Daily physical/sport activity is important for health, for both adults and children. Children learn and adopt habits, attitudes and values from the family and their environment, therefore it is important that they come into contact with sport through families and school for their continued acceptance of activity and movement as values. As responsible adults we should all aspire to present children the positive side of sports and activities, so they will grownup into active adults who will take an active role in their health and activities. In the light of modern research, more and more children are not active enough throughout the day and it is important that teachers in classes and afterschool care (ASC) show them the importance of everyday movement. In the theoretical part of this thesis we have presented the importance of physical/sports activities in general and in the school environment and during the ASC. Teachers need appropriate skills to work successfully, so we also presented different views on competencies and their development in general and the most common pedagogical approaches to physical education, used by teachers in afterschool care. Given that pupils from different classes are often united in the ASC, teachers should be attentive to their previous knowledge and skills while selecting appropriate exercises/sports activities. According to our Law primary/subject/kindergarten teachers, special educators, pedagogues, psychologists and social pedagogues can all work in ASC, so we have defined the role of the teacher in the use of physical/sport activity in the ASC and we have tried to answer the question of whether students of different pedagogical courses receive enough training in the field of movement and sport. We have presented examples of projects and professional trainings in the field of sports activities that contribute to the development of teachers' competences. There are many prospects for the development, but not all decide for them.
In the empirical part, we have studied how and how often teachers, who work or have worked at least 1 year in the ASC, implement physical/sport activity and whether (and how often) they decide to develop their own competences in the field of sports. We predicted that ASC teachers do not pay enough attention to developing their competences in the field of sport, are rarely involved in sports projects and believe that they should implement physical/sports activity more often. The results of our research, based on the analyse of 266 questionnaires, showed that many ASC teachers participate in projects with sports activities, they believe they implement enough physical/sport activity during their afternoon classes and they want to participate in more professional trainings in the field of sports activities, because they think they are lacking the knowledge in certain sports fields. The results can give teachers an insight on how to teach physical/sport activity in the ASC. It is important that all teachers are aware of the importance of developing their competences in the field of physical/sport activity. We have prepared recommendations for the successful implementation of the physical/sport activity in the afterschool care.
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