Masaryk University Journals / Časopisy Masarykovy univerzity
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The Dualistic Model of Passion Mediates between Coach-Athlete Relationship and Motivation among Collegiate Athletes
Full text linkDespite extensive research in coach-athlete relationship and motivation in sports, there is a notable gap in the literature on the interaction of passion in the relationship between these two key components in sports context. This study aimed to examine the mediating role of passion in sports between coach and athletes’ relationship and motivation among collegiate athletes. A sample of 408 student athletes comprised of 60.5 % male (n=246) and 39.5% female (n= 161) completed a packet of questionnaires on coach-athlete relationship (commitment, closeness, and complementarity), passion (harmonious and obsessive), and athletes' sports motivation (intrinsic and extrinsic). The IBM SPSS 20.0 PROCESS analysis revealed that harmonious and obsessive passion partially mediated the coach-athlete relationship dimensions (commitment, closeness, & complementarity) and both extrinsic and intrinsic motivation. Results imply that student-athletes who cultivate a positive relationship with their coaches exhibit a greater level of passion in sports, which in turn enhances their athletic motivation. The findings provide empirical evidence on the significance of sports passion have foster a strong connection between athletes and coaches, as well as its impact on athletes' motivation in sports setting.
Perception of Sexual Harassment in the Sports Industry: A Case of Czech University Students
Full text linkThe aim of this study is to analyze and describe the perception of sexual harassment in the environment of organized sport in the Czech Republic from the perspective of Czech University students with sport experience. Sexual harassment, while a growing area of social concern and policy, has largely gone unaddressed in Czech sport. This study emphasizes the need for the management of sport organizations and the government itself to understand this issue, and create policies so that sport can be more inclusive and safe to all demographics. A focus group was used to assess opinions and perception of the topic of sexual harassment in the Czech environment of organized sport. The focus group clarified and narrowed terms used in quantitative survey. 205 relevant responses (242 total) were obtained from students with organized sport experience in the Czech sports industry. Results were analyzed and disseminated to create policy proposals for sport organizations and other governing bodies with sports focus. The findings indicate that among the cohort of students enrolled in various Czech Universities, instances of sexual harassment within the framework of organized sports are frequent and recurrent. Typically, the perpetrator is identified as a male athlete or coach, with the victim being a female athlete. Different forms of harassment, including verbal and non-verbal manifestations are prevalent. The psychological repercussions on victims are notable, often leading to adverse outcomes such as the cessation or alteration of their involvement in sports activities. Furthermore, the research underscores deficiencies in communication practices within the management of certain sports organizations regarding this issue. Overall, these findings underscore the significance and breadth of the matter, emphasizing the social responsibility incumbent upon sports organizations and other governing bodies in the administration of such institutions moving forward
Students’ Experience of the Final State Exams and Their Teachers’ Perception of This Experience
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Ve studii vycházíme z analýz odpovědí na uzavřené i otevřené otázky dotazníkového šetření provedeného na vzorku 50 studentů učitelství pro 1. stupeň ZŠ na Pedagogické fakultě Univerzity Karlovy bezprostředně po vykonání státní závěrečné zkoušky (SZZ). Vedle zkoumání prožívání SZZ studenty jsme se zaměřili také na to, jak toto prožívání reflektovali jejich zkoušející, a to prostřednictvím analýzy skupinových rozhovorů s 12 vysokoškolskými učiteli. Výsledky ukazují, že většina studentů při SZZ prožívala nervozitu a strach, přičemž značnou část z nich se podařilo examinátorům uklidnit. Studenti pro zvládání stresu využívali různé copingové strategie. Mnozí očekávali výraznou emocionální podporu a spravedlivý i profesionální přístup zkoušejících. Někteří však měli tendenci odmítat možnost řešit stres samostatně a aktivně, přičemž jeho existenci do značné míry přisuzovali zkoušejícím. Examinátoři naopak vnímali stres studentů jako přirozený, nadměrný stres pak spojovali s jejich nepřipraveností nebo nízkou odolností. Přitom se sami cítili projevy stresu u studentů znejistěni. Tento pohled kontrastuje s tvrzením studentů, že pro přípravu udělali maximum. Výsledky vedou k zamyšlení nad tím, zda jsou očekávání vyučujících týkající se vysoké míry autonomního učení současných studentů realistická, v čem jsou studenti učitelství pro 1. stupeň specifickí a jaké změny v průběhu studia a pojetí SZZ by mohly zvýšit spokojenost obou stran.In this study, we examine the experience of state final exams. We draw on analyses of responses to closed and open-ended questionnaire items from 50 primary school teacher training students at the Faculty of Education, Charles