PdF:SO113 Leisure education - Course Information

SO113 Leisure education

Extent and Intensity

1/0/0. 3 credit(s). Type of Completion: zk (examination).
In-person direct teaching

Teacher(s)

doc. PhDr. Jiří Němec, Ph.D. (lecturer)
Mgr. Petr Soják, Ph.D. (lecturer)

Guaranteed by

doc. PhDr. Jiří Němec, Ph.D.
Department of Social Education – Faculty of Education
Contact Person: Ing. et Ing. Jana Šajkovicsová
Supplier department: Department of Social Education – Faculty of Education

Timetable of Seminar Groups

SO113/KombiPred01: Fri 21. 2. 17:00–19:50 učebna 35, Fri 7. 3. 17:00–19:50 učebna 37, Fri 21. 3. 9:00–12:50 učebna 51, J. Němec
SO113/PrezPred01: Mon 16:00–16:50 učebna 37, J. Němec

Prerequisites

The course is primarily intended for full-time/combined students of the Bachelor of Social Pedagogy and Leisure Studies programme. The prerequisite for its completion is successful completion of a written test.

Course Enrolment Limitations

The course is also offered to the students of the fields other than those the course is directly associated with.

fields of study / plans the course is directly associated with

• Social pedagogy (programme PdF, B-SOCP) (6)

Course objectives

The course introduces students to the basic concepts of leisure education both in terms of historical development and in terms of important representatives. Students acquire basic knowledge and skills related to the organization of leisure activities and games in relation to the selected target group, in terms of fulfilling defined goals, etc.
The lecture is followed by practically oriented seminars Leisure Education 1 and 2 (methodology of games and leisure activities).
The key student outcomes in the seminar include:
- the ability to develop a concept for a multi-day full-scale event with a clearly defined educational mission, the ability to organize activities and games according to given conditions and in relation to the target group (the student creates his/her own card catalogue of games and is able to select an adequate activity or game according to the examiner's assignment).

Learning outcomes

After successfully finishing the course the student will be able to:
• Describe the concepts of leisure time education (in terms of historical development and from the point of view of significant representatives), explain their specifics (philosophical bases, principles, methods of work);
• Define the differences and give examples of formal, non-formal and informal learning, including descriptions of creation (curricula), methods, objectives, etc .;
• Understand basic terminology (eg. objectives, methods, resources, animator, animation, participation, experience education (program, dramaturgy, etc.);
• Design a multi-day program (course, camp, school trip etc.) focusing on a particular target group (definition of objectives, design of games and activities, dramaturgy, organizational and technical provision);
• Organize leisure activities and games with the aim of developing specific cognitive processes (memory, thinking, attention, perception, imagination) and developing personality traits (eg, cooperation, creativity, will, etc.) for a specific target group;
• Awarness of the basic legislation and regulations. This knowledge is key to the organization of events (safety at work, ordination on recovery events, basic civil-law relations, etc.);
• Demonstrate the knowledge of selected (at least five) primary sources from the area of leisure time education (Seton, Powell, (Foglar, Zapletal, etc. – that is not to say a textbook from the field of preventive education) The student’s key outcomes in the seminar include: • The ability to process the concept of a multi-day full-fledged event with a clearly defined educational purpose • Organize activities and games according to the given conditions and in relation to the target group (the student has his own game card index and is able to choose the appropriate activity or game according to the examiner's instructions)

