var textForPages = ["Life                                                                               in Health                                                                            2021:                                                                               Research and Practice                                                                           Proceedings                                                                         of the International Conference                                                                         held on 9–10 September 2021                                                                              Petr Vlček                                                                         Jitka Slaná Reissmannová (Eds.)","","Life in Health 2021:                                Research and Practice                                       Proceedings of the International Conference                                           held on 9–10 September 2021                                                                  Petr Vlček                                           Jitka Slaná Reissmannová (Eds.)                                                               Masaryk University Press                                                         Brno 2021","This work was supported by a Faculty of Education Grant at Masaryk University “Curriculum                 Research in Physical Education and Health Education for preschool education and primary                school education”, MUNI/A/1490/2020.                                            Reviewers:                 doc. MUDr. Alena Petráková, CSc.                 doc. Dr. Stojan Kostanjevec, Ph.D.                       Kniha je šířená pod licencí                CC BY-NC-ND 4.0 Creative Commons Attribution-NonCommercial-NoDerivatives 4.0                    © 2021 Masaryk University                 ISBN 978-80-280-0076-9                 https://doi.org/10.5817/CZ.MUNI.P280-0076-2021","Content                    Preface                                                                                   4                   Health promotion and health protection research                                           5                    The impact of COVID-19 on Physical Activity of Czech children                          6                    Risk of Mobile Phone Addiction in Secondary School Pupils                            31                     The cognitive dimension among university students in the area of sexual                    and reproductive health with an emphasis on the issue of delayed/late                    pregnancy and parenthood                                                             63                    Movement and Health in virtual topics of pedagogy practice of Physical Education                    students at FSpS MU                                                                  76                  Health promotion and health protection projects  and programmes                         88                     Application of the brief intervention method in prevention of HIV/AIDS                   spread - 6 years of project implementation                                           89                     Contributions of the School Settings to the Promotion  of Health-enhancing                   Physical Activity – dissemination of the HEPAS project results in the context                    of the Czech curriculum changes                                                      96                   Education in health promotion and health protection – curriculum and/or didactics      111                    Analysis of the projected curriculum of the educational field of Health Education   112                    Prevention of self-destructive addictions                                           120                     Health Promotion by Physical Activity in Relation  to Body Composition              136                     Remedial Physical Education in the Czech education system                           148                    Health and safety education in the context of social and curricular changes         158                    Challenges and opportunities for health promotion in the school environment                    in the context of the COVID-19 pandemic                                             169                                                                  3","Preface                     This book of proceedings is about the health promotion and health protection in the Czech                Republic and abroad. It summarises the findings from more than forty authors´ research who                 participated at the interdisciplinary conference Life in Health 2021, which took place on 9 and                 10 September 2021 at the Faculty of Education, Masaryk University in Brno, Czech Republic.                The conference was held by the Department of Physical Education and Health Education of                 the  Faculty.  The  conference  focused  on  health  promotion  and  health  protection  research,                projects and progammes in this area and related educational aspects. In terms of content, the                 conference  was  relatively  broad  and  provided  space  for  topics  relating  to  holistic  health                promotion and protection and health education. This included research-based and theoretical                 knowledge  of  educational,  healthcare,  medical,  psychological  and  social  disciplines,  thus                 combining  the  perspectives  of  various  specialists  in  the  area.  The  papers  published  in  this                book  of  proceedings  represent  both  general  and  specific  approaches  to  the  promotion  of                 public health, and can be adequately used in the education of children as well as the general                population.                   A number of individuals have been of assistance during the lengthy process of planning the                conference  and  writing  and  editing  this  book.  We  wish  to  thank  the  English  editors  for                 helping write  readily understandable texts  that flows  logically and are  well structured. We                would also  like to  thank all the colleagues  from Physical  Education and Health Education                 Department  at  the  Faculty  of  Education,  Masaryk  University,  for  their  fellowship  and                assistance; and also the management of our Faculty who strongly supported us and we thank                 them  for  that.  In  addition,  we  would  like  to  thank  all  of  you  who  will  read  this  book  of                 proceeding and give us feedback.                  For the organizers,                  Petr Vlček                  Chair of the conference organizing committee                                                                        4","Health promotion and health protection research","The impact of COVID-19 on Physical Activity of Czech children                                                                                                     a                                           a                                                                              b                                                            a                       Tereza Štveráková , Jakub Jačisko , Andrew Busch , Marcela Šafářová ,                                                         a                                                                             a                                             Pavel Kolář , Alena Kobesová                a                 2nd Faculty of Medicine Charles University and Motol University Hospital, Department of                Rehabilitation and Sports Medicine, Postgraduate Medical School, Prague, Czech Republic                b                  Health and Human Kinetics, Ohio Wesleyan University, 61 S Sandusky St. Delaware, United States                 https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-1                   Abstract:  Introduction:  The  pandemic  of  coronavirus  disease  (COVID-19)  and  related                restrictions (closed schools and sports centers, social isolation, masks) may have a negative                 impact on children’s health. The purpose of this study was to evaluate the level of physical                activity (PA) of Czech children during COVID-19 in autumn 2020.                  Methods:  Ninety-eight  Czech  children  (mean  age  =  10.1  ±  1.47  years)  completed  the                 standardized Physical  Activity  Questionnaire  for Older Czech Children (PAQ-C/cz) during                COVID  lockdown.  Data  were  compared  with  previously  published  norms.  Thirty-five                 children also reported daily number of steps measured by accelerometers.                  Results:  Total  PAQ-C  score  was  0.38  lower  during  COVID  compared  to  Pre-COVID                 [t(302)  =  5.118.,  p  <  .001].  The  male  PAQ-C  total  score  was  0.37  lower  [t(146)  =  3.21.,                p = .002)] and the female total score was 0.39 lower [t(154) = 3.97., p < .001] during COVID                 compared  to  Pre-COVID.  Specifically,  responses  of  PA  during  spare  time,  before-school,                 physical  education  (PE),  and  recess  were  significantly  lower  during  COVID.  The  average                number of steps was 7.767 steps/day (boys = 9.255; girls = 6.982).                  Conclusions:  COVID  lockdown  resulted  in  significant  reduction  of  PA  in  Czech  children.                 Strategies to promote adequate PA of children during the pandemic need to be determined.                  Key words: coronavirus, movement, younger school age, public health                                                                          6","Introduction                  Healthy physical development in children is largely dependent on sufficient physical activity                 (PA), reduced sedentary behavior (SB) and adequate sleep. These three factors are referred to                as a movement behavior (Jakubec et al., 2020). According to the World Health Organization                 (WHO), lack of regular PA and increased time spent in sedentary activity are globally the                fourth highest risk factor attributed to mortality, with overweight and obesity being the third                 leading risk factor of mortality in middle and high-income countries, behind only high blood                pressure and tobacco use (Kaptoge et al., 2019; Nemet, 2016).                   