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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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- Definition of basic concepts: health, health promotion, health education. - Primary, secondary, tertiary prevention. - Health education activities. - Lifestyle. Bio-psycho-socio-cultural health determinations. - Health as the highest value of human being. - Health attitudes, values and competences. - Personal and social development of children. - The importance of movement for health. - Human body and its functions. - Health risks and their prevention. - The importance of family and prosocial relationships for health. - Principles of healthy life and health care.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Activating (Simulation, games, dramatization), Text analysis, Experience (self-experience), Dealing with situational issues - learning in situations
- Term paper
- 30 hours per semester
- Participation in classes
- 5 hours per semester
- Preparation for course credit
- 25 hours per semester
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| prerequisite |
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| Knowledge |
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| Not specified |
| Not specified |
| learning outcomes |
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| supporting concepts for the health, prevention and sustainable way of life |
| supporting concepts for the health, prevention and sustainable way of life |
| attributes of life quality and the individual factors which can influence it |
| attributes of life quality and the individual factors which can influence it |
| concept of health promotion, prevention and sustainable living |
| concept of health promotion, prevention and sustainable living |
| health-promoting behaviours |
| health-promoting behaviours |
| barriers to a healthy lifestyle |
| barriers to a healthy lifestyle |
| Skills |
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| create habits that promote and protect health |
| create habits that promote and protect health |
| reinforce habits of coping with health problems |
| reinforce habits of coping with health problems |
| promote health-promoting attitudes |
| promote health-promoting attitudes |
| create a health-optimal value systém |
| create a health-optimal value systém |
| evaluate the process of health education activities |
| evaluate the process of health education activities |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dealing with situational issues - learning in situations |
| Activating (Simulation, games, dramatization) |
| Activating (Simulation, games, dramatization) |
| Text analysis |
| Text analysis |
| Experience (self-experience) |
| Experience (self-experience) |
| Dealing with situational issues - learning in situations |
| assessment methods |
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| Analysis of educational material |
| Analysis of the student's portfolio |
| Analysis of educational material |
| Analysis of the student's portfolio |
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Recommended literature
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Bašková, M. Výchova k zdraviu. Bratislava: Osveta., 2009.
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Havlínová, M. Program podpory zdraví ve škole: rukověť projektu Zdravá škola (2., rozš. vyd.).. Praha: Portál., 2006.
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Liba, J. Výchova k zdraviu.. Prešov: PU., 2010.
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Mužíková, L., Mužík, V., & Kachlík, P. Výchova ke zdraví v záměru škola a zdraví 21. In Řehulka, E. (Ed.) Škola a zdraví 21 (School and Health 21).. Brno: MU., 2006.
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Wiegerová, A., & Bicková, G. Na pomoc projektu: Školy podporujúce zdravie.. Bratislava: OZ V4 pri Pedagogickej fakulte UK v Bratislave., 2004.
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Wiegerová, A., Kršjaková, S., & Božik, R. Realizacjia praktyki pedagogicznej w kursie pedagogika zdrowia na pdf uk (uniwersytet komenskiego) w Bratysławie. In Klimaszewska, A.. Jezyk współczesnej pedagogiki 2, Siedlce, 2008.
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Zelina, M. Teórie výchovy alebo hľadanie dobra.. Bratislava: SPN., 2004.
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