"The influence of progressive physical education lessons on physical load and their total evaluation by adolescents with lower and higher self-assessment of their sport performance"@en . "Dlouhodob\u011B pravideln\u00E1 realizace pohybov\u00E9 aktivity (PA) ve \u0161koln\u00ED t\u011Blesn\u00E9 v\u00FDchov\u011B (TV) umo\u017E\u0148uje formovat pozitivn\u00ED postoje v\u0161ech, i m\u00E9n\u011B predisponovan\u00FDch d\u011Bt\u00ED, k pohybov\u011B aktivn\u00EDmu a zdrav\u00E9mu \u017Eivotn\u00EDmu stylu. Celkem u 389 d\u011Bv\u010Dat a 111 chlapc\u016F ve v\u011Bku 13?17 let s ni\u017E\u0161\u00EDm a vy\u0161\u0161\u00EDm sebehodnocen\u00EDm sportovn\u00ED v\u00FDkonnosti byl zji\u0161\u0165ov\u00E1n vliv progresivn\u00EDch vyu\u010Dovac\u00EDch jednotek TV na jejich PA a celkov\u00E9 hodnocen\u00ED v p\u00E1rov\u00E9m srovn\u00E1n\u00ED s tradi\u010Dn\u00EDmi jednotkami TV. V tradi\u010Dn\u00EDch vyu\u010Dovac\u00EDch jednotk\u00E1ch TV p\u0159eva\u017Eoval direktivn\u00ED vyu\u010Dovac\u00ED styl a v\u00FDkonov\u00E9 zam\u011B\u0159en\u00ED, zat\u00EDmco pro progresivn\u00ED vyu\u010Dovac\u00ED jednotky TV bylo typick\u00E9 \u0159e\u0161en\u00ED pohybov\u00FDch \u00FAkol\u016F a diferenciace t\u011Blesn\u00E9ho zat\u00ED\u017Een\u00ED. P\u00E1rov\u011B srovn\u00E1van\u00E9 progresivn\u00ED i tradi\u010Dn\u00ED vyu\u010Dovac\u00ED jednotky TV byly nekoedukovan\u00E9 a vedl je stejn\u00FD vyu\u010Duj\u00EDc\u00ED. PA byla posuzov\u00E1na pomoc\u00ED aktivn\u00EDho energetick\u00E9ho v\u00FDdeje z akcelerometru Caltrac (kcal/45min), krok\u016F z pedometru Omron (po\u010Det/45min) a pr\u016Fm\u011Brn\u00E9 srde\u010Dn\u00ED frekvence (tep\u016F/min) ze sporttesteru Polar. \u00DArove\u0148 sportovn\u00ED v\u00FDkonnosti a celkov\u00E9ho hodn" . "21"^^ . . . "[1A769A42C9B1]" . "1211-6521" . "accelerometer Caltrac; pedometer Omron; heart rate monitor Polar; active energy expenditure; steps; physical activity; motivation; environment"@en . . "Skalik, Krysztof" . . "Vliv progresivn\u00EDch vyu\u010Dovac\u00EDch jednotek t\u011Blesn\u00E9 v\u00FDchovy na t\u011Blesn\u00E9 zat\u00ED\u017Een\u00ED a celkov\u00E9 hodnocen\u00ED adolescent\u016F s ni\u017E\u0161\u00EDm a vy\u0161\u0161\u00EDm sebehodnocen\u00EDm sportovn\u00ED v\u00FDkonnosti." . "RIV/61989592:15510/09:00011077" . "Z(MSM6198959221)" . . "Vliv progresivn\u00EDch vyu\u010Dovac\u00EDch jednotek t\u011Blesn\u00E9 v\u00FDchovy na t\u011Blesn\u00E9 zat\u00ED\u017Een\u00ED a celkov\u00E9 hodnocen\u00ED adolescent\u016F s ni\u017E\u0161\u00EDm a vy\u0161\u0161\u00EDm sebehodnocen\u00EDm sportovn\u00ED v\u00FDkonnosti." . "Sigmundov\u00E1, Dagmar" . "Vliv progresivn\u00EDch vyu\u010Dovac\u00EDch jednotek t\u011Blesn\u00E9 v\u00FDchovy na t\u011Blesn\u00E9 zat\u00ED\u017Een\u00ED a celkov\u00E9 hodnocen\u00ED adolescent\u016F s ni\u017E\u0161\u00EDm a vy\u0161\u0161\u00EDm sebehodnocen\u00EDm sportovn\u00ED v\u00FDkonnosti."