Regular PA promotes general health, prevents obesity and other civilization diseases (Nemet,                2016).  To  meet  the  criteria  of  the  optimal  movement  behavior,  it  is  recommended  that                 children and adolescents aged 5–13 years strive to achieve a daily minimum of 60 minutes of                moderate to vigorous PA, limit sedentary recreational screen time to 2 hours maximum, and                 acquire 9 to 11 hours of uninterrupted sleep per night (Jakubec et al., 2020; Tremblay et al.,                 2016).                  Beginning around six years of age, children undergo significant psychosocial developmental                changes reflecting their self-concept and relationship with the environment (Sá et al., 2021).                 An important part of their daily routine and healthy lifestyle is their regular school attendance                and organized PA (Anderson \& Butcher, 2006; Miles, 2007; Sá et al., 2021; Sigmund, E.,                 Sigmundová, D., \& Šnoblová, R., 2011). It contributes to the improvement of social contacts                and can influence quality of life. There is also strong evidence promoting the effectiveness of                 regular PA and exercise in the treatment of depression, anxiety and improving mental well-                 being (Fox, 1999).                  Many  countries  have  successfully  worked  towards  these  goals  of  optimal  children’s                movement  behavior  by  implementing  different  organized  sport  activities  and  integrating                 regular physical education (PE) lessons in schools. However, in December 2019 the first cases                 of the coronavirus disease 2019 (COVID-19) were reported and on January 30 COVID-19                became  officially  declared  international  public  health  emergency  (Guo  et  al.,  2020).                 Governments implemented restrictions involving school and sport grounds closures resulted                in  health  risks  behaviors  especially  reduced  PA  and  increase  SB  (López-Bueno,  López-                 Sánchez,  et  al.,  2021).  The  regulations  had  negative  effect  on  various  mental  and  health                aspects in children and youth such as increasing obesity (Beck et al., 2021; Maltoni et al.,                                                                7","2021), pain (Law et al., 2021), depression, anxiety, loneliness feelings (Li et al., 2021; Panda                 et al., 2021; Zolnikov et al., 2021), sleep disturbances (Bucak et al., 2021; Perez et al., 2021),                decreased cardiorespiratory fitness (López-Bueno, Calatayud, et al., 2021) and many others,                 affecting especially socio-economic deprived children (López-Bueno, López-Sánchez, et al.,                2021).                  PA in Czech children and youth was reported to be insufficient already before the COVID.                 Only 35% of children population performed the recommended amount of PA, i.e. 60 minutes                of moderate to vigorous PA per day. The high rates of excessive screen-time were reported by                 Gaba et al. in study collecting data during the pre-pandemic 2018 year. Organized PA and                 sport have been performed by 55% of girls and 70% of boys, joint sports activities with the                family  at  least  once  a week  were  reported  only  by  34%  of  girls  and  37%  of  boys.  Under                 normal conditions all schools in the Czech Republic must guarantee at least 90 min per week                 of PE (Gaba et al., 2019). However, this amount of time is considered insufficient and there                has  been  a long-standing  political  and  professional  discussion  on  increasing  PE  classes  at                 primary schools. Most schools offer more PE classes than the mandatory 90 minutes per week                and provide favorable environment to promote PA outside PE classes. Still, there has been                 a call for increase of PE hours in elementary schools and after-school health-enhancing PA                promotion (Gaba et al., 2019; World Health Organization, n.d.).                  The first three cases of COVID-19 were reported in the Czech Republic on March 1st, 2020                 (Komenda et al., 2020). Outbreak of COVID-19 resulted in full shutdown of organized sports                 and public sports facilities in the Czech Republic. From March 2020 till May 2021 school                attendance and organized sport activities have been largely unavailable in the Czech Republic.                 By April 2021, the Czech Republic has recorded the second highest confirmed death rate in                the  world  with  1.8%  case  fatality  and  282.14  deaths  per  100  000  people  (Johns  Hopkins                 University \& Medicine, n.d.). With just a shortbreaks, children were ordered to stay at home,                 online education was established, and organized sport activities were prohibited both indoor                and outdoor. Such long lasting restrictions may create unintended poor habits of decreased PA                 and increased SB in child populations (Hesketh et al., 2017), having negative effects on daily                routines and opportunities for being active (Schmidt et al., 2020).                  Movement activities of children and adolescents during COVID differ among countries due to                 different policy restrictions and the number of COVID-19 infections (Schmidt et al., 2020).                 According to UNESCO, from all European Union (EU) countries, the Czech Republic had the                                                              8","longest school closure during the pandemic, that is 42 weeks (UNESCO 2021, n.d.).  Even                 countries with much shorter period of school closure, such as France (11 weks school closure)                (Fillon et al., 2021) or Portugal (24 weeks closure) (Pombo et al., 2020b) or Spain (15 weeks                 closure) (Cachón-Zagalaz et al., 2021) confirmed decreased levels of PA in children during                COVID  calling  for  the  development  of  effective  national  action.  German  study  where  the                 schools were closed for 30 weeks reports decreased sports activity but increase in habitual                physical activities such as gardening, housework, cycling or walking (Schmidt et al., 2020).                 Other  studies  also  report  the  shift  of  PA  towards  nonorganized  outdoors  activites  such  as                 walking, running, bycycling and alike (Perez et al., 2021; Schnaiderman et al., 2021). This                study  attempts  to  analzye  the  impact  COVID-19  has  on  PA  on  children  in  the  Czech                 Republic, where COVID death rates were very high and the schools and sport facilites closed                for the longest period of time in the whole EU.                   It is difficult to determine the most appropriate tools to evaluate physical behavior aspects in                children and the “gold standard” is still not available (Kowalski et al., 1997; Sallis \& Saelens,                 2000;  Tremblay  et  al.,  2016;  Welk  \&  Wood,  2000).  Despite  a certain  degree  of  bias,                questionnaires and accelerometers are currently the most widely used methods to collect such                 data. The principle of self-assessment questionnaires is based on the respondent's ability to                recall his or her activities during the observed period of time, usually one week or one month                 back. Although only some questionnaires demonstrate adequate validity and reliability, they                 represent a cheap and easy way to assess the amount of PAs (Colley et al., 2019; Crocker et                al., 1997; Jakubec et al., 2020).                  The Physical Activity Questionnaire (PAQ) is one of the most frequently used questionnaires                 worldwide  (Rubín  et  al.,  2018).  The  Physical  Activity  Questionnaire  for  Older  Children                (PAQ-C) variant was developed for children aged 8–14 years old (Kowalski et al., 1997) and                 was recently standardized for Czech children by Cuberek et al. (38). PAQ-C is considered                 a reliable tool to evaluate children's PA (Cuberek et al., 2021; Kowalski et al., 2004; Marques                et  al.,  2020;  Sá  et  al.,  2021).  Questionnaires  can  be  combined  with  data  obtained  from                 accelerometers  that  monitor  the  amount  of  PA.  Although  accelerometers  do  not  capture                certain  types  of PA accurately (such as cycling), they  can provide  a rough  estimate of the                 level of PA achieved by the subject throughout the day (Colley et al., 2019).                                                                     9","This is the first study comparing PA of school children during the COVID lockdown time                 with  pre-COVID  norms  defined  by  the  Czech  version  of  PAQ-C  (PAQ-C/cz)  and  by                evaluating their number of daily steps.                  Methods                  An  anonymous  survey  to  evaluate  PA  of  children  aged  8–12  years  was  conducted  during                 COVID Lockdown in the Czech Republic in November and December 2020. The data were                compared with the pre-COVID norms defined by the same questionnaire (PAQ C/cz) (see the                 S1 and S2 Files). The subjects were also asked to monitor and report the  number of daily                 steps if they have appropriate measurement device (smart watch or smart phones) available.                The study was approved by the Ethics Committee of the University Hospital Motol and 2nd                 Faculty of Medicine, Charles University in Prague (EK 1730/20).                  Our data were collected during COVID lock down from November 2020 to January 2021. It                was compared with the norms collected by Cuberek et al. (38) one year earlier, during the                 same  time  of  the  year  before  the  COVID  19  occurred  in  the  Czech  Republic.  