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Lecturer(s)
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Bartková Lenka, Ing.
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Šebek Luděk, Mgr. Ph.D.
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Course content
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1. Role of the facilitation in education and sport contexts 2. Role of feedback in individialization of sport training 3. Processing techniques in qualitative research 4. Feedback in collection and processing of qualitative research data 5. Role of feedback in the Grounded Theory method 6. Evaluation techniques 7. Safety and risk management in the debriefing process 8. Ethical aspects of debriefing 9. Design challenges of developing group reflexion techniques
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Learning activities and teaching methods
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Work with Text (with Book, Textbook), Work Activities, Activating (Simulations, Games, Dramatization)
- Homework for Teaching
- 41 hours per semester
- Attendace
- 13 hours per semester
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Learning outcomes
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The course will enable the students to expand their knowledge about the problematics of feedback in educational and sport contexts and develop practical skills key for the use of feedback in coaching. 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.
1. Student will demonstrate satisfactory knowledge concerning the use of feedback in educational and sport contexts. 2. Student will learn the basics of a case study content analysis and within a "trial" dramatization should demonstrate ability to denominate, classify, and categorize provided inputs and analyze them in the context of available information on the problem. 3. Student will demonstrate mastering the basics of critical reading and evaluation of academic text. 4. In order to meet the colloquium requirements the student should be able to execute, reflect and present the results of a month-long individual coaching project mutually performed in pairs.
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Prerequisites
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Prior taking of the basic Evaluation and feedback course is recommended for a non-problematic completion of the course. TEORP, EVAZ1
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Assessment methods and criteria
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Oral exam, Student performance, Didactic Test
Active participation Completion and presentation of a team task: Content analysis of a case study Completion and presentation of a task in pairs: Written evaluation of a developed thesis Colloquium: Materialization, reflexion, and presentation of a month-long mutual coaching project in pairs
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Recommended literature
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(1992). Academic quality in higher education: A guide to good practice in framing regulations. London: Council for National Academic Awards.
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Hendl, J. (2012). Kvalitativní výzkum: základní teorie, metody a aplikace. Praha: Portál.
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Luckner, J. L., & Nadler, R. S. (1997). Processing the experience: Strategies to enhance and generalize learning. Dubuque: Kendall/Hunt.
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Miovský, M. (2006). Kvalitativní přístup a metody v psychologickém výzkumu. Praha: Grada Publishing.
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Reitmayerová, E., & Broumová, V. (2012). Cílená zpětná vazba: metody pro vedoucí skupin a učitele. Praha: Portál.
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Říčan, P. (2004). Cesta životem. Praha: Portál.
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Šebek, L., & Valenta, T. (2004). Myšlenky prosáklé potem. Praha: Gymnazion.
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