Aarhus 2015 | calmaz

First draft of the program in Aarhus Denmark 2015

Week 36 - Monday 31th. of August to Friday the 4th. of September.

Abstracts for CALMAZ network meeting in Aarhus

Abstract – Workshop – Czech group

The goal of the presentation and the workshop of the Czech group is to introduce the participants the possibility of integrating physical activity and geography in the school education. We present some chosen physical activities and games which roots are sometimes dated two centuries ago. They are typical folklore dancing physical activities and games from southern Moravia, specifically from the region called Slovácko, which is known for its rich musical and dancing colloquial culture heritage. We choose the games from “Hanácko, Hanácké Slovácko and Horňácko a Podluží. Such games always reflected the regional atmosphere, current life situation of the people with regard to their work and their common activities. Thus, the games are distinctive not only in the content but also by their characteristic music, specific verbal and nonverbal expressions, clothing or requisites and tools used while playing. Each region has its own specifics affected by its characteristic natural and social conditions often unique rural way of living which influences the games and physical activities. In this manner we try to characterize the region “Slovácko” also from the geographical point of view. We intentionally choose such games which can be also useful in the modern dancing lessons and physical activities as an inseparable element of physical education classes.

Czech version

Anotace - Workshop

Prezentace a workshop si klade za cíl seznámit účastníky s možnostmi spojení a integrace pohybové aktivity s geografií ve výuce dětí. Jedná se ukázky dětských pohybových her, jejichž kořeny můžeme dohledat v době před 150 – 200 lety. Jedná se o typické folklorní tanečně pohybové hry dětí z oblasti jižní Moravy, konkrétně Slovácka, které je bohaté na hudební a taneční prvky lidové kultury a patří ke kulturnímu dědictví národa. Konkrétně budou představeny hry z regionů Hanáckého Slovácka, Horňácka a Podluží. Takové hry vždy reflektovaly momentální náladu lidí, každodenní život, typickou práci a činnosti. Najdeme v nich prvky, které jsou s lidmi a jejich životem spjaty ať už ve formě hudby, textu, obsahové stránky, oděvu, nebo pomůcek při hrách používaných. Každý kraj se logicky ve hrách odráží různě, podle toho, jaké podmínky v něm panovaly. V uváděných hrách jsou dokumentovány místní přírodní a sociální podmínky, které tyto hry ovlivnily, je tak charakterizována a popsána oblast Slovácka i z geografického hlediska. Záměrně jsou vybrány hry, které jsou uchopitelné z hlediska dnešní pohybové a taneční výchovy a využitelné například v hodinách tělesné výchovy na základních školách.

Slovenia - PE

Abstract

Sedentary life style has many negative impacts on children' health. Consequences are shown as functional disturbances, mental tiredness and nervousness. Children' heartbeat can increase, blood pressure is too high or too low, blood flow of brain cells and internal organs decrease, breathing is superficial and children become more and more restless, unfocused, overly aggressive or apathetic. When this occur between lessons, we had to interrupt what we are doing and offer pupils some movement activities. Minute for health is a short break between lessons. It lasts from three to 5 minutes. In that time children do some exercises (2 – 4) or play a game that provide physical activity and mental relaxation.

Healthy break is a break that lasts from 15 to 30 minutes. It has to be organized after the second hour of class. If it is possible, it is recommended to organize it outside. Otherwise, gym, lobby, hallway or classroom are also appropriate places for implementation of healthy break.

The goal of the presentation and the workshop of the Slovenian group is to introduce the participants the possibility of movement integration in every school lesson.

LANDSCAPES AND KARST IN SLOVENIA

Matej Ogrin, Tatjana Resnik Planinc, Maja Umek, Irena Hergan

Relative to landscape diversity, only a few, even much larger countries can be compared to Slovenia because on this very tiny piece of Central Europe the Alps, the Pannonian plain, the Dinaric mountains, and the Mediterranean touch and intertwine, as do Germanic, Hungarian, Slavic, and Romanic cultural influences. For this reason, Slovenia is renowned for its natural and cultural diversity, geographical variability, and transitional areas. Some consider it a natural geographical laboratory. We can distinguish four basic landscape types and nine landscape subtypes. The basic types are Alpine, Pannonian, Dinaric, and Mediterranean landscapes, while the subtypes are Alpine mountain, Alpine hill, Alpine plain, Pannonian low hill, Pannonian plain, Dinaric plateau, Dinaric valley and corrosion plain, Mediterranean low hill, and Mediterranean plateau landscapes (Perko, Urbanc, 2004). The regionalization of Slovenia is also linked with the typification of landscapes. The majority of Slovene geographers divide Slovenia into four or five macro regions (the Alps or separately the Alps and Prealpine regions, the Pannonian plain, the Dinaric Mountains, and the Mediterranean) that are further divided into forty to fifty mezzo regions.

Among many different regions the karts region in Slovenia is probably one of the most known regions. The term karst – kras has a pre-indoeuropean origin from word karra, which means rock – stone. The ancient word for »stone« gave the origin to the ancient name for the region (Carusadus, Carsus) and this word changed according to different languages into Kras (Slovene), Karst (German) and Carso (Italian). From this toponym the international term – karst – for such type of landscape is derived. The German version entered the international terminology due to the fact that the first scientific researchers published their works in German language. Not only the term karst but also the term “dolina” entered the international terminology from Kras, and some other terms (polje, ponor) came from other parts of Dinaric karst. Kras is a low carbonate plateau between Divača, Sežana and Trieste, and from there the technical term derives (Zupan Hajna, 2015).