Participants                 were  recruited  using  an  information  leaflet  created  for  the  purpose  of  this  study.  It  was                published  either  electronically  on  an  official  Dynamic  Neuromuscular  Stabilization  (DNS)                 website  www.rehabps.com  or  in  paper  form  at  physiotherapy  centers  and  at  the  Motol                University  Hospital.  It  contained  information  on  the  purpose  of  the  study,  a standardized                 questionnaire  and  the  informed  consent.  Participation  in  the  study  was  voluntary  and  the                informed  consent  was  signed  by  the  participant’s  parent  or  legal  representative.  In  total,                 ninety-eight children participants (56 girls and 42 boys) completed the questionnaire either                 electronically  or  as  a hard  copy.  Inclusion  criteria  for  participation  comprised  age                (8–12 years) and participation in distance learning education. Participants were excluded if                 they  had  any  serious  health  condition.  The  questionnaire  data  revealed  participants  in  this                 cohort  (98),  were  living  in  cities  and  villages  of  different  sizes,  came  from  different                elementary schools, and came from various family and social backgrounds. Table 1 shows                 anthropometric characteristics of the study participants.                                                                         10","Physical Activity Questionnaire for Older Children (PAQ-C/cz)                  A validated Czech version of the standardized PAQ-C/cz was used to evaluate the level of PA                 in the observed cohort. The standardized PAQ-C was recently adapted into the Czech version                by Cuberek et al., which assessed its psychometric properties and recommended it as a tool                 for physical activity assessment in large-sample research studies (Cuberek et al., 2021).                  PAQ-C/cz  is  a ten-item,  self-administered,  seven-day  recall  questionnaire  for  children                8–14 years old. The questionnaire provides a summary of PA calculated from nine items, each                 scored  on  a five  point  scale  (with  1  representing  the  lowest  level  and  5  representing  the                 highest  level  of  PA).  The  total  PAQ-C  score  is  calculated  as  a mean  value  from  the  nine                different  item  scores  including:  children´s  spare  time  activity  (question  1),  activity  before                 school  (question  2),  activity  during  physical  education  (PE)  lessons  (question  3),  activity                during  recesses  (question  4),  activity  after  school  (question  5),  activity  in  the  evening                 (question 6), activity during weekend (question 7), statement of free time activity during last                 week  (question  8),  and  activity  level  and  frequency  performed  each  day  during  last  week                (question 9). Question number 10 is of a qualitative character inquiring about any disease or                 other obstacles to  perform  PA during the observed period of time and therefore cannot  be                included in the final score calculation (Cuberek et al., 2021).                  Because the survey was done at a time of distance online school education, there was a note in                 the questionnaire form  to  evaluate PA during  recesses as  the time between online lessons.                Collected COVID data were compared with the Pre-COVID norm data recently published by                 Cuberek et al. (Cuberek et al., 2021). See Table 1 to compare demographic characteristics of                 COVID and Pre COVID cohorts. Additionally, thirty-five children from our COVID cohort                reported daily number of steps using smart watch or smart phones to count the steps. Children                 provided a print screen from the device to prove the number of steps for each day.                                                                                 11","Table 1                 Study characteristics  comparing Cuberek et  al.  [38] pre-COVID data  with during COVID                data of Czech children.                                            Sex         Sample Size           Age*              BMI*                                          Male             106           11.08 (0.84)      18.46 (3.13)                    Cuberek et al                      Pre-COVID        Female             100           11.17 (0.82)      17.36 (2.68)                        cohort                                       Total             206           11.13 (0.83)      17.92 (2.97)                                          Male             42            10.21 (1.49)      17.56 (3.06)                       During                        COVID          Female             56            10.02 (1.46)      17.20 (2.70)                         cohort                                       Total             98            10.10 (1.47)      17.35 (2.85)                    *Reported as mean (standard deviation), note: BMI: Body mass index.                    Statistical analysis                  Descriptive statistics were calculated for all variables. Data are me                 unless  otherwise  stated.  Independent-samples  t-tests  (2-tailed)  were  performed  to  assess                differences  in  PA  from  the  PAQ-C  scores  among  Czech  children  between  the  period  of                 COVID  lockdown  with  published  PA  norms  prior  to  COVID  restrictions.  Statistical                 significance was determined a priori at P < 0.05 for the PAQ-C total score. When comparing                responses to individual questions within the PAQ-C, Bonferroni corrections were utilized to                 reduce chances of Type 1 error, and was set at P < 0.005. Power analysis, using G*Power 3.1,                indicated 128 subjects were needed (64 per group) to detect a medium effect size of 0.5 and                 an  achieved  power  of  0.80.  Effect  sizes  were  interpreted  as  very  small  (<  0.2),  small                 (0.2–0.5), medium (0.5–0.8), or large (> 0.8) (Cohen, 1988). Data analyses were conducted                using the Statistical Package for the Social Sciences v27 (SPSS Inc, Chicago, IL).                                                                  12","Results                  Distribution of the 98 participants  during COVID lockdown were:  males  (n = 42, 42.9%),                 females (n = 56, 57.1%) and the 206 participants included from pre-COVID data were: males                (n  =  106,  51.5%),  females  (n  =  100,  48.5%).  Participant  characteristics  for  both  COVID                 lockdown and pre-COVID data are outlined in Table 1.  Not all data was normally distributed,                as assessed by Shapiro-Wilk's test. Due to the robustness of the independent samples t-test,                 data was not altered. Cronbach‘s alpha scores were calculated to score internal consistency for                both sets of PAQ-C/cz questionnaire data (pre-COVID and COVID lockdown) using all nine                 questions.  Cronbach’s  alpha  for  pre-COVID  questionnaire  data  (Cuberek  et  al.  (38))  was                 acceptable at 0.758, and COVID lockdown Cronbach’s alpha was interpreted as good at 0.806                (Geroge \& Mallery, 2003). Results of all independent samples t-tests with 95% confidence                 intervals are presented in Table 2, with gender-specific data presented in Table 3. Significant                 differences  were  found  in  the  mean  PAQ-C  total  scores  between  pre-COVID  and                COVID  lockdown,  t  (302)  =  5.118.,  p  <  .001,  d  =  .63,  with  a mean  difference  of  .385                 (95% CI: .237, .532).                  After  a Bonferroni  correction,  independent  samples  t  tests  compared  answers  on  nine                individual questions of the PAQ-C. Significant differences between pre-COVID and COVID                 lockdown mean scores were noted for: Spare time (Q1) t(239.2) = 3.39., p = .001,  d = .38,                before school (Q2) t(236.9) = 2.97., p = .003,  d = .34, PE (Q3) t(164.87) = 9.85., p < .001,                 d = 1.28, and recesses (Q4) t(302) = 7.91., p < .001, d = .97. No significant differences were                 noted  for:  After  school  (Q5)  p  =  0.32,  evenings  (Q6)  p  =  0.25,  weekend  (Q7)  p  =  0.49,                statement  (Q8)  p  =  0.64,  or  weekly  activity  (Q9)  p  =  0.16.  See  Graph  1.  There  were  no                 differences noted between genders when comparing PAQ-C total scores pre-COVID or during                COVID lockdown. After dichotomizing COVID lockdown data into younger (8–9 yr., n = 43)                 and older (10–12 yr., n = 55) groups, no differences were noted between PAQ C total scores                 (p = .217).                                                                            13","Table 2                 Comparison of Czech children scores on the PAQ-C regarding PA before and during COVID                pandemic (mean [standard deviation]).                                   Cuberek et al.       