Institute of Physical Culture and Sports Palestra. Institute of Physical Culture and Sports PALESTRA Physical culture in the Czech Republic
Charles University in Prague is the most prestigious institution of higher education in the Czech Republic, the oldest university in Central Europe, founded in 1348 by the Czech king and Roman emperor Charles IV.
Charles University is a member of the Association of European Universities, along with Oxford, Leiden, Bonn, Sorbonne, Bologna and the University of Geneva.
At its faculties, lecturers from leading universities in the world read lectures.
Faculties:
- three medical faculties;
- philosophical;
- natural history;
- physical and mathematical;
- pedagogical;
- faculty social sciences;
- Faculty of Physical Training and Sports;
- Faculty of Humanities;
- three theological faculties;
In some faculties, it is possible to study at English language, namely:
- medical (general medicine, dentistry);
- physical training and sports (physiotherapy, physical culture and sports).
Training on Czech for foreign students free of charge, in English from 7,000 to 15,000 dollars per year.
Education at all faculties is possible with a bachelor's degree, master's degree and the defense of a doctoral dissertation.
Terms of study: 3-7 years
Beginning of studies: 1 September.
Students from 48 countries study here, and among them there are quite a lot of Americans, British, Germans, Austrians and representatives of other countries that differ high level socio-economic development.
This is facilitated by high international prestige, international recognition of diplomas and the quality of training.
Catholic Theological Faculty
The Catholic Theological Faculty is the base faculty of the Charles University in Prague (1348). In his educational and scientific activities he mainly focuses on the history of theology and art.
Evangelical Theological Faculty
The faculty is open to anyone interested in studying theology. The Bachelor's degree offers the opportunity to receive a basic theological education (Protestant theology), theology for laymen and experts from other disciplines (theology, Christian tradition), and Christian-oriented training in the field of social work and pedagogical activity(pastoral and social work). The master provides training for the spiritual ministry and, possibly, doctoral studies in theology (Protestant theology), ecumenically oriented theology for the laity and specialization in pastoral care, emergencies and humanitarian work (Christian humanitarian and pastoral work).
Hussite theological faculty
The history of the faculty goes back to the 20s of the 20th century. In 1921, the Hussite theological school was founded, which is currently separated into a separate faculty of Charles University.
Faculty of Law
The Faculty of Law is one of the first four faculties of the university. In 1348 he was formed on the basis of the Faculty of Liberal Arts. Faculty has great importance in building a legal and independent state of the Czech Republic.
The faculty provides comprehensive training of masters for 5 years.
1 Faculty of Medicine
The first medical faculty of Charles University is the oldest medical faculty in Central Europe and the largest medical faculty in the Czech Republic. In Prague, the Metropolitan of St. Vitus Church founded the so-called "Special Study" in 1215, from which King Wenceslas II created a separate university in 1294. King Charles IV made it a faculty of the Charles University.
2 Faculty of Medicine
The Second Faculty of Medicine continues the more than 662-year history of the Faculty of Medicine of Charles University and the faculty follows the tradition of 57 years of pediatrics. Faculty provides complete education in all areas of medicine, allows you to get a deeper knowledge especially of pediatric medicine. The training focuses on development aspects human life in health and disease from prenatal period to high age. The faculty's links with the Motol Clinical Hospital, the largest clinical hospital in the Czech Republic, allow for a comprehensive, modern medical education.
Undergraduate | Master's degree | |
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days open doors | January 13, 2018 | |
Application Deadline | until February 28, 2018 | until February 28, 2018 |
Exam days | June 11-12, 2018 | June 14-15, 2018 |
Exams | Specialty "Sanitation" First round. biology test, general test.Second round. Interview. Specialty "Specialization in health care". First round. Test in biology, physics, chemistry, general test. Second round. Interview. | Specialty "General Medicine". First round. Test in biology, physics, chemistry, general test. Second round. Interview. Specialty "Specialization in health care". Profile exam |
3 Faculty of Medicine
The third Faculty of Medicine is one of the 17 faculties of Charles University in Prague. Teaching and clinical training is carried out in the premises of the third Faculty of Medicine at the University of Vinohrady Hospital, within National Institute of Health, the Institute of Normal, Pathological and Clinical Physiology, in the Bulkovka Hospital, the Psychiatric Center in Prague, the Institute of Mother and Child in Prague, the Central Military Hospital and the Hospital of the Sister of Mercy. Charles Borromeo, Prague.
Faculty of Medicine in Pilsen
The Faculty of Medicine in Pilsen was founded in October 1945 as part of the Charles University. The faculty is accredited for two master's programs and doctoral programs. Both programs are also offered in English.
Faculty of Medicine in Hradec Kralove
The Faculty of Medicine in Hradec Králové was founded in 1945, first as a branch of the Faculty of General Medicine and then as an independent faculty of Charles University.
Faculty of Pharmacy in Hradec Kralove
Faculty of Pharmacy, Charles University in Hradec Kralove was founded in 1969. He absorbed the old and long traditions of pharmaceutical research from the basics of Alma mater. Students can attend lectures, seminars, workshops, laboratory works, excursions, consultations and other forms of education, receive credits and pass tests.
Undergraduate | Master's degree | |
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Open days | December 13, 2017 | |
Application Deadline | February 28, 2018 | February 28, 2018 |
Exam days | from June 9 to June 13, 2018 | |
Exams | Written exam in chemistry, biology and general subjects. | For the specialty "Pharmaceutics" a written exam in chemistry, biology and general subjects. For the specialty "Sanitary bioanalytics" profile exams |
Faculty of Philosophy
The Faculty of Philosophy of Charles University in Prague is a traditional center of learning. Its reputation is based on an unsurpassed number of specialties that can be studied here for almost seventy years, the depth and intensity of training and its selective nature, as evidenced by the fact that every year thousands of people wish to enter this faculty. The Faculty of Philosophy has about 8,000 students who often become leaders in public life in the Czech Republic.
