D. (2009). Výchova ke zdraví. Praha: Grada.
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Liba, J. Výchova k zdraviu. Prešov: MC, 2002.
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Řehulka, E., & Řehulková, O. Učitelé a zdraví. Brno: Psychologický ústav AV ČR, 2002.
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