University, immediately after taking the state final exams. We complement the research on students’ experiences with research on how their examiners reflected on these experiences. Here we draw on the analysis of group interviews with 12 university teachers. The results show that while most students experienced anxiety during these exams, a significant proportion of them could be reassured by the examiners. Students used a variety of coping strategies. Many expected strong emotional support and a fair and professional approach from the examiners. Some tended to reject the opportunity to actively deal with the stress themselves and largely attributed responsibility for it to the examiners. The latter felt distressed by students’ expressions of stress, perceived students’ stress in state final examinations as normal, and associated excessive stress with students’ unpreparedness. This contrasts with the fact that most students stated they had done their best to prepare. The results make one wonder whether university teachers’ expectations for high levels of autonomous learning among current students are realistic, whether and in what ways the students of primary school teaching are unique and what changes in the study and final examinations are desirable and would increase the satisfaction of both parties
The concept of primary education in the context of curriculum framework revision
No full textCílem předkládaného textu je představit koncepční východisko osobnostně rozvojového pojetí primárního vzdělávání v kontextu probíhající revize Rámcového vzdělávacího programu pro základní vzdělávání. Posláním primárního vzdělávání je od počátku školní docházky poskytnout každému žákovi možnost zažít úspěch v učení, podmínky pro pozitivní přijetí sebe samotného a příležitosti pro partnerskou spolupráci. Od 90. let minulého století probíhá kontinuální proměna pojetí a cílů primárního vzdělávání, která je reflektována především v odborné literatuře, a tak požadavek na kompetenční pojetí nově navrhovaného kurikulárního dokumentu zvýrazňuje potřebu přijetí osobnostně rozvojového pojetí jako východiska nejen pro jeho tvorbu, ale především pro následnou implementaci do každodenní praxe škol. Text představuje navrhované změny v kontextu strategických dokumentů, reflektuje postavení primárního vzdělávání ve vzdělávacím systému a uvádí přínosy a rizika v rámci proměny kurikulárního dokumentu a jeho implementace.The aim of this study is to examine the conceptual framework the personality-development-oriented approach to primary education in the the context of the ongoing curriculum framework revision. The goal of the primary education is to create conditions that enable all pupils to experience success in learning, foster positive self-perception, and engage in collaborative partnerships. Since the 1990s, the concept of primary education have undergone a gradual yet significant transformation, a process extensively documented in academic literature. The increasing emphasis on a competency-based framework in the newly proposed curricular document underscores the necessity of adopting a personality-development-oriented approach as a fundamental paradigm, not only in the document‘s design but also in its practical implementation within everyday school operations. This paper analyzes the proposed changes within the framework of relevant strategic documents, evaluates the position of primary education in the broader educational system, and discusses the potential benefits and challenges associated with the transformation of the curricular document and its practical application
The birth of professional philosophy of first-year students of primary school teacher education programme
No full textStudie nabízí vhled do vynořující se profesní filozofie začínajících studentů v programu Učitelství pro 1. stupeň základní školy realizovaného na Pedagogické fakultě Masarykovy univerzity. V rámci širšího výzkumného projektu zaměřeného na charakteristiky populace začínajících studentů tohoto studijního programu byl analyzován soubor krátkých esejí úplného vzorku studentek a studentů prvního ročníku v akademickém roce 2018/19. Eseje byly zpracovávány v návaznosti na vstupní pedagogickou praxi a odpovídají na obecné otázky Jací jsou dnešní žáci nebo Jací jsou dnešní učitelé. Kombinací postupů tematické analýzy a otevřeného kódování byly identifikovány popisné a reflektivní výroky, které jsou prezentovány prostřednictvím obecnějších tematických celků jako aktéři vzdělávání, dnešní výuka, obraz profese, profesní příprava učitelů, aktualizace profesní filozofie či inkluze.The study provides insight into emerging professional philosophy of beginning students of the Primary school teaching study programme at the Faculty of Education, Masaryk University. As part of a broader research project focused on the characteristics of the population of incoming students in the study programme, a corpus of short essays from the complete sample of first-year students in the academic years 2018/19 and 2019/20 was analysed. The essays were processed in relation to the introductory teaching practice and addressed general questions such as “What are today’s students like?” or “What are today’s teachers like?”. Through a combination of thematic analysis and open coding, descriptive and reflective statements were identified, which are presented through categories such as educational actors, contemporary teaching, the image of the profession, professional education, revising professional philosophy, and inclusion
