Mountaineering holds special significance in today’s world, as more and more people seek contact with nature to find relaxation and holistic regeneration in the fast-paced and stressful rhythm of modern life. While adults often find satisfaction in physical activity, socializing, and spiritual relaxation, children and adolescents require additional motivation to recognize the values and enjoyment in hiking. Hiking trips organized as part of Sports Days are often limited to walking to a certain destination without additional activities, which can reduce pupils’ motivation. Walking alone may be monotonous and less attractive, often perceived by pupils as tiring and boring, leading to lower engagement and satisfaction with the hiking trip. Moreover, post-trip reflections with pupils are frequently omitted, which could otherwise provide opportunities for sharing experiences, giving feedback, and improving future trips. Properly planned hiking trips, however, can meet a variety of personal needs.
This master’s thesis first presents the significance of mountaineering, the principles of safe movement in the mountains, and related aspects such as meteorology, safety, equipment, nutrition, orientation, as well as the importance of motivation and social interaction. The second part focuses on the role of mountaineering in education and its position within the curriculum. Finally, the thesis describes in detail the stages of planning, conducting, and evaluating a hiking trip within the framework of a Sports Day, as well as the competencies required of teachers acting as trip leaders. The empirical part first presents the planning, execution, and evaluation stages of our hiking trip, carried out during Sports Day. It then analyzes pupils’ attitudes toward the trip, their self-assessment of well-being and cooperation, and, through individual interviews, the perspectives of class teachers regarding their own competence in planning, conducting, and evaluating hiking trips.
The questionnaire results revealed that pupils generally felt well prepared both physically and mentally, with 4th-grade pupils reporting slightly higher levels of preparedness. Equipment readiness was assessed as excellent. Perceptions of exertion varied: 4th-grade boys reported the least effort, while 4th-grade girls reported the most. The most positively evaluated activities were those combining movement, play, cooperation, and adventure (Treasure Hunt, Cones in Nests), whereas static or more cognitively demanding activities (Sense Game, Clock) were less engaging. Pupils also rated post-trip creative tasks very positively, particularly the art assignment using natural materials. Overall well-being and peer cooperation were evaluated highly, confirming that well-planned activities significantly contributed to a positive experience.
Individual interviews with class teachers showed that both emphasized the importance of thorough preparation, including safety, appropriate route selection, timely organization of transport, prior route inspections, and clear instructions for pupils. They also highlighted the need to foster motivation before the trip through engaging activities and encouragement. During the trip, they stressed the role of the teacher as a leader, responsible for oversight, safety, and clear communication. Both valued immediate reflection with pupils as useful for improvements. Regarding teamwork, the 3rd-grade teacher highlighted very positive experiences with open communication and strong support, whereas the 4th-grade teacher pointed out challenges in working with long-established teams, where introducing changes proved more difficult. Both underlined that a combination of collaborative, creative, and adventurous activities significantly enhances pupils’ motivation and well-being.
In conclusion, the study demonstrates that pupils experienced the hiking trip, conducted within Sports Day and enriched with accompanying activities, as a positive and motivating experience. The findings confirm the importance of proper preparation, diverse planning of activities, and competent leadership. The teachers demonstrated strong competence and commitment in planning, conducting, and evaluating the trips, while also pointing to organizational and teamwork-related challenges.
|