Syllabus

• Lecture topics:
• 1. Introduction to leisure pedagogy. The mission of the contemporary school and the possibilities of leisure education. Comparison of educational approaches in school and in the field of leisure. From ideas, goals back to means and methods.
• 2. Typology of leisure activities in relation to age, gender, education, location and other variables. Leisure activities, content, classification, meaning, methods and forms of work. Subject, functions, principles and methods of leisure education. Family and leisure time education of children. Formation of the value of leisure in the life of the child.
• 3. What and how we learn in leisure. Platform of experiential reflective learning - theoretical approaches (D. Shön, Dewey, Kolb, Lewin, Argyris, etc.), constructivism, social learning theory, etc.
• 4. Personality of the teacher (animator) in leisure, group leadership styles, group climate. Use of pedagogical diagnostics in leisure education.
• 5. Historical perspectives on leisure education, educational concepts implemented in leisure (e.g. Jesuits, J. J. Pestalozzi, G. Bosco). Educational system of E. T. Seton, R. Baden Powell, K. Hahn, A. B. Svojsik, Jaroslav Foglar (overall evaluation of their pedagogical contribution). Analysis of educational principles, games, concepts of education, values and ideals in relation to today's youth. (Analyze the educational system of the authors on the basis of self-study (reading) of their works. Knowledge of at least five works is assumed.)
• 6. The origin and importance of organized leisure activities (YMCA, YWCA, Sokol, Scouting, Forest Wisdom League, Czech Camp Union, etc.).
• 7. Definition of games and their attributes, educational importance of games. Why do people (children) play? The theory of games, their breakdown. The history of games, the transformation of functions, motives, attitudes and goals of games in different developmental stages of the history of pedagogy.
• 8. Play in pedagogical concepts of some representatives (Plato, Aristotle, Quintilian, J. A. Comenius, etc.) and the use of play in models of alternative education.
• 9. How to create and renew games. Games developing thought operations, especially divergent or lateral thinking. Games as a means and prerequisite for a creative life. Play as a way to solve life's problems.
• 10. So-called long-term games (e.g. whole-camp, year-long) when working with permanent collectives. Work with literary models and their transformation into a motivational skeleton of games. Play in the context of global education, so-called simulation games and ecological games, education for sustainable living, games as a means of understanding systemic relationships in nature and the world.
• 11. Preparation and implementation of courses, camps and multi-day events (dramaturgy; work with goals - dramaturgical, educational, narrative; environment; work with the atmosphere, reflection; etc.) Providing events in various areas: educational, personnel, economic, health, technical, etc.
• 12. legislation, laws, decrees and standards in working with children and youth and in organizing various events. Safety regulations, Hygiene guidelines, Forest Law, etc.
• 13. K. Hahn and the pedagogy of experience, the concept of experiential therapy. The importance of experience for leisure education. Emotional experience in terms of ontogeny, subjective and objective dangers in experiential education, experiential therapy, relevance to primary social prevention.
• 14. Animation of leisure time. Concept and meaning of animation. Participation of children and young people in leisure. Participatory approach leading to co-responsibility of adolescents, awareness of their own rights and duties, etc. in relation to leisure and other life values.
• 15. Possibilities and limits of free time in relation to prevention of socially pathological phenomena and risky behaviour. Dangers of gambling, the emergence of addiction and the current situation in the Czech Republic, possible solutions to the problem. Gaming as an important means of reducing child criminality and solving antisocial problems of youth.
• 16. Non-traditional techniques and materials (LARP - Court of Moravia, drama, arte, ciphers, rope activities, use of Hitech technology...)

Literature

required literature
• PŘADKA, M. Kapitoly z dějin sociální pedagogiky. Brno : MU, 1998.
• HOFBAUER, B. Děti, mládež a volný čas. Praha : Portál, 2004, 176 s. ISBN 80-7178-927-5.
• PŘADKA, M. aj. Kapitoly ze sociální pedagogiky. Brno : MU, 1998.
• PÁVKOVÁ, J. aj. Pedagogika volného času. Praha : Portál, 2002.
• NĚMEC, Jiří. Od prožívání k požitkářství (Through the Experiencing to the Self-indulgence). 1. vyd. Brno: Paido, 2002, 111 pp. edice pedagogické literatury. ISBN 80-7315-006-9. info