The faculty has the opportunity to combine specializations.
Faculty of Natural Sciences
The birth of the faculty was preceded by a lively building activity even during the reign of Emperor Franz Joseph I, who wanted to develop education in his empire. For the construction chosen Albert, a picturesque area of Prague, which is intended for higher education. Many famous figures studied within the walls of the faculty, such as Jan Svyatopolk Presl, Albert Einstein, Bohuslav Brauner, Aleg Hrdlichka, Yaroslav Geirovsy.
Faculty of Mathematics and Physics
Astronomy, mathematics and physics have been studied at the university since its inception. The faculty was founded in 1952, separated from the Faculty of Natural Sciences. With the gradual development of science and practice, on the one hand, the number of students in mathematics and physics, the number of teaching staff is growing, on the other hand, there is a gradual differentiation and the emergence of specialized departments and research institutes. The faculty during its existence has produced many scientists, university professors and secondary school teachers.
Faculty of Education
The Pedagogical Faculty carries out not only pedagogical, but also scientific activity. Faculty members have more than seniors from domestic and international structures. In addition to anthologies, textbooks and publications, the faculty publishes the journals Alma mater, Music Education, Pedagogy, Special education and art education.
Undergraduate | Master's degree | |
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Open days | December 6, 2017 | |
Application Deadline | until February 28, 2018 | until February 28, 2018 |
Exam days | April 10-13, 2018. Creative exams June 12-23, 2018. Full-time exams |
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Exams | Entry exams can take place in 1, 2 or 3 rounds and depend on the specialty. The creative exam determines the creative prerequisites for learning. The written exam consists of subjects provided by the specialty. The oral exam is aimed at testing the applicant's ability and desire to study |
Faculty of Social Sciences
The main task of the Faculty of Social Sciences, founded in 1990, after the collapse former faculty journalism is the development of science and scientific research in social science specialties that are directly or indirectly related to public administration, social, political, economic and cultural life of society. The faculty has separate specialties in economics, international territorial studies, political sciences and international relationships, sociology and social policy, media and journalism.
Undergraduate | Master's degree | |
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Open days | January 6, 7, 8, 2018, depending on the specialty | January 6, 7, 8, 2018, depending on the specialty |
Application Deadline | until March 3, 2018 | until March 3, 2018 |
Exam days | June 4-15, 2018 | June 4-15, 2018 |
Exams | Examinations depend on the specialty and are divided into 2 types: oral and written. May include tests in general subjects, mathematics, oral exams. Some specialties require the National Comparative Exam www.scio.cz | Profile exams in specialties |
Faculty of Physical Culture and Sports
Faculty of Physical Culture and Sports is one of the youngest faculty of Charles University in Prague. It became part of it in 1959, initially as an institute of physical culture and sports, since 1965 a faculty of the university. Initially, the training at the faculty was aimed at school teachers of physical education, but now the university provides training for bachelors, masters, doctors, advanced training and coaching courses for sports unions.
Faculty of Humanities Studies
The Faculty of Humanitarian Studies was established on August 1, 2000 from the Institute theoretical education Charles University. According to the idea with which the faculty was created, it pursues the following goals: higher education in the humanities, scientific work in a wide range of sciences about man and human society, further development research with an individual curriculum.
Specialties
Form of study:
P - full-time education
K - combined form of education
A - teaching in English
F - training in French
H - training in German
KTF – Catholic Theological Faculty
ETF - Evangelical Theological Faculty
GTF – Hussite Theological Faculty
LF - Faculty of Law
1MF - 1 Faculty of Medicine
2MF - 2 Faculty of Medicine
3MF - 3rd Faculty of Medicine
MFP – Faculty of Medicine in Pilsen
MFHK – Faculty of Medicine in Hradec Kralove
FFGK – Faculty of Pharmacy, Hradec Kralove
FF – Faculty of Philosophy
FEN – Faculty of Natural Sciences
MFF - Faculty of Mathematics and Physics
PF - Faculty of Education
FSN – Faculty of Social Sciences
FFS - Faculty of Physical Culture and Sports
FGI - Faculty of Humanitarian Studies
The Faculty of Physical Culture and Sports (FTVS UK) is one of the youngest faculties of the most prestigious Czech educational institution. Its graduates become specialists in the field of sports, physical culture, medical and rehabilitation practice and sports management.
The emergence of FTVS UK was preceded by the opening in 1959 of the Institute of Physical Culture and Sports, which six years later became part of the university as a separate faculty. The training was originally held in a building known as Tyršův dům (Little Strana). After 1989, the faculty moved to the building of the former Party College under the Central Committee of the Communist Party, which is located in.
Students of the faculty study under the bachelor's program, which covers three years, and in the master's program, which lasts two years. Education in Czech is free, however, there are paid programs in English. FTVS UK is partnering with several international programs, so students have the opportunity to do internships with scholarships in many EU countries.
Students have at their disposal an athletics stadium, tennis courts, several gyms, a beach volleyball court and the Troyan Slalom Canal, where canoeing and rafting are taught. In addition, the faculty has a unique laboratory that allows diagnosing errors during swimming, and a swimming pool located in the aforementioned Tyršův dům. For non-resident students, a place is provided in a two-building hostel with a capacity of 260 places.
Among the famous students and graduates of the faculty: Olympic champions David Svoboda, Miroslava Knapkova, Jaroslav Volf, Martin Doktor, hockey coaches Alois Gadamczyk, Ludek Bukach, Marian Jelenik, head coach of the Czech rugby team Martin Kafka, football coach Jakub Dovalil and many others.
