Physical Activity in Pre-School and School

Students create a mind map of the professional qualities of a teacher in organizing physical activities (e.g., communication, creativity, safety, empathy, cooperation). The work is counted if:

• at least 5 professional qualities of the teacher are identified;
• each quality is linked to the organization of physical activities;
• personal self-reflection on strengths and areas for improvement is included;
• the mind map is structured and clear.

The student chooses a peer-reviewed article on children's physical activity/health/well-being, uses artificial intelligence tools to structure the information (summary, key concepts), but formulates the conclusions and criticism themselves. Submit 1-2 pages of analysis + source.

The work is passed if:

• a relevant peer-reviewed scientific article is chosen;
• the aim, methodology and main results of the study are described;
• at least 2 independent conclusions or critical assessments are formulated;
• it is indicated how and for what purpose AI was used;
• the information provided by AI is critically verified;
• a correctly formatted reference to the analysed source is attached.

The student creates 6-8 high-quality AI task requests (prompts) for event planning (goals, safety, inclusion, inventory, timetable, communication with parents). Add a brief justification of why the prompt is good and how you check the result.

The work is counted if:

• 6-8 AI prompts are developed;
• the prompts cover goals, safety, inclusion, inventory, time planning, and communication;
• the formulation of each prompt and its purpose of use are briefly justified;
• at least one example of checking the AI result is demonstrated;
• at least one AI response deficiency or error is identified and its correction is offered.

Students individually make sports equipment from reusable or available materials (e.g., plastic bottles, cardboard, ropes, etc.). The equipment must be suitable for organizing physical activities for children. Students demonstrate the use of the equipment in at least three different activities and explain how it promotes children's development or skill improvement. The equipment ideas and activity variations can be generated by the student using AI tools, specifying the prompts used and critically evaluating the solution.

The work is evaluated according to the following criteria:

• Functionality and safety of the equipment;
• Purposeful use of reusable or readily available materials;
• Demonstration of at least 3 different ways of using the equipment;
• Consistency of the activity goal and children's age;
• Justification for the use of the equipment in promoting children's movement skills and development;
• Critical evaluation of the use of AI and the obtained result, if AI is used.

Students perform personal professional SVID analysis in the context of organising physical activities. Work must identify its strengths, weaknesses, development opportunities and potential challenges. The student formulates concrete steps to improve his or her professional skills.

Students in groups of 4 develop and practically lead team-building activities for children or young people. The activities should promote cooperation, communication and trust in the group. Students explain the objectives of the activities and reflect on their results.

The work is evaluated according to the following criteria:

• at least 2 team-building activities have been developed and practically led;
• the purpose and target group of the activities;
• promotion of cooperation, communication and/or trust;
• quality of the organisation and practical management of the activities;
• compliance with safety requirements and appropriate use of equipment;
• involvement of all group members in the preparation and management of the activities;
• reflection on the progress of the activities and necessary improvements.

Students plan and organize a physical activity event for children in a preschool (e.g., a movement morning, a sports day, or activity stations). The project should include goals, descriptions of activities, necessary equipment, safety aspects, and a plan for the event. After the event, students reflect briefly on its progress, including a brief analysis of ethical/safety dilemmas.

The work is evaluated according to the following criteria:

• Relevance of the event goal and target group.
• Structured plan for the event's progress and timing.
• Relevance of activities to children's age and abilities.
• Purposeful use of equipment and environment.
• Observance of safety conditions.
• Quality of event organization and practical implementation.
• Encouragement of children's active participation.
• Reflection on the event's progress.
• Analysis of at least one real or possible safety/ethical dilemma and proposal for a solution.

Students participate in at least 10 physical activity events and their organization or management (e.g., in preschool, school or interest education event). The student documents his/her participation and prepares a short reflection on the experience gained.

The work is evaluated according to the following criteria:

• documented participation in the specified number of physical activity events;
• characterized target group and duties performed by the student;
• active involvement of the student in the organization or management of the events;
• professional communication and cooperation;
• compliance with safety and ethical principles;
• reflection on the experience gained;
• at least 2 improved professional skills identified;
• at least 1 direction for further professional development formulated.

The exam consists of two parts: theoretical and practical.

In the theoretical part, students answer questions about the importance of physical activity in children's development, the relationship between movement and learning, principles of organizing physical activity, and the professional activities of the teacher in organizing physical activity.

In the practical part, students plan, organize, and lead one physical activity for children in an interest education event. After the activity, students reflect briefly using SWOT analysis. They analyze one possible ethical or safety dilemma that may arise in the process of organizing physical activity.

The exam is evaluated according to the following criteria:

• Knowledge of the importance of physical activity in children's development, health, and well-being.
• Understanding of the relationship between movement and learning.
• Knowledge of principles of organizing physical activity, safety, and pedagogical principles.
• Relevance of the activity's goal and target group.
• Relevance of the activity to children's age, abilities, and educational environment.
• Quality of activity organization and practical leadership.
• Clear instruction and professional communication.
• Observance of safety principles.
• Reflection on one's pedagogical activities.
• Analysis of at least one possible ethical or safety dilemma and proposal for a solution.