Foundations of Movement in Pre-School and School

Title	% from total grade	Grade
1. Exercise totals 1	10.00% from total grade	10 points
The student develops a set of movement activity (basic movement prerequisites) exercises for the early childhood development phase, justifying load and choice based on theoretical sources and safety principles. Work is credited if: at least 5-7 exercises for a specific stage of development have been developed , the objectives, description and frequency of the exercise are based on exercises with at least 2 theoretical sources The work is structured and the academic style is evaluated by evaluation in the rubric e-studies, taking into account: methodological quality of the theoretical justifications for the conformity of exercises with the child development stage work structure and presentation
2. Exercise wave 2	10.00% from total grade	10 points
The student develops a set of movement skills development exercises for a 1-3 year old child based on the individual development characteristics of the child and based the choice on theory and safety principles. Work is credited if: characterisation of child development performed (pedagogical + physiological aspect); describes the child’s mobility needs (at least 3 conclusions); 7-10 exercises have been developed, each with a target, performance, scope; includes safety/risk section (at least 3 risks + prevention); a brief interview with parents (min. 5 questions) and integrated conclusions; at least 3 sources were used. Grading occurs after grading in rubric e-studies (developmental analysis, fitness of exercise, theory, safety, conclusions, design).
3. Alternative pedagogy	10.00% from total grade	10 points
The student analyses the didactic principles of alternative pedagogy (e.g. Montessori, Valdorf, Reggio Emilia, etc.) in promoting movement skills in pre-school and develops examples of movement activities. Work is credited if: selected approaches and theoretical characteristics (min 1-2 pages); 5 specific movement tasks/exercises have been developed, linking to basic movements (running, jumping, throwing, balance, etc.); specifies: objective, methodology, load, variation (easier/harder); a security section is included; at least 3 sources were used. Ranking by Rubric in e-Studies (theory analysis, quality of examples, link to movement skills, safety, design).
4. Interactive “iceberg” poster	10.00% from total grade	10 points
The student develops a set of outdoor movement activity exercises for 4-5 year olds, emphasizing safety and risk mitigation, as well as creating an interactive ’be safe!’ poster. Work is credited if: 6-8 outdoor tasks related to core movements have been developed; the methodology, load, inventory and environmental utilization are specified for each task; a poster containing at least 6 safety recommendations + 3 risks + 3 prevention steps has been created; at least 2 sources were used. Rating by rubric in e-studies (task matching, security analysis, poster quality, theory, design).
5. Three-year-old activities	10.00% from total grade	10 points
The student performs an analysis of the mobility development needs of one 3-year-old child and develops a set of basic movement skills development exercises, justifiably offering pedagogical solutions. Work is credited if: a description of the child and formulated movement needs (min. 3); 8-10 exercises with a description of load and methodology have been developed; parental interview conducted (min. 5 Q.) and integrated conclusions; data/observations were compared to theory (min. 2 sources) and suggestions were made; includes security section. Ranking by Rubric in e-Studies (analysis, theory use, quality of exercise, conclusions, safety, design).
6. Picture book	10.00% from total grade	10 points
A student develops an illustrated picture book for a 5-year-old that integrates movement tasks for basic movements in the form of a fairy tale (e.g. running, jumping, balance, crawling, throwing). The content of the book is based on pre-school education guidelines and focuses on improving the mobility skills of the child. The book includes a short story with movement tasks, illustrations and a professional explanation for parents about the purpose, performance and safety aspects of exercise. Work is credited if: created a picture book for a 5-year-old child with mobility tasks; at least 6-8 movement tasks shall be integrated in the form of a fairy tale; attached to each task are: a description of the movement, the purpose of the exercise, a brief methodological explanation; created illustrations or drawings to help the child understand the task of movement; an explanation has been prepared for parents explaining: the role of movement tasks in the development of the child, safety aspects, recommendations for exercising at home; the book is presented as a single visual material (in printed form) according to the structure of the book (cover page, content, text, illustrations). The evaluation shall take place on the basis of the evaluation in the rubric e-studies, taking into account: the relevance of movement tasks to the child’s ageing stage; linking to the development of basic movement skills; the methodological justification and explanation for parents; creativity and quality of illustrations; the structure and design of the work.
7. Sports Day	10.00% from total grade	10 points
Students in the group shall develop and justify a plan for a physical activity event (sports day) for pre-school children with their parents, including objectives, tasks, organisation, safety and type of evaluation/feedback. Work credited if: defined objective of the measure + 3-5 tasks; at least 5 activities/stations have been developed linking to basic movements; describes the organization: time, place, inventory, participant flow; security and risk management included (min. 5 risks + prevention); includes feedback (e.g. watch page, mini-survey for parents); theoretical justification (min. 2 sources). Evaluation by rubric in e-studies (purposefulness, quality of activities, safety plan, methodology, feedback, presentation).
8. Storytelling lesson	10.00% from total grade	10 points
A student develops and presents a storied sports and health lesson for a primary school, in which the acquisition of basic movement skills is organised purposefully, safely and methodologically justified. Work is credited if: an hourly plan (objective, tasks, content, methods, inventory) has been prepared; includes at least 6 movement tasks linked to core movements; differentiation (easier/harder) and safety specified; includes feedback (e.g. observation criteria or reflection questions); hour presented (or demonstrated) and submitted material. Ranking by Rubric in e-Studies (methodology, age matching, security, structure, creativity, feedback, presentation).