FTVS UK is the only place in the country that trains specialists with higher education in this field. Only a third of applicants become happy students of the Faculty of Physical Education and Sports of Charles University. Most of the graduates of the faculty work as teachers at the school, minority- trainers and instructors.
The conditional boundary of the transition from the Middle Ages to the period of the New Age is considered to be the bourgeois revolution of 1648 in the most advanced country in Europe at that time - England. The bourgeoisie played an extremely progressive role at this stage of history.
Along with the gymnastic methods of physical education in many countries of the world, the formation and development of modern sports is taking place. It was based on physical exercises containing elements of competitions. Most intense sport(the term comes from the ancient Latin “disportare” - to have fun, to play) begins to be cultivated in educational institutions England and America. With regard to development physical education in such regions as China, India, Japan, Central America, it was suspended due to the aggravated internal social contradictions and as a result of the colonization of these countries.
In theory development school physical education great merit belongs to progressive bourgeois thinkers who fought against feudal domination, including the author of the theory of natural human development D. Locke(1632 - 1704), who put the task of physical education of the child in the first place.
New ideas were most fully developed in the theory of the French writer and philosopher J. J. Rousseau(1712-1778). In his opinion, every social problem stems from human evil, and evil, in turn, from human weakness. This situation, in his opinion, can be changed only by educating hardened, strong youth. In practice, these ideas of physical education were implemented by philanthropists.
Developing capitalism led to the expansion of colonial wars and thus determined the need to strengthen the military orientation in physical education. At this time, a number of reactionary views on the physical development and upbringing of a person appeared. First of all, it should be said about the English sociologist and psychologist G. Spencer(1820-1903). The biological laws of the animal world were mechanically transferred by him to human society. He said that "...War between people, like war between animals, plays a significant role in the improvement of their organization." In the capitalist countries, Spencerism was one of the sources of the formation of the ideology of militarism in physical education. Later, at the beginning of the 20th century, Spencer's treatises "The Study of Sociology", "Education Physical, Mental and Moral" gained considerable popularity in the world.
Under the influence of the ideas of D. Locke and J. J. Rousseau in Germany at the end of the XVIII - early XIX in. the bourgeois movement began philanthropy(philanthropist - a person who charitable activities). This movement found its expression in the creation of a new type of school - philanthropy. Of the representatives of this movement, who were involved in the practical introduction of physical education at school, teachers of physical education played an outstanding role. G. Fit(1763 - 1836) and I. Guts-Muts(1759-1839).
As part of their system, philanthropists identified three main groups of exercises: games, exercises for developing hand dexterity, and physical exercises proper.
According to the impact on students, games differed as follows: on the development of ingenuity, on attention, developing memory, imagination, mental abilities, games of an aesthetic orientation.
The development of manual dexterity did not reflect the training of “labor”, as it is understood now, but the upbringing by the actual labor activity - as a carpenter, turner, gardener and bookbinder (these professions were honorable at that time).
Actually physical exercises formed the basis of the system. They were divided into jumping, running, throwing, wrestling, climbing, balance, weight exercises, posture exercises, dancing, marching exercises, swimming, singing exercises, mental exercises. In turn, these types of movements were classified into such components that accustomed children to the circumstances that they could encounter in Everyday life. For example, they practiced jumping up, jumping from different heights, up - in length, down - in length, jumping from a place and a run, jumping with various objects and projectiles (for example, with a pole), etc.
The significance of the activities of philanthropists lies primarily in the fact that, thanks to their efforts, physical education was included in the program schooling, they became the pioneers of the German and Swedish directions in gymnastics.
Period from late XVIII until the beginning of the 20th century. characterized by the fact that physical education developed in two main directions - gymnastic and sports -gaming. But during this period, the means of physical education (gymnastics, sports, games) had not yet defined clear boundaries between themselves, they strongly interpenetrated each other, and this process continued until the first half of the 20th century.
On the European continent, school physical education in the 18th - mid-19th centuries. developed primarily on the basis of gymnastics. A number of circumstances contributed to this:
1. The developing industry has sharply raised the issue of the need to teach children about labor movements. It has been found that there are a number of main forms of movement on which labor operations are based.
2. The motive for the development of national gymnastic systems was the tactics of warfare, in particular the success of the Prussian king Frederick II in Seven Years' War(1756-1763). The personal initiative of the warrior was relegated to the background, and the main attention was paid to close formation, salvo fire, joint actions, mechanical execution of commands.
3. Important role national aspirations for unity and independence also played in the development of school physical education and the out-of-school gymnastic movement. It is no coincidence that the German gymnastic movement found its application not only among Germans, but also among Italians, Czechs, Poles, Croats, Slovaks, Bulgarians, i.e., where the movement for national liberation at the beginning of the 19th century. was in a state of inception or development.
4. An increasing number of statesmen, doctors and teachers recognized the importance of organized forms of physical education and its inclusion in the number of mandatory subjects for a more successful solution of the problems of preparing young people for life.
The largest national-bourgeois gymnastic systems created at the beginning of the New Age were the German, Swedish and Czech directions.
German gymnastic (turner) movement has its roots in philanthropy. It took shape at the beginning of the 19th century. and is associated with the names of F. Jan and E. Eiselen. Jan was more of an organizer and ideological leader, and Aizelen was a practitioner and specialist in the field of gymnastics methodology. The creation of German gymnastics at the very beginning was aimed at increasing combat skills. german army in the fight against the French conquerors (Napoleon's army). From the middle of the XIX century. the content of military gymnastics is being revised in relation to the requirements of school physical education. It has become widespread in the army, schools, and various sports societies. In 1811, a gymnastic ground (turn-platz) was built near Berlin (now it is the park named after F. Jan), equipped with special equipment - horizontal bars (crossbars), parallel bars, a horse, poles, climbing ladders, etc. There were 500 people on the site.