COVID                                   Pre-COVID          Lockdown        Mean Difference       Effect                  Measure                                                                            P Value                                                                          (95% CI)           Size                                    (n = 206)          (n = 98)              Total PAQ-C            2.69 (0.59)       2.30 (0.66)      0.38 (0.24, 0.53)     0.63     <.001*             Score               Q1 Spare time          1.34 (0.22)       1.26 (0.17)      0.07 (0.03, 0.12)     0.38     .001**             activity              Q2 Before-school       2.06 (1.37)       1.63 (1.08)      0.43 (0.15, 0.72)     0.34     .003**             activity               Q3 Physical             education              3.83 (1.15)       2.26 (1.37)      1.57 (1.26, 1.89)     1.28     <.001**              Q4 Recesses            2.82 (0.95)       1.87 (1.03)      0.95 (0.71, 1.18)     0.97     <.001**               Q5 After-school        3.00 (1.11)       3.14 (1.19)     -0.14 (-0.42, 0.14)    -0.12     0.32             activity              Q6 Evenings            2.59 (1.07)       2.43 (1.30)      0.16 (-0.11, 0.44)    0.14      0.25               Q7 Weekend             2.90 (0.98)       2.82 (0.92)      0.08 (-0.15, 0.31)    0.09      0.49              Q8 Statement           2.71 (1.04)       2.65 (1.10)      0.06 (-0.19, 0.32)    0.06      0.64               Q9 Weekly             activity               2.93 (0.76)       2.70 (0.85)      0.23 (0.04, 0.43)     0.30      0.016                   *Statistically significant difference observed (P < 0.05)                 **Statistically significant difference observed (Bonferroni correction P < 0.005)                Note: PAQ-C: Physical Activity Questionnaire for Older Children                 Values are tabulated scores from PAQ-C                Effect size = calculated Cohen's d                                                                    14","Table 3                 Gender specific scores on the PAQ-C before and during COVID pandemic mean [standard                deviation]).                                    Cuberek et al.      COVID                    Measure         Pre-COVID         Lockdown      Mean Difference   Effect      P Value                                                                                         Size                                                                        (95% CI)                                      (n = 206)        (n= 98)                  Total     Male      2.69 (0.62)      2.32 (0.69)    0.37 (0.14, 0.61)   0.59      .002*                 PAQ                 Score    Female     2.68 (0.56)      2.29 (0.64)    0.39 (0.20, 0.58)   0.66      <.001*                   *Statistically significant difference observed (Bonferroni correction P < 0.25)                Note: PAQ-C: Physical Activity Questionnaire for Older Children                 Values are tabulated scores from PAQ-C                Effect size = calculated Cohen's d                                                          Figure 1. Comparation of PAQ-C/CZ questionnaire results between pre-COVID (n = 206)                      and COVID data (n = 98). PAQ-C – total PAQ-C score; Q1 – Spare time activity;                    Q2 – Before school activity, Q3 – Physical education; Q4 – Recesses; Q5 – After school                    activity; Q6 – Evening activity; Q7 – Weekend activity; Q8 – Statement; Q9 – Weekly                                                           activity.                                                             15","Figure 2. Spare time activity during COVID lockdown – reported mean values for each type                   of PA (n = 98), frequency of individual sort of PA from Question 1 (Evaluation of these                                        leisure activities is a standard part of PAQ-C).                  Discussion                  The COVID-19 pandemic has created unprecedented situations  by  which strict community                 lockdowns have negatively affected the movement and health behavior in children (López-                Bueno, López-Sánchez, et al., 2021). Negative consequences like increasing obesity (Beck et                 al.,  2021;  Maltoni  et  al.,  2021),  pain  (Law  et  al.,  2021),  depression,  anxiety,  feelings  of                loneliness (Li et al., 2021; Panda et al., 2021; Zolnikov et al., 2021), and sleep disturbances                 (Bucak et al., 2021; Perez et al., 2021) are closely related to PA levels (Filos et al., 2020;                 Schnaiderman et al., 2021; Xiang et al., 2021). Our findings are similar to others (Cachón-                Zagalaz  et  al.,  2021;  Fillon  et  al.,  2021;  Pombo  et  al.,  2020a)  demonstrating  a significant                 decline  in  PA  in  children  during  COVID  compared  to  pre-COVID.  This  problem  is  quite                complex however, due to the multifactorial nature of various changes in PA during COVID                 such as: social status and family income (Perez et al., 2021), city dwelling versus villages or                suburbs  (Filos  et  al.,  2020),  parental  education  levels  (Bucak  et  al.,  2021),  pre-pandemic                 sports habits (Vuković et al., 2021), the level of national restrictions, and age (Schmidt et al.,                 2020) among others.                                                                    16","Studies  suggest  of  a relationship  between  age  and  the  amount  of  PA  during  lock  down                 (Cachón-Zagalaz et al., 2021; Schmidt et al., 2020). Speculating that older children could be                more prone to online games, watching movies and following the social networks than younger                 children, we compared the COVID data for younger (8–9 yrs, n = 43) and older (10–12 yrs,                n  =  55)  groups,  but  no  differences  were  noted  between  PAQ-C  total  scores.  Today,                 unorganized  free-play  activities  have  become  less  common  and  children’s  time  has  been                increasingly devoted to organized PA (McGall et al., 2011). Due to COVID-19 regulations,                 even  the  youngest  school  children  significantly  reduced  their  PA  and  did  not  replace  the                 regular amount of movement with any alternative PA such as playing in the garden, in the                park, or running around the house. This was true both for the boys and the girls. We have not                 confirmed the increase in habitual outdoor PAs like other studies (Filos et al., 2020; Schmidt                et al., 2020). A recently published study by Ng et al. on Czech adolescents’ remote school and                 health experiences during spring lockdown reports more PA. This discrepancy is perhaps due                to age differences since our study evaluates PA in children 8–12 years old, while the study by                 Ng was done on older children aged 11–15 years at a different time of year.  We collected                 data  in  November-January,  while  Ng  collected  their  data  from  May-June,  when  more                individual outdoor PA could be expected (Ng et al., 2021).                  Organized  sports  of  all  kinds,  both  indoor  and  outdoor  were  significantly  reduced  in  our                 respondents (Q1 spare time activity) as well as morning, i.e. before school activities (Q2).                 This  is  not  surprising,  since  children  did  not  walk  to  school  and  could  not  participate  in                regular sports because playgrounds and sports clubs were closed. The results of our survey                 also show that PE activities (Q3) were significantly limited as well. This should be considered                and possibly changed by the PE teachers. If other school subjects can be taught online, there                 is  no  reason  why  PE  could  not.  We  can  assume  that  almost  every  child  can  do  simple                exercises  such  as  jumps,  push-ups,  sit-ups,  plyometric  exercises  at  home  under  the  online                 guidance of the teacher. At the same time the PE teacher can motivate children and request to                 do individual activities such as running, walking, nordic-walking, scootering, bicycling and                alike recording the frequency and intensity in a PA diary that should be signed by the parents                 and regularly presented to PE teacher. The same is true for the PA during recesses which were                also reported significantly low. PE teachers could possibly take over during recesses to guide                 children  through  simple  stretching  exercises  and  repetitive  aerobic  movements  under  their                 online  guidance  to  compensate  for  the  SB.  Strategies  and  recommendations  for  PE  via                distance learning have already been discussed in the literature confirming PE teachers’ critical                                                              17","role in supporting student health during the COVID-19 pandemic (Vilchez et al., 2021) but                 the  conditions  differ  significantly  by  country  and  local  policies  (Gobbi  et  al.,  2020).                Unfortunately, this type of regime was not established in many Czech schools. Children in the                 questionnaire mostly responded “I did not have a PE lesson/I did not do PE”.  Also, the Czech                pre-COVID PE score was rather low compared to other countries including data from Turkey,                                                                             ̇                Great Britain, and China. In Turkey it was 4.52 ± 0.99 (ErdiM et al., 2019), two surveys in                Great Britain reported a PE score of 4.14 ± 0.80 and 4.18 ± 0.74 (Thomas \& Upton, 2014) and                 in China 4.04 ± 0.98 (Jing et al., 2016). The Czech pre COVID PE score was 3.83± 1.15 and                 during COVID it was only 2.26 ± 1.37 (38).                  There were no significant differences in after-school activities, evening, or weekend activities.                We speculate this results from parental care motivating children and establishing routines for                 movement  at  a time  when  the  family  is  together  (Cachón-Zagalaz  et  al.,  2021).  The  most                 frequently reported PA during the period of quarantine restrictions was tourism and walking,                followed by bicycling and athletics, specifically running (see Graph 2). The weekly activities                 mean  score  was  lower  during  COVID  compared  with  pre-COVID,  but  not  enough  to  be                statistically significant. The most active weekday was Saturday for both males and females,                 which  is  in  line  with  other  studies  underlying  the  importance  of  accessibility  to  outdoor                spaces for sufficient PA during the pandemic (Filos et al., 2020; Perez et al., 2021; Schmidt et                 al., 2020).                  