Application of cooperative learning in teaching foreign languages for professional purposes
Full text linkAbstract: The aim of this research paper was to explore the students’ awareness of cooperative learning methods and their application in higher education institutions (HEI). The introductory part of the paper contains a brief survey of the history of cooperative learning and the explanation of basic concepts. The focus of empirical research was on data collection on the importance and benefits of applying cooperative methods in teaching as well as on the learners’ perception of the differences between traditional instruction and cooperative learning. Two hypotheses were formulated: the first one on the students’ awareness of innovative teaching methods was corroborated; the second one on benefits of cooperative learning methods for students’ future careers was only partially corroborated
Abbreviations as a modern phenomenon in business jargon
Full text linkEnglish language used in a business environment, influenced by the usage of new communication technologies, but also by the growth of economization of language in general, has been changing radically. To establish a sound basis for language courses in Business English, research is needed into the lexical, syntactic and discourse characteristics of the register of English used within contemporary business jargon. The presented analysis aims to understand the abbreviation processes in current business communication to the point that can be given to the students of the Business English course in the most authentic way. Using qualitative corpus analysis, we put shortening processes in a context, i.e. contextualising the features of the abbreviation processes based on fundamental notions of extra-grammatical processes rather than presenting statistical quantitative analyses. The outcome of our research is general features, which determine abbreviatory processes occurring in business correspondence. Finally, we demonstrate specific class activities of Business English course taking into account the real characteristics of abbreviations used in business jargon
AI in Academic Writing of PhD Medical Students: the Institutional Approach and Students´ Attitudes
Full text linkIntegrace umělé inteligence (AI) do vysokoškolského vzdělávání významně ovlivňuje metodiku výuky a učení, zejména v lékařském vzdělávání doktorandů. Tento příspěvek se zabývá významem umělé inteligence při zlepšování akademického psaní a jazykových dovedností se zvláštním zaměřením na české vysoké školy. Teoretická část studie uvádí analýzu přístupů českých vysokých škol k zavádění technologií AI do vysokoškolského vzdělávání a hodnotí výhody i nevýhody implementace AI v akademickém prostředí. Praktická část výzkumu se skládá z kvantitativní a kvalitativní analýzy. Kvantitativní část se zaměřuje na sběr dat o akademickém vybavení studentů a jejich zkušenostech s digitálními zdroji, zatímco kvalitativní část zkoumá postoje studentů k využívání AI, zejména ve vztahu ke spolehlivosti, důvěře a etice. Cílem této práce je poskytnout komplexní porozumění roli, kterou AI hraje ve výuce jazyků a akademickém psaní doktorandů medicíny, a zároveň se zabývat širšími důsledky zavádění AI ve vysokoškolském vzdělávání.
The integration of artificial intelligence (AI) in higher education has significantly impacted teaching and learning methodologies, particularly in medical education for doctoral students. This paper explores the role of AI in enhancing academic writing and language skills, with a specific focus on Czech universities. The theoretical section of the study provides an analysis of Czech universities' approaches to adopting AI technologies in higher education, assessing both the advantages and disadvantages of AI implementation in academic settings. The practical part of the research consists of both quantitative and qualitative analyses. The quantitative component focuses on gathering data on students' academic backgrounds and experience with digital tools, while the qualitative section explores students' attitudes toward AI usage, particularly in relation to reliability, trust, and ethics. The paper aims to provide a comprehensive understanding of the role AI plays in language instruction and academic writing for PhD medical students, while also addressing the broader implications of AI adoption in higher education
Ukrainian Pupils in Czech Schools and History Lessons – A Current Challenge for Our Education System Survey Results
Full text linkThe study presents selected results from a survey focused on the teaching of history to Ukrainian students (who arrived in the Czech Republic due to the conflict following February 24, 2022) in Czech schools. It analyses which history topics are challenging for Ukrainian students considering the current international situation, whether teachers need to moderate or adjust certain history lessons with Ukrainian students in mind, and whether teachers encounter instances of Ukrainian students disputing their presentation of historical topics. The analysis also examines the support provided to history teachers in teaching these students. Additionally, it outlines other types of difficulties teachers face when integrating Ukrainian students in subjects beyond history. The findings are contextualized within another research