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Lecturer(s)
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Course content
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- Defining basic terms: health, health promotion, health education. - The importance of health education in primary education. - Primary, secondary, tertiary prevention. - Health educational activities. - Lifestyle. - Bio-psycho-socio-cultural determination of health. - Health as the highest value of human existence. - Health attitudes, values and competencies. - Personal and social development of children. - The importance of exercise for health. - The human body and its functions. - The importance of family and prosocial relationships for health. - Principles of healthy living and health care. - Risky behavior.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Analysis of a presentation
- Participation in classes
- 42 hours per semester
- Term paper
- 10 hours per semester
- Preparation for course credit
- 8 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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| define basic terms health, health support, health education |
| define basic terms health, health support, health education |
| analyze the curriculum of the subject Health promotion in schools |
| analyze the curriculum of the subject Health promotion in schools |
| describe the bio-psycho-socio-cultural determinants of health |
| describe the bio-psycho-socio-cultural determinants of health |
| explain the function and importance of movement for health |
| explain the function and importance of movement for health |
| describe innovative strategies and principles of healthy living and health care |
| describe innovative strategies and principles of healthy living and health care |
| Skills |
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| select and apply appropriate health education activitie |
| select and apply appropriate health education activitie |
| to cooperate in the creation of a seminar work in a group |
| to cooperate in the creation of a seminar work in a group |
| present his work in an interactive way to a study group |
| present his work in an interactive way to a study group |
| search for health information from professional sources |
| search for health information from professional sources |
| analyze professional articles dealing with the issue of health promotion |
| analyze professional articles dealing with the issue of health promotion |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Analysis of a presentation |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Analysis of a presentation |
| assessment methods |
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| Written examination |
| Written examination |
| Analysis of seminar paper |
| Analysis of seminar paper |
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Recommended literature
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Bašková, M. Výchova k zdraviu. Bratislava: Osveta., 2009.
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Božik, R. Professional career training for school prevention specialists at universities. Education, Health and ICT for a Transcultural World. 37, 1468-1474.. 2017.
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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. Učiťel-škola-zdravie. Bratislava Regent, 2005.
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Zelina, M. Teórie výchovy alebo hľadanie dobra.. Bratislava: SPN., 2004.
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