Tourism has a strong tradition in the Czech Republic, and likely represents the main type of                 regular PA during pandemic both for children and adults. COVID-19 associated regulations                may change the structure of general population PA preferring the outdoor PA. Tourism is an                 optimal form of PA for the whole family and parental support is an important correlate of                children's PA (Perez et al., 2021; Trost et al., 2003). The data from PAQ C are in line with                 data obtained from the thirty-five subjects from our cohort who also reported the number of                 daily steps measured by the pedometers (smartphones, watch). The average number of daily                steps  was  7.767  steps  with  boys  reporting  9.255  steps  per  day  and  girls  6.982  per  day  on                 average. The highest number of steps (10.244 steps on average) was measured on Saturday.                Still, Czech children during COVID-19 do not meet the recommendations for the number of                 daily steps. Suggested number of steps for normal 6–12 years children population to maintain                 good health ranges from 12.000 to 16.000 steps/day (Rowlands et al., 1999; Tudor-Locke et                al.,  2011;  Vincent,  S.  D.,  \&  Pangrazi,  R.  P,  2002).  For  effective  reduction  of  childhood                                                               18","obesity,  the  girls  are  recommended  to  take  at  least  11.000  and  the  boys  at  least  13.000                 steps/day five days per week at minimum (Panel, 2001). According to Vuković et al., children                who were physically active before the pandemic tend to continue their activities during the                 emergency  state  (Vuković  et  al.,  2021).  The  insufficient  amount  of  PA  of  Czech  children                before COVID became even more pronounced during COVID (Gaba et al., 2019).                  When  comparing  pre-COVID  PAQ-C  scores  of  Czech  children  with  children  of  different                 countries,  several  differences  exist.  A  Turkish  study  applied  the  PAQ-C  survey  to                784 primary school students (ages 9 14 years) and reported total PAQ-C scores to be 3.16 ±                           ̇                0.73  (ErdiM  et  al.,  2019).  A  study  in  the  United  States  performed  the  PAQ-C  survey  in                a group of 1,172 children and noted differences when separated by race: European-American                (3.36 ± 0.80), African-American (3.37 ± 0.69), and Hispanic (3.19 ± 0.64) (J. B. Moore et al.,                 2007).  Two British studies reported mean PAQ-C scores of 3.49 ± 0.68 (n = 336) and 3.36 ±                 0.67 (n = 131) (Thomas \& Upton, 2014). For Chinese children (n = 742), the total PAQ C                score was lower, 2.62 ± 0.68 (Jing et al., 2016). The reported total PAQ-C score for the pre-                 COVID Czech population was only 2.69 ± 0.59, which means Czech children move less than                Turkish, US and British children. Only Chinese children move slightly less then Czech. This                 is  an  alarming  finding  that  even  under  normal  conditions  Czech  children  do  not  move                sufficiently.  The  current  findings  of  this  study  demonstrate  a decrease  in  an  already  rather                 sedentary  population  of  Czech  children,  which  can  only  worsen  as  COVID  lockdowns                 prolong.                  Sufficient  PA  is  critical  in  civilization  disease  prevention  (Janssen,  2007;  Tremblay  et  al.,                2011; Twisk, 2001). Children should be physically active daily as part of play, games, sports,                 transportation, recreation, PE, or planned exercise in the context of family and if possible in                the context of school and community (Tremblay et al., 2011). It seems that most families tried                 to compensate the lack of PA during COVID lockdown by tourism, especially on weekends.                 However, walking can be effective compensation only if optimal duration, speed, frequency,                cardiorespiratory  level,  postural  stabilization  and  other  parameters  are  respected  (Janssen,                 2007; Tremblay et  al., 2011). Especially the gait duration, speed and country terrain  (hilly                versus  flat)  is  critical  for  sufficient  oxygen  uptake  and  aerobic  fitness.  For  health  benefits                 school-aged children and youth should accumulate at least 60 min of moderate to vigorous PA                 on a daily basis (Janssen, 2007; Tremblay et al., 2011; Singh \& Tripathi, 2013). More daily                PA  provides  greater  health  benefits  (Tremblay  et  al.,  2011).  To  meet  such  criteria,  brisk                                                               19","walking, jogging or hiking in nature is  a good variant  (Corbin \&  Pangrazi,  2003;  Janssen,                 2007). We do not know the parameters of the reported tourism, and therefore cannot tell if it                was an effective compensation for PA.                  When analyzing both during-COVID and pre-COVID PA, the aspect of weather should be                 taken  into  account.  The  comparison  of  our  data  collected  during  COVID  lockdown  was                coincidentally collected during the same months (November–January) as the pre COVID data                 reported by Cuberek et al. just one year prior (Cuberek et al., 2021). Rain, temperature, and                earlier  times  of  dusk  may  discourage  children  from  doing  outdoor  activities.  The  autumn                 season  is  characterized  by  a decrease  in  energy  expenditure  in  children  attaining  lower                 numbers of steps per day (Máček et al., 2010). Perhaps spring and summer lockdowns would                have less significant effects on children’s PA.                  Studies  mapping  the  level  of  PA  during  COVID  time  in  other  countries  exist,  but  other                 methods than PAQ C were applied. An American study monitored the time spent by eleven                 common types of PA (walking, running, swimming, etc.) and twelve common types of SB                (watching television, playing computer games, reading, etc.). The most common types of PA                 during the early COVID 19 period was unorganized play and unstructured activities such as                running  around,  hide  and  seek  and  similar  games  (90%  of  children)  or  going  for  a walk                 (55% of children). Parents of older children (9–13 years) admitted greater decreases in PA                and greater increases in SB than parents of younger children (5–8 years) (Dunton et al., 2020).                 This was not confirmed by our study, because no differences were noted between younger and                 older children PAQ-C total scores (p = .217). The Canadian online study with children aged                12–17  evaluated  PA,  SB  and  sleep  time  during  the  March  2020  COVID-19  pandemic.                 Canadian children and youth had lower PA levels, less outdoor time, higher SB (including                leisure  screen  time),  and  more  sleep  during  the  outbreak  (S.  A.  Moore  et  al.,  2020).                 A Portuguese anonymous online survey examined children aged up to 12 years at the end of                 March  2020.  During  COVID  boys  and  girls  performed  PA  equally  but  children  with                a previous routine of outdoor activities and children with siblings were more active. However,                 the total time spent being PA during COVID-19 was lower compared to normal days (Pombo                et al., 2020a). A significant reduction of PA during COVID is also reported in  a Brazilian                 study (Sá et al., 2021), Spanish online survey (López-Bueno et al., 2020) and Chinese study                 (Zhang  et  al.,  2020)  using  the  International  Physical  Activity  Questionnaire  Short  Form                (IPAQ-SF) and the Profile of Mood States (POMS).                                                               20","To our knowledge, this is the first study using the standardized PAQ-C to compare PA pre                 COVID and during-COVID lockdown. The PAQ-C/cz questionnaire was recently validated                (Cuberek et al., 2021) and the pre-COVID raw data were compared with during-COVID raw                 data collected during the same time of  year (November-January). However,  a limitation  of                PAQ-C is that the questionnaire does not offer detailed information about the intensity and                 time  engaged  in  PA.  Therefore,  we  combined  the  PAQ-C  data  with  the  number  of  steps                reported by 35 subjects who had pedometers available. The use of pedometers is historically                 the oldest but still currently the most widespread way of instrumental PA monitoring (Rowe                 et al., 2004; Sigmund, E., Sigmundová, D., \& Šnoblová, R.., 2011). It is the suggested method                to monitor PA to follow prescribed public health guidelines (Adams et al., 2013). Although                 boys reported higher numbers of daily steps, due to the small sample size comparing only                12 boys  with  23  girls  we  have  identified  no  statistical  difference  between  boys  and  girls.                 However,  this  trend  is  similar  to  normative  data.  Simply  comparing  the  current  dataset  of                Czech  children’s  steps/day  with  previously  published  normative  data,  large  differences  are                 noted, which are concerning. It is typically noted that the number of steps/day peak before the                 age  of  12  and  slowly  decrease  throughout  adolescence  to  approximately  8.000–9.000                steps/day  by  18  years  old.  In  children,  boys  typically  average  12.000–16.000  steps/day,                 whereas girls average 10.000–13.000 steps/day (Tudor-Locke et al., 2011). The limited cohort                 in this study reported boys averaged 7.768 steps/day, and girls averaged only 6.982 steps/day.                This concerning trend requires further investigation.                  