German gymnastics basically kept the exercises from the system created by philanthropists. However, some additions were made: they excluded swimming and wrestling, introduced a general warm-up, overcoming obstacles, stretching exercises, included gymnastic equipment in the practice of classes, and climbing and hanging were allocated to an independent group.
Theorists of the German gymnastic direction ranked all types of physical exercises as gymnastics.
A physical education teacher helps a student in exercises on a horse (from the book “Gymnastic Exercises” by E. Eiselen, 1845)
However, many of them: athletics, rowing, skating, cycling, weightlifting and others - developed independently, outside of gymnastics.
The methodology of conducting classes and the classification of exercises in German gymnastics did not have a sufficiently complete scientific justification. The classification was based on the external form of movements, there were no instructions for dosing physical activity, pedagogical and medical control.
Founder Swedish gymnastic direction is P. Ling. He studied the ancient physical culture of China, Scandinavian countries, German gymnastics of modern times. Based on this information, P. Ling classified physical exercises based on knowledge of anatomy and biology. P. Ling divided gymnastics into four types: military, pedagogical, medical and aesthetic, but practically created only military.
Pedagogical gymnastics was developed by Ya. Ling (son of P. Ling). In the 40s. 19th century he described the technique of performing and teaching methods of Swedish pedagogical gymnastics, the structure of the lesson, introduced gymnastic equipment - a gymnastic wall (Swedish wall), a bench, a gymnastic beam (boom), etc.
Based on the idea that the human body consists of various parts, the creators of Swedish gymnastics considered it necessary to develop these individual parts of the body. So, all the exercises were divided into the following groups: for the legs, back, arms, abdominals, chest, for the development of the cardiovascular and respiratory systems, etc. The proposed structure of the lesson was complex and consisted of 12-18 parts. Each part provided for the impact on one or another part of the body or the functional system of the body.
Swedish gymnastics was a step forward in terms of explaining the exercises in terms of knowledge from the field of anatomy and biology. In Sweden at that time, the training of teachers with higher education in gymnastics was organized. In 1813 the Central Gymnastic Institute was opened in Stockholm. Y. Ling developed the first project of an indoor sports hall, according to which the first Sport halls. Physical education in the Swedish school was also carried out among girls.
Swedish gymnastics organically complemented German. In the practice of physical education, these two systems gradually merged.
In the middle of the XIX century. began to be created Sokol gymnastics system . This is the first significant Slavic system of physical education, called "Falcon" - a symbol of freedom, courage, independence. Its founder was the well-known cultural figure of the Czech Republic M. Tyrsh. As a representative of the bourgeois intelligentsia, he sought to unite and unite the Czech people in the struggle for national independence, since the Czech Republic at that time was under the rule of Austria.
Sokolskaya gymnastics has made a significant contribution to the creation of modern sports and rhythmic gymnastics. It included exercises already known from German and Swedish gymnastics, but significantly supplemented them with a number of other movements.
In Sokol gymnastics, an attempt was made to classify physical exercises into new basis. They were divided into four main groups.
The first group - exercises without shells: walking, running, floor exercises, drills, round dances, dancing.
The second group is projectile exercises: simple long jumps, high “attack” jumps, deep pole vaults, exercises on a goat, a table in length, a horse in length and width with handles and without handles, a crossbar, uneven bars, rings in place and in a pitch, on stilts, stairs, wall bars, ropes, poles, a Swedish bench, a log, a ball, skates, a bicycle. Exercises with projectiles: exercises with various weights (sticks, dumbbells, weights, pikes, flails, cues, hammers, clubs, shovels, picks, hoes, braids, bows, ladders, logs), throwing exercises (javelins, discus, hammer, cube, core, ball), exercises with objects (flags, flags, maces, ropes).
The third group - group exercises: pyramids, mass gymnastic performances, outdoor games.
The fourth group is combat exercises: fencing, wrestling, boxing, resistance exercises.
A step forward was that in Sokol gymnastics attention was paid not to the number of repetitions, as was the case in German and Swedish gymnastics, but to the beauty of the execution of movements. Gymnastic exercises began to be combined in combinations, they began to use musical accompaniment, beautiful costumes, and various external design. The lesson was divided into three parts: preparatory, main and final (as it is done at present). The method of conducting classes included a lot of interesting and new things, especially during mass gymnastic performances, in which up to 15-20 thousand people participated.
By the middle of the XIX century. in England, school physical education begins to take shape, based on modern sports and game activities. This direction has its roots in the teaching practice of the then rector of the college in Rugby, T. Arnold. In college, he had to face the same phenomena that were characteristic of all English educational institutions. He shares his impressions as follows: “The colleges in which tomorrow's generation is being formed are immersed in the thick of moral contagion. Here you can find: all kinds of crimes and drunkenness, systematic lies, tyranny of the elders over the younger ones, indiscipline and disobedience of students, neglect school rules, general laziness and evasion from work, organized solidarity on the basis of violations of discipline ... This picture must be supplemented by the fact that the students are inveterate gamblers. The moral decline of the physically weak majority accompanies effeminacy and bodily decline ... apart from dressing up their own hair, they are not interested in anything else ... ”Arnold understood that he could achieve a radical restructuring in better side only if the measures do not hurt the customs of students and their feelings associated with competitions. At the same time, he noticed that the best in cricket and other ball games also play a leading role outside the sports fields. Different teams - as a kind of micro-social units - in the relationship between their members adhere to the same rules of "fair play" that exist during the competition. This is how the theoretical substantiation of school physical education based on sports and game lessons: the joint influence of school, church and sports can successfully influence the upbringing of positive personal qualities youth. The solution of educational problems was carried out through sports such as cricket, swimming, fencing, tourism, wrestling, mountaineering.