recommended literature
• KAPLÁNEK, M. (ed.) Čas volnosti – čas výchovy. Pedagogické úvahy o volném čase. 1. vyd. Praha : Portál, 2012, 176 s. ISBN 978-80-262-0450-3.
• KAPLÁNEK, M. Animace. Studijní text pro přípravu animátorů mládeže. Praha : Portál, 2013. 104 s. ISBN 978-80-262-0565-4.
• VÁŽANSKÝ, M. Volný čas a pedagogiky zážitku. Brno : MU, 1992.
• ČECH, Tomáš. Výchova a volný čas 2 (Education and leisure time 2). Brno: MSD, 2007, 216 pp. ISBN 978-80-86633-97-8. info
• NĚMEC, Jiří. Kapitoly ze sociální pedagogiky a pedagogiky volného času. 1. vyd. Brno: Paido, 2003, 119 pp. ISBN 80-7315-012-3. info
• VÁŽANSKÝ, Mojmír and Vladimír SMÉKAL. Základy pedagogiky volného času. 1. vyd. Brno: Paido, 1995, 176 s. ISBN 80-901737-9-9. info
• BERNE, Eric. Jak si lidé hrají [Berne, 1992]. Liberec: Dialog, 1992. ISBN 80-85194-51-1. info
• MILLAROVÁ, S. Psychologie hry. Praha: Panorama, 1978. info
• HUIZINGA, J. Homo ludens : o původu kultury ve hře. Vyd. 1. Praha: Mladá fronta, 1971, 226 s. info
• Časopis Vychovávateľ. Bratislava : Educatio. ISSN 0139-6919.
• Časopis Gymnasion. Praha : Prázdninová škola Lipnice. ISSN 1214-603X.
• ZAPLETAL, Miloš. Hry v klubovně (Variant.) : Velká encyklopedie her. 2, Hry v klubovně [Zapletal,Ş1986] : Velká encyklopedie her. 2, Hry v klubovně [Zapletal,Ş1996]. info
• ZAPLETAL, Miloš. Hry ve městě a na vsi (Variant.) : Velká encyklopedie her. 4, Hry ve městě a na vsi [Zapletal,Ş1988] : Velká encyklopedie her. 4, Hry ve městě a na vsi [Zapletal,Ş1998]. info
• BAKALÁŘ, Eduard. Nové psychohry :společenské hry pro všestranný rozvoj osobnosti. Vyd. 1. Praha: Portál, 1998, 223 s. ISBN 80-7178-235-1. info
• ZAPLETAL, Miloš. Výpravy za dobrodružstvím. 2. vyd., v nakl. Leprez 1. Praha: Leprez, 1998, 363 s. ISBN 80-86061-16-7. info
• CHOUR, Jiří, Miloš ZAPLETAL and Jaroslav FOGLAR. Etapové hry. Liberec: Skauting, 1997, 301 s. ISBN 80-85421-18-6. info
• HERMOCHOVÁ, Soňa. Hry pro život :sociálně psychologické hry pro děti a mládež. 2. vyd. Praha: Portál, 1995, 174 s. ISBN 80-7178-042-1. info
• BERNE, Eric. Jak si lidé hrají. Translated by Gabriela Nová. 2. vyd., v Dialogu 1. vyd. Liberec: Dialog, 1992, 193 s. ISBN 80-85194-52-X. info
• ZAPLETAL, Miloš. Velká kniha deskových her. První vydání. Praha: Mladá fronta, 1991, 178 stran. ISBN 8020401881. info
• BAKALÁŘ, Eduard and Vojtěch KOPSKÝ. I dospělí si mohou hrát [Bakalář, 1987]. Vyd. 2., upr. a dopl. Praha: Pressfoto, 1987, 194 s. : i. info
• ZAPLETAL, Miloš. Velká encyklopedie her. Vydání druhé. Praha: Olympia, 1987, 629 stran. info
• ZAPLETAL, Miloš. Velká encyklopedie her. Vyd. 1. Praha: Olympia, 1986, 573 s. info
• BAKALÁŘ, Eduard. Moderní společenské hry : s psychologickou tematikou. Praha: Mladá fronta, 1980. info
• BAKALÁŘ, Eduard. Umění odpočívat. 1. vyd. Praha: Práce, 1978, 208 s. URL info
• BAKALÁŘ, Eduard. I dospělí si mohou hrát. Vydání 1. Praha: Pressfoto, 1976, 194 stran. URL info
• ZAPLETAL, Miloš. Encyklopedie her : 1000 her v tělocvičně, na hřišti, na louce, ve městě, v terénu, v místnosti. Vyd. 1. Praha: Olympia, 1973, 242 s. URL info
• ZAPLETAL, Miloš. Jak vést letní tábor. Vyd. 1. Praha: Mladá fronta, 1969, 264 s. URL info
• ZAPLETAL, Miloš. Pokladnice her : 116 nejlepších stolních her z celého světa. Praha: Mladá fronta, 1968, 246 s. URL info

not specified
• HÁJEK, Bedřich, Břetislav HOFBAUER and Jiřina PÁVKOVÁ. Pedagogické ovlivňování volného času : trendy pedagogiky volného času. Vyd. 2., aktualiz. Praha: Portál, 2011, 239 s. ISBN 9788026200307. info
• PÁVKOVÁ, Jiřina. Pedagogika volného času. Vyd. 3. Praha: Portál, 2002, 231 s. ISBN 80-7178-711-6. info

Teaching methods

Lecture with individually preparation and study hour.

Assessment methods

Teaching methods: lecture.
The course is finished by: credit.
The course is finished by: written test (comprises overview of basic knowledges and skills).

Language of instruction

Czech

Further comments (probably available only in Czech)

The course is taught annually.
Information on the extent and intensity of the course: 10 hodin.

Teacher's information

http://moodlinka.ics.muni.cz/course/view.php?id=2364#section-7

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