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Course, academic year 2025/2026   
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Coherent practice with reflection in primary school - OPNT6T106A
Title: Souvislá praxe s reflexí na ZŠ
Guaranteed by: Katedra tělesné výchovy (41-KTV)
Faculty: Faculty of Education
Actual: from 2025
Semester: summer
E-Credits: 4
Examination process: summer s.:
Hours per week, examination: summer s.:0/1, C [HT]
Extent per academic year: 24 [hours]
Capacity: unknown / 30 (999)
Min. number of students: unlimited
4EU+: no
Virtual mobility / capacity: yes / unlimited
State of the course: taught
Language: Czech
Teaching methods: full-time
Note: course can be enrolled in outside the study plan
enabled for web enrollment
priority enrollment if the course is part of the study plan
Guarantor: prof. PhDr. Jiří Suchý, Ph.D.
Teacher(s): prof. PhDr. Jiří Suchý, Ph.D.
Pre-requisite : OPNT6T101A
Is pre-requisite for: OPNT6T202A
Annotation -
As part of the course, students complete comprehensive practical training at lower secondary schools (ISCED 2) or multi-year grammar schools focused on physical education. Students independently prepare comprehensive teaching units, which they consult with their supervising teacher and then implement independently. They reflect on the lessons they have taught and the feedback they have received and draw conclusions for the further development of their professional competencies as physical education teachers.
Last update: Suchý Jiří, prof. PhDr., Ph.D. (21.01.2026)
Aim of the course -

Students:
·       plan and implement physical education lessons at lower secondary schools or multi-year grammar schools
·       reflect on their own physical education lessons at lower secondary schools or multi-year grammar schools 

Last update: Suchý Jiří, prof. PhDr., Ph.D. (21.01.2026)
Descriptors -

1)    4 hours of classroom observation
2)    8 hours of participatory teaching, i.e., assisting the accompanying teacher, conducting micro-lessons; all prepared in advance in consultation with the accompanying teacher
3)    12 hours of direct teaching of students (independently or in pairs), prepared in advance according to the instructions of the accompanying teacher and carried out in their presence in the classroom.
4)    12 hours of consultations on the preparation and reflection on the lessons taught with the accompanying teacher (in person or online).
5)    12 hours of reflection with a teacher from the Faculty of Education, Charles University.
6)    52–56 hours of independent preparation of your own lessons and completion of tasks for your professional portfolio.

