Rozvoj kompetence k sebeobraně - evaluace programu Sebeobrana pro střední školy
| Title in English | Development of Self-Defence Competences - evaluation of project Self-Defence for High Schools |
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| Authors | |
| Year of publication | 2011 |
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| Citation | |
| Description | The work is a final research report summarising knowledge from the research in the field of self-defence in physical education in secondary schools. It is an evaluation study of exploration character. The subject of the evaluation research was an educational project High school self-defence project HSSP and learning outcomes of students in this project. The HSSP was created by the author of the work in 2009. The aim was to describe learning outcomes in psychomotor and affective domain. The work answers two general questions “how to assess learning outcomes from self-defence” and “what influence the HSSP has got on development of competences in self-defence”. The design of the research is composite. Quantitave methods were used for gathering data about educational outcomes in psychomotor domain, mainly about the level of falling technique and a way of defence of students in self-defence scenario training. Qualitative methods were used for evaluation of data about educational outcomes in affective domain as well as for analysing of overall data and drawing of conclusions from the work. The main evaluative method of educational outcomes was an expert analysis employed by a 5-member expert team. Agreement of experts was evaluated via cluster analysis. The evaluation study is of summative as well as formative significance. The results of the research showed functioning of the HSSP in teacher training practise. The project curriculum was appropriately chosen and structured. There were no problems in setting the timing of classes, sequence and flow of the subject matter. Already after the fifth class the students were able to manage basic movement structure of three falling techniques. However, training of falling belongs to the least favourite parts of self-defence training and the majority of the students have very low motivation to practise it. Low enjoyment, unpleasant feelings of pain and lengthy repetition make the falling technique the less interesting subject matter of the project. There are great interindividual differences in learning self-defence technique. Some individuals enjoy practising falls and would like to learn some new or to improve the already learned ones. A highly effective method of education is self-defence scenario training, which is proved by learning outcomes of students in the affective domain. For students the scenario trainings represent the most emotional part of the classes and create high potential for learning via experience. Although the scenario training against assistant is a highly stressful experience, the students afterwards assess its course as very interesting, useful and important for development of their competence in self-defence. The students were concerned with scenario trainings and they themselves proposed their repetition under different conditions (time, material, personnel, etc.) with the aim to obtain higher adaptation to stress and physical attack. However, dealing with defence against an adult attacker represents for the secondary school students a hard resolvable problem. The result of self-defence scenario trainings was ambiguous. The performance of two from three schools was more or less the same. The successful to unsuccessful defence ratio of the school A was 9:9, 1 result being unclear; in the school B it was 11:9, 1 result being unclear. Only students of the sport grammar school reached markedly better ratio 7:1. We consider the scenario training method to be very effective and we recommend it for further analysis in combative didactics. |