Karst is developed everywhere where carbonate rocks are presented. In Slovenia karst covers 43% of the surface; 35% is on limestone and about 8% on dolomite, that is about 8.800 km2. Karst is developed in carbonate rocks from Devonian to Miocene age. Slovenian karst was not always green as it is at the present. Less than hundred years ago, there was bare landscape with grass and some bushes. That was due to different land use (e.g. intensive pasturing). One of the basic characteristics of karst is underground waters drainage. All meteoric water very soon flow in the karst. In the past, there was not enough drinking water so people collected water from roofs. At present people use big karst springs for water supply, about 50% of drinking water in Slovenia derives from karst water (Zupan Hajna, 20015).

Related to geological, hydrological and morphological conditions in Slovenia, karst is divided into three larger units: Alpine karst, Dinaric karst and intermediary pre-Alpine and pre-Panonnian isolated karst which are subsequently, due to morphological and hydrographical properties, subdivided into smaller regions. Besides more than eight thousand known karst caves and potholes, there are also karst springs and intermittent springs, disappearing lakes, swallets and swallow holes, original karst poljes and apparently dry sinkholes.

WORKSHOP

Learning the formation of speleothems and surface karst features through creative movement

The main purpose of the workshop is to offer students the experience of learning through creative movement. This way of learning can be successful when teachers estimate the contents of learning difficult for children to understand. The process of stalactite formations and some surface karst formations will be presented through the creative way of learning where the sense of touch and body moving should lead to better understanding. Learning through the action contributes to a better understanding. Creative movement supports intercommunication and cooperation in a relaxed atmosphere. This way of learning is important especially in today’s way of life where young people constantly use technology, spend too much time indoor, insufficiently use their hands/fingers, not walk enough etc.

Therefore, two activities will be offered.

The formation of speleothems

Participants will use images and verbal explanation in a creative way through the movement to present understanding of the formation of stalactites. In Slovenia, pupils learn about the typical landforms in the 5th grade of primary school and only in karst forms are also acquainted with the processes of formation. Although students do not understand the concept of corrosion nor chemical processes, they can understand the basic idea of the formation of underground karst phenomena.

Surface karst features

Participants will first recognize some specific cartographic symbols on a large-scale paper map of a chosen Slovenian karst region and form representations of the land surface. Then they will create 3D model of that landscape using plasticine and present some karst features through the movement.

References

Perko, D., Urbanc, M, 2oo4. Landscape research in Slovenia. BELGEO, p. 347-360. URL: http://belgeo.revues.org/13618

Zupan Hajna, N., 2015. Karts in Slovenia. URL: Http://zgs.zrc-sazu.si/Portals/8/Slo_Geo_Over/8.pdf

Denmark - PE

Teaching Parkour

Abstract

By: Esben Volshøj

VIA University College Teacher education, Denmark

With society’s growing demand for productivity and thereby demand for structure as to be able to finalize task faster we as humans tend to reuse and rethink rather than create and invent. When we are in a hurry we tent to do what we have always done, we become reproductive and thereby reactive. Nevertheless, there has never been a bigger demand for creative and innovative mind-sets, and many teachers in general have undoubtedly had many didactical / pedagogic reflections on how to setup a creative and innovative environment for pupils at all age groups.

In the new public school purpose 2014 it is stated, “The school must develop working methods and create a framework for experience, absorption and enterprise so that students develop awareness, imagination and gain confidence in their own potential and background to decide and act.” For PE the Danish curriculum states that pupils also have to work analytic and be able to evaluate different body movements as part of a versatile sport competence.

For PE-teachers that must be implemented as working methods so that the pupils not only learn about techniques and tactics but also how to approach challenges of all kind.

Working with parkour as a content and a culture can maybe open up for creative mind-sets and innovative thinking as it is didactically approached in this workshop.

Mini-game of cricket (Some-stop cricket)

Abstract

By: Erik Juul

VIA University College Teacher education, Denmark

Many PE-teacher has undoubtedly had many experiences and reflections concerning how to handle ethics and fair-play. Especially when rage, threats and demeanings comes like a flash of lightning from a clear blue sky and ruins the rest of the ballgame-lesson!!

In the Danish MOE PE-phramework the values of sport & physical education - especially related to competition and fairplay are mentioned as one of the main 3 competence areas (Relationer og kulturer) that must be brought into teaching.

There should be a focus on "positive and negative aspects of competition. The pupils must "work with the reactions and emotions which arise in the interaction and interplay with others."

To PE/sports -teachers it must be a part of the broader sence education and behavior focus to visualize and push actions and reflections upwards towards ethics and see to that children and youngsters learn more than just stay with rules and given duties.

But one thing are the good intentions, the other thing is that danish research

(Eva-report 2004 and SPIF report 2013) has shown that the teachers are having trouble and doubt how to implement this part of the competence area.

This cricket-workshop and oral presentation would give a note and suggestion….

Link to the detailed game:

You can find the English explanation to the game at this homepage…..go to

“Some-stop cricket” (English)

http://erik-juul.dk/artikler/

Guide to Fieldtrip - GEO

Guide to the fieldtrip to the National Park “Mols Bjerge” (Mols Mountains …!) September 2. 2015

We expect to discuss both the landscape and goals and purposes of taking students and/or pupils on similar excursions

Cardrive to “Kalø Slotsruin” (Castleruins of Kalø, among other things the oldest paved road in Denmark).
Driving into “The Mountains of Mols”, first stop is “Agri Bavnehøj”, highest point of the mountains (137 meter …). Viewpoint over the mountains
Drive through the “The Mountains of Mols”, a glacial landscape of endmoraines, deadice holes etc.
Stop at “Femmøller Strand”, coastal cliffs and raised seabeds of the postglacial sea
Drive to “Kolind Sund”, an area north of the mountains drained in the late 19th century and now being used for agricultural purposes