Educational illustration for learning to swim (from the book by K. Heinitz "Fundamentals of Swimming", Vienna, 1816)
The spread of sports in the world in the second half of the XIX century. contributed to the following significant reasons:
1. Gymnastic forms of physical exercise could not fully satisfy the emotional needs of a person, his leisure, entertainment, i.e. they did not contribute enough to the realization of interest in some particular type of motor activity.
2. By that time, gymnastics could no longer absorb, combine all the variety of physical exercises (cycling, mountaineering, swimming, speed skating and skiing, football, equestrian sports and many other sports).
3. A significant impetus to the development of a sports orientation was given by the process of development of the international sports movement that had begun. The first championships of the continents, the world, the Olympic Games became the reason for the spread of sports in the world.
At that time, there were also objective difficulties on the way of the development of sports: the negative attitude of some religious figures towards it; existing superstitions and prejudices against the development of certain sports, in particular cycling, and later motor sports; official circles in many countries were opposed to women's sports.
Thus, by the middle of the XIX century. the pedagogical, methodological and organizational foundations of bourgeois physical education and sports were laid. In the development of physical education in the world, two directions are distinguished - gymnastic and sports and games. The positive thing in all gymnastic systems was that they summarized the experience of physical education over many centuries, an attempt was made to systematize and classify physical exercises, new sports equipment and equipment were created, which are still used today.
In a number of countries, the contours of modern sports are being drawn up, the first national physical culture and sports organizations are being created, and national competitions are being held. There was a need to create rules and regulations for competitions. All this created fertile ground for the emergence of an international sports movement.
Organized forms of physical education and sports were mainly practiced among young people for the purpose of their military physical training.
From the second half of XIX in. modern views on physical education and sports begin to take shape. Pedagogical views on physical education were largely formed under the influence of new knowledge in the field of biological sciences, since the leading theory of the second half of the 19th century. was the theory of natural-scientific materialism. Its most significant provisions, which significantly influenced physical education, were:
1) unity human body and its inseparable connection with the environment;
2) the dependence of the forms of the body and the structure of its organs on their functional state;
3) the physiological mechanism of the formation of a motor skill.
Sketch of one of the competitions of the Melbourne cycling club (“Scientific-Fiction American”, 1879)
The old methods of German, Swedish, Sokol gymnastics and other systems no longer met the requirements of the time.
The development of physical education in the second half of the XIX century. It did not go along the path of confronting gymnastics with sports, or vice versa, but, on the contrary, there was a search for integrative forms of movements, a rational convergence of these two directions.
Among the new foreign systems of physical education, first of all, we should highlight the method proposed by the Hungarian G. Demeny(1850-1917), and the method of "natural gymnastics", developed by an Austrian teacher K. Gaulhofer(1885 - 1941) with employees.
G. Demeny, a Hungarian by nationality, lived and worked in France. He studied German and Swedish gymnastics and revealed in them the inconsistency of movements with the laws of anatomy and physiology, noting the presence of unnatural and formal elements to a large extent. The same views, as will be noted below, were also held by the founder of the domestic system of physical education, P.F. Lesgaft.
Demeni developed the following system of requirements for performing physical exercises:
1) static, unnatural positions should be avoided. The speed of movement of individual parts of the body should be inversely proportional to their mass. The movements should be natural and sweeping, and not “jerky” and “angular” (this position is in many ways consonant with the Chinese health-improving gymnastics taijiquan);
2) the movements must be performed with a complete amplitude, the antagonist muscles, i.e. those that are not involved in the performance of the movements, must be relaxed.
Demeni divided movements in sports into seven types: walking, running, jumping, climbing, lifting and carrying weights, throwing, defense and attack techniques. Each of these species had many varieties.
Gymnastics was also intended for girls, in which the emphasis was on its aesthetic side.
Method natural gymnastics, developed at the beginning of the 20th century, was based on the scientific provisions of the biomedical sciences, which by that time had made a significant step forward in explaining the importance of physical exercise. The name of this system comes from the recommendations to conduct physical education classes in the natural conditions of nature, that is, mainly in the open air. At its core, this method was intended to replace German gymnastics in schools. The classification of physical exercises was based on the principle of their influence on the development of certain physical qualities: balance, flexibility, coordination, strength, endurance, etc. The structure and content of a physical education lesson for children were developed in detail school age. In this gymnastics, the main movements were from athletics, wrestling, boxing, swimming, fencing, tourism, and winter sports. Of the shells, the following were widely used: bars, horizontal bar (crossbar), obstacles (fence, barrel), Swedish wall. In "natural gymnastics" the integration of gymnastic methods with the sports direction is fully represented: it (although it is called "gymnastics") includes both many modern sports and the actual exercises on gymnastic apparatus.
The founders of this method, and it was widely used in schools in Austria, Germany, Poland, Hungary, the Baltic countries, considered physical education not only as a means of actually exerting a physical influence on the child's body, but also as a necessary component of mental and moral education, hygiene education. However, the founders of this system denied the importance of the social environment in the physical development of a person, arguing that heredity plays a decisive role here, that is, physical capabilities are genetically determined. Most likely, the influence of the doctrine of heredity, the discoverer of which was the famous Austrian naturalist, affected G. Mendel(1822-1884).
From the end of the 19th - beginning of the 20th century. the process of formation on the basis of gymnastic movements of sports and rhythmic gymnastics begins. In other words, gymnastics itself also becomes a sport. In essence, we are witnessing the merger of two directions in physical culture - gymnastic and sports and games, and education of relatively independent means of physical culture - gymnastics, sports and games.
