LEARNING OUTCOMES OF SELF-DEFENSE TEACHING IN HIGH SCHOOL PHYSICAL EDUCATION
| Authors | |
|---|---|
| Year of publication | 2014 |
| Type | Article in Proceedings |
| Conference | 7th International Scientific Conference on Kinesiology, 2014, Opatija, Croatia |
| MU Faculty or unit | |
| Citation | |
| Field | Sport and leisure time activities |
| Keywords | education; combatives; reasonable defense; qualitative analysis; Atlas.ti |
| Description | The article deals with learning outcomes in self-defense teaching. Participants were high school students in the Czech Republic (n = 26) with a mean age of 16.4 years. Based on in vivo observations and qualitative data analysis of the survey, instrument learning outcomes of students after a one-day self-defense course were assessed. Although the students are able to describe the legal definition and boundaries of self-defense theoretically and at the same time to assess whether a particular case maintained within these boundaries, it is problematic for them to break free from problem assessment tinged with emotions. The teacher should be aware of these facts and take them into account in the self-defense teaching practices. This fact should be reflected in teaching self-defense. Recommendation for practice is to use model situations using stress conditions. This approach may lead students to deeper understanding of their own reactions to the attack and the distinction between conscious assessment of the situation and their own instinctive reactions. |