Title	% from total grade	Grade
1. Exam	20.00% from total grade	10 points
The examination consists of two parts, theoretical and practically analytical, in which the student demonstrates an understanding of the legal relationship of child movement development and the ability to plan physical activity tasks in pre-school and primary school. part 1 – The theoretical (50%) student answers 3-4 theoretical questions. Describes the development of basic movement skills at preschool and their role in the development of the child. Explains the principles of physical activity planning in a pre-school sports class. Describes safety principles in physical activities for children in the room and outdoor environment. Describes the types of basic movement (e.g. running, jumping, balance) and the possibilities for developing them in a sport class. part 2 – practical analytical task (50%) a student receives the pedagogical situation and develops a solution for movement activities. Develop a short set of movement activity tasks for 5-year-olds aimed at developing basic movement skills. Indication: activity objectives; 3-4 exercises; methodological description of exercises; safety aspects; brief justification for how these tasks help develop movement skills.

Theoretical basics of movement development and learning in pre-school. Solutions to the problem situations of pre-school children from the aspect of sports pedagogy in the field of health and physical activity. Development of preschool children and characterisation of the necessity of movement activities.

Theoretical basics of movement development and learning in pre-school. Solutions to the problem situations of pre-school children from the aspect of sports pedagogy in the field of health and physical activity. Development of preschool children and characterisation of the necessity of movement activities.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

A targeted process of learning mobility skills through the use of a variety of tools in conjunction with the development of the child as a whole. Content of safe (inviolability of your body) and health-enhancing physical activity in the view of pre-school education guidelines.

A targeted process of learning mobility skills through the use of a variety of tools in conjunction with the development of the child as a whole. Content of safe (inviolability of your body) and health-enhancing physical activity in the view of pre-school education guidelines.

Ready for school in the sense of physical activity. Content of pre-school guidelines in sports education. Changing educational paradigms. Construction, objectives, means, organisation forms of sports in pre-school.

Ready for school in the sense of physical activity. Content of pre-school guidelines in sports education. Changing educational paradigms. Construction, objectives, means, organisation forms of sports in pre-school.

Ready for school in the sense of physical activity. Content of pre-school guidelines in sports education. Changing educational paradigms. Construction, objectives, means, organisation forms of sports in pre-school.

Characterisation of basic movements, application of inventory and external environment according to the characteristics of the age stage.

Characterisation of basic movements, application of inventory and external environment according to the characteristics of the age stage.

Characterisation of basic movements, application of inventory and external environment according to the characteristics of the age stage.

The holistic approach to family sport in preschool.

The holistic approach to family sport in preschool.

The holistic approach to family sport in preschool.

Planning and implementation of the training process. Primary school (classes 1-3) goals, tasks, content, means (exercises), teaching and learning methods, organisation techniques. Rolling competencies. Content of the new standard. Creativity in a sports lesson. Components of a creative sports lesson. Creativity as a personality attribute of an educator. Presentation and mutual evaluation of a creative hour (storytelling hour).

Planning and implementation of the training process. Primary school (classes 1-3) goals, tasks, content, means (exercises), teaching and learning methods, organisation techniques. Rolling competencies. Content of the new standard. Creativity in a sports lesson. Components of a creative sports lesson. Creativity as a personality attribute of an educator. Presentation and mutual evaluation of a creative hour (storytelling hour).