Following the example of England and the United States, other developed countries also began to recognize that modern sport is not only a game and entertainment, but also an activity useful for educating a person. The number of works in which doctors emphasized the positive impact of sports on health grew, the military saw sports training as the key to improving the military physical condition of young people, historians cited data on a significant number of those who drowned during hostilities, in particular in the French army of Napoleon. Unusual natural conditions in places where colonial wars were fought showed an urgent need for skills in mountaineering, tourism, orientation, etc. Teachers argued that outdoor games are an indispensable tool for the development of children.
From the beginning of the 30s. 20th century in the physical education of the Anglo-Saxon states, the sports and recreational direction began to spread intensively (recreation - literally means restoration). Sport was considered in many ways as a means of recreation, restoration of human strength after labor activity. At the same time, the defeat of Anglo-Saxon athletes in international competitions from French tennis players, Japanese swimmers and Finnish athletes was explained by “incorrect” systems of physical education based on the gymnastic direction. The global economic crisis of 1929-1931 had a significant impact on the strengthening of the sports and game direction in the physical education of young people, when free time workers and unemployment. In 1931, D. B. Nash’s book “Character Education in Physical Education” was published in the USA, which played a well-known role in promoting the sports and recreational direction. Nash says the goal of reforming school physical education should not be a return to Swedish gymnastics, which is only aimed at developing the muscles of children. Nash argues that the motivation for systematic exercise is an objectively existing personal interest in the most suitable sport. Children already at school age on the basis of this sports specialization could prove themselves ... This direction has become widespread in elite schools in the USA, England, Australia, Canada, South Africa, and Japan.
At the end of XIX - beginning of XX century. the integration of gymnastic and sports-playing areas was largely contradictory. For example, in Europe at that time there was a competitive relationship between gymnastics and athletics. Representatives of these sports considered them dominant in relation to other motor hobbies. However, both gymnastics and sports have not yet clearly defined the boundaries of their exercises. This is evident from the program of gymnastics competitions at the Olympic Games: 1900 - long jump, combined high and long jump, pole vault, 50-kilogram weight lifting; 1904 - gymnastic triathlon: long jump, shot put, 100 yard run; gymnastic hexathlon: exercises on the crossbar, uneven bars, vault, horse jump, shot put, 100 yard run; 1912 - arbitrary gymnastic system (here we mean the gymnastic system with which this or that team performed. For example, the Russian team demonstrated Sokol gymnastics). In 1920, the European system, the Swedish system, and the free system were introduced in team competitions in gymnastics. Only since 1924 did the gymnastics competition program take on a modern “gymnastic” look. By this time, the boundaries of the main means of physical education and sports are relatively clearly defined in the world - gymnastics, sports, sports and outdoor games and tourism, the list of sports related to these means, including artistic gymnastics, is being specified.
Directions in physical education based on gymnastics and sports and gaming activities can be called main trends between the First and Second World Wars. However, there were also distinctive features, features in physical education individual countries. They were due to economic factors, the prevailing school practice, political and ideological aspirations, climatic conditions, traditions, etc. Thus, for countries with a tropical climate (Central America, India), a hygienic orientation was characteristic. India also inherited mystical (ritual) elements, which finds expression, for example, in the yoga system, gymnastic dances and pantomime movements. In Iran, Iraq, Japan and Turkey, movements characteristic of national types of wrestling were decisive in physical education. In Australia and Canada in the 30s, in New Zealand in the early 40s. physical education of schoolchildren was carried out on the basis of sports and games.
AT last years XIX - early XX century. numerous attempts are being made to find such out-of-school forms of educating young people that would ensure their good military physical training . However, only in England it was possible to create a system, the second made it possible to cover wide sections of young people - boy scouting . It arose at the turn of the 19th and 20th centuries. The founder of this movement is the English general Robert Baden-Powell. His participation in the colonial Boer War in South Africa (1899 - 1902) played a decisive role in the birth of the idea of raising English boys on the principles of scouting (scout means "scout"). In the conditions of Africa, Baden-Powell realized how important it is to be able to conduct military operations in difficult natural conditions: impenetrable forest thickets with unusual fauna, navigate unfamiliar terrain, etc. These skills, using the mental characteristics of children, can be successfully developed. Of course, one of the main tasks of Scout education was to prepare for military service but it was not clear. This is what the English Scout was trained in: the art of intelligence, the knowledge natural phenomena, life in the camp and hike, the development of endurance, social behavior, actions in case of accidents. For example, during the period from 1910 to 1914, 792 scouts of England were awarded for feats in saving lives during various natural disasters. Of course, the system of their ideological education did not contradict the state interests. The motto of English scouts, for example, sounds like this: “Faith in God, loyalty to the king, loyalty to the Motherland - be ready!” The badge is a lily tied with a ribbon. The middle petal is “the right path and faith in God”, the left one is “loyalty to the king”, the right one is “loyalty to the Motherland”. On the ribbon is the call - "Be ready!" The scout uniform is a living copy of the costume that Baden-Powell wore in Kashmir in 1987. This costume consists of a wide-brimmed khaki hat, a colored scarf (Russian scouts have a blue tie), a green or gray shirt with epaulettes on the shoulders, short ( above the knee) trousers, stockings (below the knee) and shoes or shoes in black or brown. In the conditions of camp life, a necessary attribute of a scout is a staff the length of a person. It was marked in feet and vershoks (foot - 30.48 cm, vershok - 4.45 cm). The staff served as a means of overcoming obstacles, a variety of physical exercises were performed with it, they could be used as racks when setting up tents, in the manufacture of stretchers, etc. Each patrol (6-8 scouts) bore the name of an animal or bird: “ Beaver”, “Bison”, “Falcon”, etc. On the flag of the patrol, the animal chosen by the scouts was necessarily depicted. Patrolmen, their assistants and instructors (scout masters) formed a “court of honor” to resolve issues of awards, punishments, sorted out various controversial situations, etc.