@cs . . "RIV/61989592:15510/09:00011077!RIV10-MSM-15510___" . "CZ - \u010Cesk\u00E1 republika" . "3"^^ . "Fr\u00F6mel, Karel" . . "4"^^ . . . . . . . "Vliv progresivn\u00EDch vyu\u010Dovac\u00EDch jednotek t\u011Blesn\u00E9 v\u00FDchovy na t\u011Blesn\u00E9 zat\u00ED\u017Een\u00ED a celkov\u00E9 hodnocen\u00ED adolescent\u016F s ni\u017E\u0161\u00EDm a vy\u0161\u0161\u00EDm sebehodnocen\u00EDm sportovn\u00ED v\u00FDkonnosti."@cs . . "2" . "32" . . . "349491" . . . "15510" . "T\u011Blesn\u00E1 kultura" . "Long-term regular physical activity (PA) in physical education (PE) helps to form positive attitude to physically active and healthy lifestyle in all children including those less predisposed to PA. In total, 389 girls and 111 boys aged 13-17 showing lower and higher self-assessment of their sport performance participated in the survey examining the influence of progressive physical education lessons on their PA and the lesson assessment in comparison to traditional PE lessons. Traditional PE lessons are characterized with directive teaching style and focus on performance, whereas progressive PE lessons are characterized with solving physical activity tasks and individualizing of physical load. The compared progressive and traditional PE lessons were both non-coeducational lessons, taught by the same teacher. PA was assessed based on active energy expenditure measured with Caltrac accelerometer (kcal/45min), number of steps measured by the Omron pedometer (number/45min), and average heart rate (beats/"@en . "Dlouhodob\u011B pravideln\u00E1 realizace pohybov\u00E9 aktivity (PA) ve \u0161koln\u00ED t\u011Blesn\u00E9 v\u00FDchov\u011B (TV) umo\u017E\u0148uje formovat pozitivn\u00ED postoje v\u0161ech, i m\u00E9n\u011B predisponovan\u00FDch d\u011Bt\u00ED, k pohybov\u011B aktivn\u00EDmu a zdrav\u00E9mu \u017Eivotn\u00EDmu stylu. Celkem u 389 d\u011Bv\u010Dat a 111 chlapc\u016F ve v\u011Bku 13?17 let s ni\u017E\u0161\u00EDm a vy\u0161\u0161\u00EDm sebehodnocen\u00EDm sportovn\u00ED v\u00FDkonnosti byl zji\u0161\u0165ov\u00E1n vliv progresivn\u00EDch vyu\u010Dovac\u00EDch jednotek TV na jejich PA a celkov\u00E9 hodnocen\u00ED v p\u00E1rov\u00E9m srovn\u00E1n\u00ED s tradi\u010Dn\u00EDmi jednotkami TV. V tradi\u010Dn\u00EDch vyu\u010Dovac\u00EDch jednotk\u00E1ch TV p\u0159eva\u017Eoval direktivn\u00ED vyu\u010Dovac\u00ED styl a v\u00FDkonov\u00E9 zam\u011B\u0159en\u00ED, zat\u00EDmco pro progresivn\u00ED vyu\u010Dovac\u00ED jednotky TV bylo typick\u00E9 \u0159e\u0161en\u00ED pohybov\u00FDch \u00FAkol\u016F a diferenciace t\u011Blesn\u00E9ho zat\u00ED\u017Een\u00ED. P\u00E1rov\u011B srovn\u00E1van\u00E9 progresivn\u00ED i tradi\u010Dn\u00ED vyu\u010Dovac\u00ED jednotky TV byly nekoedukovan\u00E9 a vedl je stejn\u00FD vyu\u010Duj\u00EDc\u00ED. PA byla posuzov\u00E1na pomoc\u00ED aktivn\u00EDho energetick\u00E9ho v\u00FDdeje z akcelerometru Caltrac (kcal/45min), krok\u016F z pedometru Omron (po\u010Det/45min) a pr\u016Fm\u011Brn\u00E9 srde\u010Dn\u00ED frekvence (tep\u016F/min) ze sporttesteru Polar. \u00DArove\u0148 sportovn\u00ED v\u00FDkonnosti a celkov\u00E9ho hodn"@cs . . . . "Sigmund, Erik" . "The influence of progressive physical education lessons on physical load and their total evaluation by adolescents with lower and higher self-assessment of their sport performance"@en . .