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Lecturer(s)
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Course content
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1. Most significant theories of games. Eric Berne, Roger Calois, Eugen Fink, Johan Huizinga. 2. Significance of games in various stages of human ontogenesis. 3. Game features, typology, functions and playing. 4. Experience as the principle aspect of games. 5. Experiential education and its function in personality development. 6. Key competences and their development according to the Framework educational programme. 7. Game stages, selection, adjustment and presentation. 8. Game as an instrument of self-cognition. Game as a diagnostic tool. 9. Development and adjustment of games for specifically selected target groups.
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Observation, Activating (Simulations, Games, Dramatization)
- Semestral Work
- 8 hours per semester
- Homework for Teaching
- 12 hours per semester
- Attendace
- 18 hours per semester
- Preparation for the Exam
- 12 hours per semester
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Learning outcomes
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The aim of the course is to introduce to the students the significance of games in the human life, present most significant theories of games and last but not least show and explain possible applications of games as an important tool for the education and personality development in professional practice of teachers, coaches and lecturers. Information about this course was translated to English within the project Internationalization of the Faculty of Physical Culture, Palacký University, Olomouc, No. CZ.1.07/2.2.00/28.0028, co-funded by the European Social Fund and the Government of the Czech Republic.
Upon completion of the course the students know basic theoretical aspects of the theory of games. The students understand the significance of games in the human life. The students are able to purposefully use games for human development in a specific area. The students are able to apply the acquired skills in practice - planning a teaching or sports unit using games for the development of selected key competences.
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Prerequisites
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The students should be able to: - Work independently with study texts and literature, - Critically consider the content of the course and study texts, - Actively participate in discussions, express own opinions and think, - Work on a seminar assignment in a group, The students should know the basics of pedagogy and psychology, and the theory of physical culture from previous study.
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Assessment methods and criteria
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Written exam, Student performance, Seminar Work
Active participation in classes, maximum of two absences per semester. Completion of study assignments throughout the semester. Completion of credit requirements - seminar assignment. Written exam.
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Recommended literature
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Berne, E., & Nová, G. (2011). Jak si lidé hrají. Praha: Portál.
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Caillois, R., & Vangeli, N. (1998). Hry a lidé: maska a závrať. Praha: Studio Ypsilon.
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Činčera, J. (2007). Práce s hrou: pro profesionály. Praha: Grada.
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Huizinga, J., Vácha, J., & Černý, J. (1971). Homo ludens: o původu kultury ve hře. Praha: Mladá fronta.
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Jirásek, I. (2008). Zlatý fond her I: hry a programy připravené pro kurzy Prázdninové školy Lipnice. Praha: Portál.
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Kirchner, J., & Špalková, M. (2009). Psychologie prožitku a dobrodružství: pro pedagogiku a psychoterapii. Brno: Computer Press.
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Mazal, F., & Horáková, R. (2000). Pohybové hry a hraní. Olomouc: Hanex.
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