There are some limitations to this study. Only 98 children completed the questionnaire with                 only 35 also reporting the number of daily steps using smart watch/phones. Employment of                such devices may have represented a certain motivation for children to take a larger number                 of steps. We expect that these children walked more than the rest of the cohort. Therefore, the                average number of the steps in the whole cohort was most likely smaller then reported above.                 The data collection started at the time when some outdoor organized sport activities were still                 allowed (early November) while children who completed the survey later in December were                protected  from  all  organized  sport  activities.  So,  during  the  time  of  data  collection  the                 restriction orders kept slightly changing. This could possibly affect results. Another limitation                could be the fact that the study may not fully represent the population as a whole. Parents who                 are  not  upset  by  the  lockdown  are  perhaps  not  as  motivated  to  complete  a questionnaire                 regarding their child’s lack of PA.                                                                21","The authors of the study encourage researchers from other countries to use the internationally                 standardized  PAQ-C  to  conduct  surveys  in  their  countries  and  compare  the  results                internationally, to help establish optimal strategies for preventing detrimental effects of long                 lasting hypomobility in school-aged children.                  Conclusions                  The “second wave” of the COVID-19 pandemic restrictions had a negative impact on PA of                Czech boys and girls 8–12 years old. Based on comparison of Czech and international PAQ-C                 data, it seems that even under normal conditions Czech children are less physically active than                 their peers abroad. Further significant reduction of children’s PA due to epidemic restriction                is  alarming.  This  topic  should  be  considered  a public  health  concern.  School,  sport  and                 government authorities need to set up effective strategies promoting school children's PA both                during and after COVID.                  Funding                  This  study  was  supported  by  the  foundation  Movement  without  Help,  Prague,  Czech                 Republic, by Rehabilitation Prague School  www.rehabps.com  and by  Institutional research                 program Progres Q41.                  References                  Adams, M. A., Johnson, W. D., \& Tudor-Locke, C. (2013). 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Retrieved from: https://doi.org/10.1177/21501327211016739n                                                                                            30","Risk of Mobile Phone Addiction in Secondary School Pupils                                                         Petr Kachlík                   Faculty of Education, Department of Special and Inclusive Education, Masaryk University, Brno,                Czech Republic                 https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-2                   Abstract:  Background:  the  urge  to  use  mobile  devices  constantly  and  anxiety  that  might                come in case of impossibility to use them, represent one of the forms of behavioral addictions,                 the  so-called  nomophobia.  Nomophobia  negatively  affects  all  attributes  of  human  health,                seriously affects its mental, physical and social components.                  Objectives: the main objective of the research was to determine the degree of nomophobia in                 a sample of secondary school students, the partial objective was to map potentially risky areas                 with the use of modern information and communication technologies.                  Methods:  a quantitative  method  was  chosen  to  carry  out  the  survey,  and  an  anonymous                questionnaire  containing  a standardized  core  was  used  as  a research  tool.  It  consisted  of                 20 items focused on respondents' reactions in situations where communication links are not                 available  or  cannot  be  used.  The  survey  was  conducted  in  the  eighth  and  ninth  grades  of                11 randomly selected primary schools in the Hradec Králové region. Data were obtained from                 373 respondents with a balanced representation of boys and girls. 3 working hypotheses were                established to compare the opinions, behavior and degree of nomophobia between boys and                 girls. The answers were evaluated by methods of descriptive statistics,  Student's t-test  was                used to analyze the hypotheses.                  Results:  0.5%  of  respondents  did  not  show  symptoms  of  nomophobia,  a very  mild  and                 moderate form was recorded in 70% of respondents, mild form in 18% of the group, moderate                 in 8% and severe in 2% of respondents. Almost three-fourths of the students were not directly                at  risk  of  dependence  on  a mobile,  but  a tenth  of  the  sample  showed  serious  problems  of                 a behavioral  addiction  nature.  Respondents  used  an  average  of  4  applications,  mainly                 communication programs, social networks and music players.                                                                     31","Conclusions: girls in the sample showed a higher rate of nomophobia than boys. The biggest                 differences in responses were mainly for fears of not being able to communicate immediately                with family or friends.                  Key  words:  questionnaire,  mobile  phone,  nomophobia,  prevention,  risk,  school,  research,                 health, addiction, pupil                  Introduction                 Since the simple transmission of voice the mobile telephone communication has undergone                 rapid  development  in  recent  years,  associated  in  particular  with  the  expansion  of  text  and                picture  messages.  Subsequently,  the  massive  use  of  the  Internet  connection  enabled                 communication via social networks, online games and other features. The mobiles offer tools                for working with information on the Internet, taking photos, shooting videos, using navigation                 and other more or less useful applications. The approach to mobiles by the owners is diverse -                some cannot live without them, the others do not pay attention to them until someone calls or                 sends them a message (Broža, 2000).                  Recently a new type of anxiety was observed and later defined in some users. This is the so-                called nomophobia – addiction to a mobile phone. It manifests itself if a person cannot use                a mobile phone for any reason and it represents a major life complication for the person. In                 most developed countries as well as in the Czech Republic the children also use the mobile                phones. Nowadays young and very young children own mobiles. Therefore it is necessary to                 set  the  rules  how  to  use  mobile  phones  and  other  electronic  devices  at  schools  and  other                educational institutions (Slaninová, 2017).                  As the signs of nomophobia are already evident in elementary pupils, it is appropriate to map                 the situation at schools and use appropriate preventive strategies. This intention became the                motivation for the implementation of the research survey.                  Theoretical basis                  Addiction and its characteristics                  Addiction can be described as disorder = a repeated urge to use a substance or repeat a certain                 behavior. An addict cannot resist the urge despite the negative consequences that addictive                behavior brings (Vacek \& Vondráčková, 2014). Vágnerová (2008, p. 548) interprets addiction                syndrome  as  follows:  “Addiction  syndrome  can  be  defined  as  a set  of  mental  (emotional,                                                               32","cognitive  and  behavioral)  and  somatic  changes  that  arise  as  a result  of  repeated  use  of                a psychoactive  substance.  Addiction  can  be  understood  as  a lifestyle  dominated  by                 a preferential  focus on this  substance. It  manifests  in  certain symptoms  that persist  for  12                months.”                  According to the 10th revision of the International Classification of Diseases (ICD-10) of the                 World Health Organization (WHO) the definition of addiction is based on the occurrence of                physiological,  behavioral  and  cognitive  phenomena  that  are  associated  with  the  use  of                 addictive substance or substances. This use is much more important to individuals than their                previously recognized and valued values and patterns of behavior. They desire (crave) to take                 psychoactive substances, alcohol or tobacco. Reuse of substance after a period of abstinence                usually leads to a faster re-emergence of symptoms unlike use of substance in persons without                 addiction (Nešpor, 2011).                  According  to  the  American  Psychiatric  Association  (APA)  and  the  4th  revision  of  its                Diagnostic and Statistical  Manual  of Mental  Disorders (DSM-IV), a diagnosis  of addiction                 can be made if an individual has at least three of the seven symptoms for at least one year. It                is: (1) a strong desire or urge to use the substance; (2) difficulty in self-control when using the                 substance;  (3)  physical  withdrawal;  (4)  evidence  of  tolerance  to  the  substance;  (5)  long                unsuccessful efforts or attempts to control use; (6) the gradual neglect of other pleasures or                 interests in favor of the substance used; and (7) the persons continues using substances despite                clear  evidence  of  obviously  harmful  consequences  (Nešpor,  2011).  