In just a few years, this successful integrated system of educating children of school age has spread throughout the world, and it is still popular today. Contacts between Scout organizations different countries carried out by International Committees, uniting about 16 million Scouts from more than 120 countries. However, before the First World War, the Boy Scout movement was used mainly for military training of youth.
In all countries of the world, the scout movement, where it exists, is financed by government organizations, public figures, membership fees earned by their own funds. For example, in England, at the very beginning of the organization of scout detachments, the Daily Telegraph newspaper annually allocated them 4,000 pounds sterling. Baden-Powell, in his book The Boy Scouts, gives boys a whole range of tips on how to make money: making wicker chairs, picture frames, bird cages, carved pipes, upholstery of old furniture, beekeeping, making buttons, laces, packing boxes and boxes, and etc.
In the scouting organization itself, labor specialties are not taught, but it actively encourages and facilitates their acquisition, reveals the ability of the children to apply them in practice.
Why has this system of education received worldwide recognition and is popular among children to this day? Firstly, scouting training takes place in the form of a long-term game that is attractive to children, using conventional symbols, distinctive signs, greetings, costumes, patrols, squads, etc. Secondly, during play activities, children acquire skills that are useful for everyday life. Thirdly, in scouting training there is a love for nature and wildlife inherent in children, a penchant for adventure, an interest in everything heroic, selfless concern for other people, etc.
Most complete in the interwar period and especially during the period of fascism militarization physical education manifested itself in Germany. Sports science, fulfilling the social order, dealt not with the problems of comprehensive education of the individual, but with the issues of military-physical training of the bulk of the population. The “pure Aryan” had to go through a “hard school”: from 10 to 13 years old in the “Jungvolk”, from 14 to 18 years old in the “Hitler Youth”, pass the actual standards and exams, having received a “military certificate”. The basis of the military physical training of young Germans was the gelendeshport (field sport) introduced in 1934: long marches with overnight stays in the forest, orientation, shooting, grenade throwing, swimming in clothes, running with overcoming obstacles, overcoming swamps, climbing trees and rocks, weight-bearing exercises, crawling, etc., many exercises from the Scouting system, but with a tougher focus on military preparedness. Exercises were performed to exhaustion with complete and unquestioning obedience to the elder. At the end of this program, 18-35-year-old men passed the norms for the imperial badge of three degrees (gold, silver and bronze)
Since 1937, five physical education lessons and one "sports day" per week have been introduced in German schools - a special day of competitions in which all schoolchildren were required to participate.
The militarization of physical education in the prewar years in varying degrees covered many countries, especially this process affected the countries participating in the Second World War, and there were more than 70 of them.
In the 20s. in the world there is a new direction in physical culture - professional-applied physical training. Physiologists have found that exercise, breaks , included in labor process, increase efficiency, delay the onset of fatigue, contribute to faster recovery, create a positive emotional background for sometimes monotonous work operations. Under the influence of these data already in the 20s. in many developed countries, they began to defend the inclusion of such breaks in the form of industrial gymnastics. Individual most large enterprises even introduced the positions of teachers (instructors) of physical culture. But so far these have been only isolated cases. The introduction of industrial gymnastics for a long time remained an unresolved problem, since at most enterprises it could not be associated with labor productivity: some labor physiologists objected to the content of the gymnastics itself, in particular, the monotony of its exercises, the workers themselves avoided industrial gymnastics, suggesting that it was aimed primarily on the intensification of labor, and not on improving their health. Nevertheless, in Germany, where there was a clear trend towards the state, and then (with the advent of Hitler to power) to the totalitarian management of physical education and sports, in 1920 “pausenturnen” was introduced.
In the early 30s. A number of researchers have found that movements borrowed from sports cannot be completely transferred to industrial gymnastics, but in the process of playing sports a wide range of qualities is formed, which positively affects the success of work. This gave a significant impetus to the expansion of the creation of recreational territorial and factory physical culture and sports organizations, which began to form in the leading capitalist countries at the end of the 20th century. Entrepreneurs and government officials have come to the conclusion that it is more profitable to invest in the health of skilled and reliable workers than not to do so. In pre-revolutionary Russia, this form of physical culture and sports work at enterprises was called “entrepreneurial sport”.
After the Second World War, in the 50-60s, in the developed capitalist countries, there was an active intervention of the state in the organization of physical education of the population. Naturally, with the defeat of fascism in Germany, Japan and Italy, the militaristic orientation of physical education was eliminated. As for physical education in England, the USA, Australia, Canada and the Scandinavian countries, there in the 40s. its content practically remained the same as in the pre-war years.
The example of school physical education in the United States shows how the state begins to pay more and more attention to it. Data published in 1950 on the indicators of physical fitness of American schoolchildren aged 6-16 revealed that, firstly, they are clearly inferior to young men in Western Europe, and secondly, the level of physical fitness in private schools is 10-15% higher than in state educational institutions. But about 90-95% of all children in these countries study in public schools in the USA and England.