Planning and implementation of the training process. Primary school (classes 1-3) goals, tasks, content, means (exercises), teaching and learning methods, organisation techniques. Rolling competencies. Content of the new standard. Creativity in a sports lesson. Components of a creative sports lesson. Creativity as a personality attribute of an educator. Presentation and mutual evaluation of a creative hour (storytelling hour).

Using the plot obstacle course at primary school. Educational, socialising and developing tasks in the storied obstacle course. Integrated hours, staple link. Presentation and mutual evaluation of the plot obstacle course

Using the plot obstacle course at primary school. Educational, socialising and developing tasks in the storied obstacle course. Integrated hours, staple link. Presentation and mutual evaluation of the plot obstacle course

Using the plot obstacle course at primary school. Educational, socialising and developing tasks in the storied obstacle course. Integrated hours, staple link. Presentation and mutual evaluation of the plot obstacle course

Using the plot obstacle course at primary school. Educational, socialising and developing tasks in the storied obstacle course. Integrated hours, staple link. Presentation and mutual evaluation of the plot obstacle course

Rating systems for classes 1 to 3. Assessment of learning performance and growth of the learner. Assessment of the student’s performance and growth according to clearly defined assessment criteria and according to the individual learning outcomes to be achieved.

Rating systems for classes 1 to 3. Assessment of learning performance and growth of the learner. Assessment of the student’s performance and growth according to clearly defined assessment criteria and according to the individual learning outcomes to be achieved.

Rating systems for classes 1 to 3. Assessment of learning performance and growth of the learner. Assessment of the student’s performance and growth according to clearly defined assessment criteria and according to the individual learning outcomes to be achieved.

Rating systems for classes 1 to 3. Assessment of learning performance and growth of the learner. Assessment of the student’s performance and growth according to clearly defined assessment criteria and according to the individual learning outcomes to be achieved.

Theoretical basics of movement development and learning in pre-school. Solutions to the problem situations of pre-school children from the aspect of sports pedagogy in the field of health and physical activity. Development of preschool children and characterisation of the necessity of movement activities.

Theoretical basics of movement development and learning in pre-school. Solutions to the problem situations of pre-school children from the aspect of sports pedagogy in the field of health and physical activity. Development of preschool children and characterisation of the necessity of movement activities.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

Basics of early childhood (0-3) movement development and association with the development of preschool movement skills.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

regularities in the formation of basic movement skills of children aged 1-3 years of age. Physical activity content and inventory. Didactic principles in physical activities 1-3 years. Content of physical activity in a room and outdoor environment.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

Didactic approaches and techniques in alternative pedagogies in sports education in pre-school. Order of motion skill formation. Conditions for the development of healthy habits (acquisition of hygienic skills and skills) in terms of physical activity.

A targeted process of learning mobility skills through the use of a variety of tools in conjunction with the development of the child as a whole. Content of safe (inviolability of your body) and health-enhancing physical activity in the view of pre-school education guidelines.

A targeted process of learning mobility skills through the use of a variety of tools in conjunction with the development of the child as a whole. Content of safe (inviolability of your body) and health-enhancing physical activity in the view of pre-school education guidelines.

Ready for school in the sense of physical activity. Content of pre-school guidelines in sports education. Changing educational paradigms. Construction, objectives, means, organisation forms of sports in pre-school.

Characterisation of basic movements, application of inventory and external environment according to the characteristics of the age stage.

The holistic approach to family sport in preschool.

Planning and implementation of the training process. Primary school (classes 1-3) goals, tasks, content, means (exercises), teaching and learning methods, organisation techniques. Rolling competencies. Content of the new standard. Creativity in a sports lesson. Components of a creative sports lesson. Creativity as a personality attribute of an educator. Presentation and mutual evaluation of a creative hour (storytelling hour).

Using the plot obstacle course at primary school. Educational, socialising and developing tasks in the storied obstacle course. Integrated hours, staple link. Presentation and mutual evaluation of the plot obstacle course

Rating systems for classes 1 to 3. Assessment of learning performance and growth of the learner. Assessment of the student’s performance and growth according to clearly defined assessment criteria and according to the individual learning outcomes to be achieved.