Factors  influencing                 addiction can be divided into internal and external. Internal risk factors are innate and affect                a person all his/her life. This group includes substance abuse in ancestors, psychiatric illness,                 violent  tendencies,  self-control  disorder,  susceptibility  to  common  chronic  illnesses,  or                tendencies  to  depression  and  self-pity.  The  group  of  external  risk  factors  includes  family,                 school, peers, society and the environment (Nešpor, 2001).                  According to  Vacek  \&  Vondráčková (2014) it is  possible to  divide addiction  to  two basic                types. The first is substance addiction associated with the action of substances of the nature of                 psychoactive substances  to  the organism, the second is  behavioral  addiction, where people                show elements of addictive behavior in relation to certain activities. The terminology in this                 area is  not  completely uniform,  in  addition to the term  behavioral addiction,  synonyms  of                non-substance  addiction,  non-chemical  addiction,  non-drug  addiction,  substance  less                 addiction  or  process  addiction  are  used.  In  the  following  text,  we  will  stick  to  the  term                behavioral addiction.                                                              33","Behavioral addictions                  According to Vacek \& Vondráčková (2014, p. 327) behavioral addictions can be diagnosed                 when  an  individual  shows  “significance  (a certain  activity  becomes  the  most  important                activity  in  the  person’s  life  and  dominates  his/her  thinking,  feelings  and  behavior);  mood                swings  as  a result  of  the  start  of  certain  activity  which  is  primarily  as  coping  strategy;                 tolerance; withdrawal symptoms; interpersonal or intrapersonal conflict and relapse”'.                  The criteria  are  almost  identical  to  those for substance addiction.  According to  Vágnerová                (2008,  p.  527)  behavioral  addiction  is  defined  differently:  “Many  human  activities  are                 considered normal or even socially desirable, but only when one does them at a reasonable                level. If they get out of control they can turn into pathological behavior. Then it is no longer                 so much about the content of the activity as about its adequacy and ability to control it in an                acceptable way.”                  Alter (2018) compared two types of addictive behavior’ patterns; substance and behavioral. It                 was found out that the reaction of the brain of the pathological player during the game and the                addict  after  taking  the  drug  is  similar.  This  means  that  both  substance  and  non-substance                behavior activate the same reward center in the brain that releases dopamine. It is a substance                 that  then  evokes  an  intense  wave  of  pleasure.  Addiction  is  the  relationship  between  the                individual  and  his/her  experience.  The  individual  becomes  addicted  against  his/her  will.                 Therefore  behavioral  addictions  can  be  similarly  dangerous  as  substance  addictions.                Addictions should be viewed from a broader sociological perspective and focus prevention on                 values which were key values to the addict before he/she became addicted (Matoušek et al.,                2013).                  Behavioral addictions can be divided into currently defined and accepted diagnoses and new,                 yet  unclassified  types  of  disorders.  ICD-10  lists  only  the  following  types  of  behavioral                addictions:  F63  –  addictive  and  impulsive  disorders  (gambling  –  disease  gambling,                 kleptomania  –  disease  theft,  pyromania  -  disease  firing,  and  trichotillomania  -  hair  pulling                disease). Furthermore the signs of addictive behavior show classified disorders F52.7 – hyper                 sexuality,  disorder  F50.2  –  eating  disorder  and  disorder  F50.4  –  food  addiction  (Vacek  \&                Vondráčková, 2014). Recently new types of behavioral addictions have emerged, including                the use of the Internet and computer game addiction, loan addiction, shopping addiction, work                 holism, addiction to another person and extensive care of the others, co-dependency (Krejčí,                 2016).                                                               34","Technological addictions and their influence on youth                  Technological  dependencies  represent  a subset  of  behavioral  dependencies.  According  to                 Vacek (2017a) modern information technologies include television, computer, mobile phone,                Internet and other technologies which are becoming an essential part of the individual and the                 society. The same opinion shares Hubinková et al. (2008).                  Sieberg (2011) sees the attractiveness of the Internet primarily in freedom and anonymity. He                considers the negative effects of communication absence, loss of barriers and time spent with                 technologies that prevent individuals from natural development and thus separate it from the                 real  world.  Černá  et  al.  (2013)  states  that  the  most  vulnerable  group  on  the  Internet  are                adolescents who need to experiment with their identity. The Internet offers them anonymity                 and the loss of barriers to communicate. This way they feel that in “online world” they are                better understood than in ordinary “offline” life.                  Dočekal et al. (2019) compares the Internet to a huge playground where a child can promote                 will and desire to learn and create. He also says that this playground might have a possible                 effect on children as future “addicts”. Spitzer (2014; 2016) recalls that the use of the Internet                is  changing  our  brains,  which  have  been  evolving  for  many  years  and  adapting  to  the                 conditions of individual stages of human development without digital technology. He points                to  the  so-called  digital  dementia,  i.e.  a disorder  of  cognitive  abilities  and  mental  functions                 which  is  caused  by  a long-term  use  of  digital  media  which  gradually  loses  patterns  of                behavior and inability to remember important details from everyday life. He further points out                 that digital media relieve individuals of the need to perform intellectual work as this basic                 human activity is taken over by modern technologies. The expansion of digital media results                in  a lower  intensity  of  brain  use  and  a decline  in  brain  performance  over  time.  In  young                 people  the  brain  development  is  delayed,  so  their  mental  performance  remains  below  its                 potential.                  Zimbardo  \&  Coulombová  (2017)  view  the  use  of  the  Internet  as  a serious  problem  in                establishing a healthy relationship and sexual life of  young people. Another author dealing                 with this issue is Alter (2018) who states that modern technologies should primarily make our                lives  easier,  so  it  is  important  to  find  the  right  balance.  If  we  learn  to  use  the  modern                 technologies  properly  and  find  a balance  between,  the  people  do  not  necessarily  become                addictive to them.                                                               35","Last  three  generations  in  the  Czech  society  can  be  referred  to  as  Generation  X,  Y  and  Z.                 Generation  X  represents  people  born  between  1968  and  1983.  In  the  Czech  Republic  this                group  is  called  the  Husák's  children  (Husák  was  a president  under  socialism  era)  and                 practically  did  not  encounter  digital  technologies  during  their  childhood.  Generation  Y  is                often referred to as the so-called millennial generation. These are people born between 1984                 and 2005 who experienced a rapid development of information technology during childhood                and their  youth.  Generation  Z is  a generation of people born between 2005 and 2015 who                 grew  up  and  are  growing  up  surrounded  by  ubiquitous  modern  information  and                 communication  technologies  (ICT),  they  cannot  imagine  life  without  the  Internet.  In  this                group  the  differences  between  the  real  and  online  world  are  practically  zero  (Müllerová,                 2019).                  The  effects  of  ICT  on  the  young  people  can  be  divided  into  positive  and  negative.  The                 positives  ones  include  easy  search  for  information,  possibility  of  self-education,  personal                development  in  the  form  of  fun  games  or  competitions,  the  creation  of  social  groups,  the                 development  of logical  thinking, memory or perseverance or spatial  imagination.  It  is  also                important to acquire skills and knowledge in the field of computer literacy, which is a very                 desirable  feature  of  employers  and  will  probably  be  highly  required  in  the  future  (Vacek,                2017b).                  Negative  influences  include  uncritical  receipt  of  unverified  information,  spending  a large                 amount of time on ICT and possible problems in personal, verbal and social communication.                 Decreased  levels  of  social  intelligence  lead  to  an  inability  to  empathize,  to  discharge                aggression in connection with playing computer games. In terms of negative impacts on the                 health of an individual it is necessary to mention the tendency to obesity, the risk of vision                damage,  back  pain,  frequent  headaches.  