The wars in Korea (1950-1953) and Vietnam (1964-1973) clearly demonstrated the cost to the physical fitness of American youth. In 1956, US President Eisenhower drew attention to the problem of poor physical fitness of young people and formed the Presidential Council on physical training and sports, which became one of the main conductors of the national campaign to improve the health of the American nation. Since then, every 10 years, all US schoolchildren aged 6-17 have been tested according to a single program: shuttle run 3 x 30 feet (30 feet - 9.14 m), pull-ups on the bar, the number of flexions and extensions of the torso in 1 minute , forward bend sitting on the floor, running 1 mile (1609 m). Until the end of the 80s. no more than 2% of schoolchildren could complete the “presidential” tests. Currently, the requirements are somewhat reduced. Various incentives are provided for completing the tests: diplomas signed by the President of the United States, special honorary stripes, letters of honor, those who have fulfilled the standards are written in state newspapers, they are shown on television. In the 80s. American experts noted that "only a third of American schools currently have funds for the implementation of compulsory physical education programs." That is why before the specialists of physical education of the leading capitalist countries in recent times the task was to find new forms of work in this direction. Now in Western countries, additional and optional classes in physical education and sports have become widespread, i.e. extracurricular activities. As a rule, they are conducted by a school teacher for an executive fee, which consists mainly of voluntary contributions from parents, as well as funds allocated from real public funds. For example, in the United States, extracurricular programs are educated in the early 80s. rational advice of intraschool sports. Many schools in the United States have Intrascholastic Sports Councils that include students and parents. There is no single program for all schools in the United States. Each state and school district has the right to develop its own program. For example, in one of the schools, students in grades 2-5 are awarded points: 2 points for participating in a particular sport, 3, 2, 1 points, respectively, for 1, 2, 3rd places in competitions, 1 point for jogging (1 km). Points are counted every week, and once a year, various awards are solemnly presented to the most active athletes of the school.
Early 80s. at the initiative of the President's Council, the best specialists in the field of physical education in the United States are annually determined. The profession of a physical education teacher or trainer in the United States is very prestigious. The teacher is engaged only directly in the education and upbringing of children. For example, on the recommendation of the New York City Department of Health and Physical Education, per teacher in primary school there should be no more than 240 students, and in the average - 180. The daily load should not exceed 5 hours, the weekly - 25-30 hours. Every day the teacher conducts a consultative hour for children and parents. Dynamics physical development and preparedness of each student is recorded on the computer.
Already with childhood Americans are convinced that the real value of sport is in preparing for the achievement of material success in life, that it instills the strong-willed traits of character necessary in order to win victories. This is largely facilitated by the credo appeals preached in sports, which hang in the vast majority of school locker rooms: “You are nobody until you are No. 1”, “We are No. 1”, “Victory is life!”, “In in this country, if you finish second, no one knows your name”, “Failure is worse than death, because you have to live with defeat”, “The greatest goal in life is to achieve success!”.
Well-known basketball coach J.Woden in the USA says: “Who knows how to play in a sports team, he will be able to act in other areas of life with great benefit for himself and for society.” Former cosmonaut F. Borman believes that "sport taught him to make sacrifices in order to achieve the goal", and the world-famous pediatrician B. Spock, Olympic champion in 1924, directly states that "the team made him a man."
Most US students gravitate toward the three native American sports: American football, basketball, and baseball. And, as a rule, in schools, priority belongs to American football. On the example of football ethics, the younger generation of America is brought up ... “Punish the attacker!”, “Be a fighter!”, “Make the enemy afraid”, “Break his spirit”, “Leave a bruise on his body”, “Make him pay for the attack on you”, “Be hostile and angry, aggressive and furious”, “Remember always: losing is nothing! Victory is everything!” - such advice, according to sports journalist J. Underwood, was given by the mother to her 8-year-old son, who plays in the school football team. She got these tips from the Rules for Successful Football for Kids.
The psychology of an American is to stand out, to be better than others. They do not like losers and weaklings. Throughout their more than 200-year history, Americans have worshiped the cult of strength, which in sports is personified by the winner - the champion. Alignment with the champion is one of the main driving forces psychological factors, which is inherent in almost all American students.
In the mid 90s. A survey was conducted in a number of US schools. The children were asked one question: “How would you like to excel?” 44% of students answered that they would like to become athletes - “superstars”, 31% wished to become excellent students and 25% said that they would like to be just popular, without specifying in what area. It is interesting to note that a similar study was carried out by American sociologists in the late 1950s, and the results of the survey were practically the same. This indicates that American students love sports. They are convinced that it prepares them for life, helps to build character, self-confidence, and improves health.
Physical education and sports, of course, contribute to the formation and development of such traits that ennoble the personality, such as friendship, mutual understanding and cooperation, respect for an opponent, etc. However, as American sociologists note, this is inherent in him as long as human values prevail over material ones. It is this positive beginning that is losing children's sports in the United States. At the same time, sports activities contribute to adaptability to competitive conditions, entrepreneurship, aggressiveness, and the opportunity to “make business”. And this is one of the main reasons for its huge popularity among all categories of the American population, especially among schoolchildren.
Striving for superiority and excellence is one of the most characteristic features American nation. This does not mean that other countries or cultures do not have these qualities. But nowhere else is this aspiration more pronounced than in the United States.
The number of physical education lessons in schools in a number of developed countries is presented in the table (the situation at the beginning of the 90s).
Education in the Czech Republic. Private universities in the Czech Republic.Institute of Physical Culture and sport PALESTRA
is a commercial non-university institution. It has recently been accredited and complements the range of bachelor's degree programs with specializations in physical education, sports and leisure management.
The curriculum of the institute is comparable to foreign university programs. The university operates on the basis of a credit system compatible with the European Credit Transfer and Accumulation System.
The Institute trains specialists in the following areas:
Sports and fitness specialist
Sports and leisure activities teacher
Graduates of the Institute of Physical Culture and Sports PALESTRA become specialists in many types of leisure, organizers and managers in the field of physical culture and sports. Sports and fitness professionals can work in sports centers and fitness clubs, sports federations, rehabilitation centers, fitness centers, tourism infrastructure, as well as consultants in the field of medical prevention, hygiene and injury prevention in many sports institutions.
Graduates of the specialty "teacher of sports and leisure activities" work in children's clubs, clubs of young tourists and technicians, after-school centers, school clubs, cultural and educational institutions for adults, charities, social institutions, humanitarian centers and refugee camps, social organizations, in resorts, in tourism infrastructure, as well as consultants in the field of culture, leisure and physical education at the level of the municipal and public sector.
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