Last update: Suchý Jiří, prof. PhDr., Ph.D. (21.01.2026)
Literature -
 DVOŘÁKOVÁ, H. Didaktika tělesné výchovy a dětí s hendikepy. Praha: UK PedF.  FIALOVÁ, L, FLEMR, L., MARÁDOVÁ, E., MUŽÍK, V. Vzdělávací oblast Člověk a zdraví v současné škole. Praha: Karolinum, 2015. ISBN 978-80-246-2885-1.  FIALOVÁ, L. Aktuální témata didaktiky. Školní tělesná výchova. Praha: Karolinum, 2010. ISBN 978-80-246-1854-8.  FLEMR, L., DRAGOUNOVÁ, Z., KOTLÍK, K., PEŘINOVÁ, R., SUCHÝ, J., TILINGER, P. Pedagogické praxe v tělesné výchově a odborné praxe ve sportu, Praha: Karolinum, 2021, ISBN: 978-80-246-4988-7.  HRABINEC, J. A KOL. Tělesná výchova na 2. stupni základní školy. Praha: Karolinum, 2017. ISBN 978-80-246-3625-2     JANSA, P. Pedagogika sportu, Praha: Karolinum, 2018. ISBN: 978-80-246-3986-4.   KOVÁŘ, K. a kol. Aktivní škola, inspirace pro podporu pohybových aktivit žáků (metodický doporučení), Praha, ČSI, 2023. ISBN 978-80-88492-37-5. Dostupné: https://csicr.cz/CSICR/media/Prilohy/2023_p%c5%99%c3%adlohy/Dokumenty/MD_Aktivni-skola_Inspirace-pro-podporu-pohybovych-aktivit.pdf   KRIŠTOFIČ, Jaroslav. Pohybová příprava dětí. 1. vyd. Praha: Grada, 2006, 109 s. Děti a sport. ISBN 80-247-1636-4.  KYRIACOU, CH. Klíčové dovednosti učitele. Praha: Portál, 1996.  PETTY, G. Moderní vyučování. Praha: Portál, 1996.  PRUKNER, Vítězslav a Iva MACHOVÁ. Didaktika atletiky. 1. vyd. Olomouc: Univerzita Palackého v Olomouci, 2012, 92 s. ISBN 978-80-244-3182-6.  PRŮCHA, J. Moderní pedagogika. Praha: Portál, 2002. ISBN: 80-7178-631-4.
PRŮCHA, J., WALTEROVÁ, E., MAREŠ, J. Pedagogický slovník. 2009, Praha: Portál. 80-7178-579-2.  Rámcový vzdělávací program základního vzdělávání. www.vuppraha/ramcovy.cz  RYCHTECKÝ, A., FIALOVÁ, L. Didaktika školní tělesné výchovy. Praha: Karolinum, 2004. 171 S. ISBN:80-7184-659-7.  SUCHÝ, J., VOJTÍKOVÁ, L., FLEMR, L.,  KOTLÍK, K., ČECHOVÁ, A., KOVÁŘ, K. Tělesná výchova a sport a jeho materiální zázemí jako formující prostředí, Česká kinantropologie 26(3-4), 2022.  TILINGER, P. (vedoucí autorského kolektivu), FLEMR, L., KAJZAR, J., KOČÍ, J., KYSEL, P., PERIČ, T., SUCHÝ, J. Metodicky průvodce praxemi, Praha: Palestra, 2021. ISBN: 978-80-87723.
Last update: Suchý Jiří, prof. PhDr., Ph.D. (27.11.2025)
Syllabus -

Introductory informational seminar

Class observation

Reflective seminar on class observation

Lesson preparation, physical education teaching, feedback from accompanying teacher

Final reflective seminar

Last update: Suchý Jiří, prof. PhDr., Ph.D. (27.11.2025)
Learning outcomes -

The student:

  • critically appraises their prospective professional role as a teacher of Physical Education and articulates their expectations as well as concerns regarding the development of pedagogical and subject‑specific competencies in PE instruction at the lower secondary level and multi‑year grammar schools;
  • conducts an analytical examination of PE teaching practices at lower secondary schools and proposes theoretically and empirically substantiated pedagogical alternatives;
  • engages in collaborative planning, implementation, and reflective evaluation of PE instruction with other educational professionals at the lower secondary level;
  • selects, adapts, and designs instructional activities for PE at the primary school level with explicit regard to curricular aims and the evolving educational needs of individual learners;
  • implements instructional PE activities, evaluates the strengths and limitations of their design and execution, and formulates evidence‑based recommendations for the improvement of their pedagogical practice;
  • plans comprehensive and developmentally appropriate PE teaching units in alignment with the School Education Programme, pupils’ learning needs, and the specific contextual conditions of the given school environment;
  • independently conducts PE instruction at the lower secondary level in a manner consistent with curricular, pedagogical, and ethical standards;
  • reflects systematically on their own PE teaching with respect to content representation, pedagogical mediation, educational objectives, learner needs, learning environment quality, feedback provision, and assessment approaches;
  • shares and critically interprets their experiences from PE teaching at primary schools, identifying key determinants that contribute to the quality and effectiveness of PE instruction;
  • examines connections between their own teaching experiences and those of fellow student teachers, analyses convergent and divergent features of pedagogical situations, and evaluates the factors shaping PE instruction and its educational impact;
  • collaboratively analyses problematic or complex instructional situations in PE at the lower secondary level, provides constructive peer feedback, and proposes viable pedagogical solutions;
  • evaluates their own professional competencies as a prospective PE teacher and monitors their development throughout teaching practice;
  • receives and meaningfully integrates feedback on their PE instruction at primary schools, actively utilises it to inform instructional adjustments, and plans further trajectories of professional growth.
Last update: Suchý Jiří, prof. PhDr., Ph.D. (16.03.2026)
 
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