ICT  abuse  is  a separate  issue  of  behavior’  risk                 patterns  associated  with  cyberbullying,  stalking,  hoaxing  and  other  negative  phenomena                 (Vacek, 2017b).                                                                             36","More common types of technology addictions                  Addiction to mobile phones                  In the Czech Republic the mobile networks were launched in 1992, the devices at that time                 were very expensive, bulky and heavy, allowing only long-distance calls. In 1995 SIM cards                came  to  the  market  that  allowed  the  use  of  a single  phone  number  with  different  types  of                 mobile phones. The price of the devices was dropped, the weight and dimensions were greatly                reduced. In addition to phone calls it was also possible to send short text messages (SMS).                 Three  main  mobile  operators  gradually  divided  the  Czech  market.  At  the  turn  of  the                 millennium telephones with integrated cameras and color graphics displays became available                (Tomek, 2006).                  Another milestone in the development of mobile communication are the smartphones using an                 advanced  operating  system  and  application  interface  that  allows  the  installation  or                modification  of  programs.  Mobile  applications  can  be  divided  into:  games,  web  browsers,                 antivirus  programs,  e-mail  programs,  programs  for  playing  and  editing  multimedia,                 applications  using  GPS,  shopping  applications,  social  networks  and  more.  This  represents                a very interesting business subjects with high potential (Clement, 2020c).                  Opinions on the use of mobile devices by the school management vary. In most cases the                 school management leans towards strict forms of restrictions or prohibitions imposed by the                 school rules, as there is a number of problems associated with excessive use of mobile phones                at  schools (Fišer, 2018). The main risks  in  children include reading disorders, anxiety and                 depression, tendencies to obesity, as well as reduced ability to concentrate, which can lead to                reduced  emotion  control  and  insufficient  empathy  in  adulthood  (Brdečka,  2019;  Drahoš,                 2016).  Other  risks  include  financial  problems  (high  fees  for  telephone  services),  sleeping                disorders or effects associated with the electromagnetic radiation on the human brain, which                 has  not  been  much  researched  yet  (Kopecký,  2015a).  Better  concentration,  lower  level  of                 stress might  go hand in hand with the reduction of mobile phones  - but it depends on the                school's  priorities  -  whether  it  is  important  for  students  to  protect  students  from  external                 influences or prepare them for the existence in a global environment with global competition                (Brdečka, 2019).                   An important argument for reducing the use of mobile phones at school is also the effort to                reduce cyberbullying. The more students use the mobile phones, logically the greater risk of                                                             37","their  misuse  for  risky  forms  of  behavior  (Brdečka,  2019).  Restrictive  measures  at  school                 concerning mobile phones are also associated with a significant improvement in pupils' social                competencies and a higher degree of their social interaction with classmates (Fišer, 2018). It                 turns out that a ban on the use of mobile phones only at school does not solve the risk of                addiction  to  them.  It  is  more  advantageous  to  introduce  ethical  rules  and  zones  without                 a mobile phone, possibly  without  a signal.  Strict  adherence to  those rules of mobile phone                use, basic rules of decency and consideration might be used as  a practical compromise for                 most schools (Brdečka, 2019).                  In 2018 the Czech School Inspectorate issued an opinion which, on the one hand, allows the                 restriction of mobile phones at schools, but on the other hand does not recommend a total ban,                because mobile phones are the students’ personal property and a tool for education, obtaining                 and  working  with  information  in  modern  society.  However,  an  effort  to  designate                 environment  and  time  to  use  them  may  not  be  easy.  The  management  of  most  schools                prohibits students from using mobile phones during classes and specific rules are set out in the                 school rules (Andrys, 2018). The inconsistency in the interpretation of this opinion has the                consequence that at some schools the use of mobile phones is strictly forbidden, at others is                 limited to breaks (Kopecký, 2019).                  Addiction to the mobile phones is referred to as nomophobia. The term was first developed                and  applied  in  the  UK  in  2008  as  part  of  a survey  focused  on  the  possibility  of  anxiety                 disorders’ cases due to excessive use of the mobile phones. It is composed of the words NO                 MObile  PHOne  phoBIA  and  is  used  to  describe  a mental  state  where  people  are  afraid  of                being disconnected from mobile phones or losing the mobile network signal. As a result of                 these  unfounded  concerns,  negative  effects  on  the  physical  and  mental  condition  of  users                might be observed. The term is constructed from the definitions described in DSM-IV and has                 been described as phobia of certain - specific things (Bashar et al., 2019; Güzel, 2018).                  Yildirim \& Correia (2015) describe nomophobia as a modern phenomenon characterized by                 the so-called smart mobile phones, with fast and comfortable access to the Internet allowing                the users to use many applications, including social networks. In this way they increase the                 fears of users of the loss of communication not only for voice transmissions via the mobile                network,  but  also  for  the  use  of  the  wide  possibilities  of  the  Internet,  including  the  social                 networks.                                                                38","Social  networks  are  the  most  used  applications  on  the  mobile  platform,  then  followed  by                 games,  communication,  and  shopping  applications  (Riley,  2018).  In  developed  European                countries (France, Germany), the average user spends  about  two hours  a day using his/her                 mobile  phone,  in  developed  Asian  countries  (South  Korea,  China)  and  some  countries  in                South America (Brazil) it is twice as long (AppAnnie, 2019).                  Svobodová (2016) mentions the following symptoms of nomophobia: nervousness and even                 panic if a person does not have a mobile phone or the device on them, if it is discharged or                without  a signal,  constant  check  the  display,  immediate  response  to  incoming  messages.                 Blinka et al. (2015) added to those symptoms: strong desire, euphoria, tolerance, withdrawal                 syndrome, conflict, and relapse.                  Nomophobia  is  associated  with  a number  of  health  problems,  such  as  sleep  disorders,                headaches or eye pain from constant monitoring the display. In the social sphere a direct face-                 to-face personal  communication is  limited. Due to  the desire to  control the mobile phones                 constantly, nomophobic people cannot concentrate, and more often they  are also at risk of                losing personal data and passwords due to fraudulent software (Güzel, 2018). One of the most                 common symptoms of nomophobia is so-called multitasking (performing multiple activities at                the same time on a mobile). Krejčí (2019) reminds that in the organism there is a leaching of                 stress  hormones  that  excessively  stimulate  the  brain,  affecting  thinking  and  the  ability  to                concentrate.  The  brain  is  constantly  flooded  with  a lot  of  information,  which  weakens  our                 concentration.                  According to expert advice if person experiences symptoms of nomophobia, he/she needs to                 start developing new habits and try to be without a mobile phone for several hours a day. It is                not desirable to fully stop using the phone immediately, but to use it only if someone calls or                 the user needs to call. It is important to set a daily limit to use a mobile. Another tip is to turn                 off the phone when a person is expecting a social meeting (family celebration, dinner with                friends) (Svobodová, 2016). According to Krejčí (2019) for people who want to reduce the                 use  of  mobile  phones  the  most  important  is  a change  of  their  thinking,  making  their  own                decisions, setting and adhering to priorities related to the use of the mobile phone, organizing                 time, scheduling tasks.                                                                    39","Internet addiction                  The Internet is a worldwide computer network connecting millions of computers and servers                all over the world. Internet addiction is technically called netolism or net mania. Internet users                 can be divided into two groups. Some users use the Internet as a working tool for information                search, the others as a hobby (Pokorný et al., 2002).                  Some users overuse the Internet. Blinka et al. (2015) distinguish excessive Internet use from                 the Internet addiction. Internet addiction is when the following characteristics are met: strong                desire, mood swings, tolerance, withdrawal syndrome, conflict, and relapse. This is the so-                 called  Griffits  operational  definition  of  addiction.  Thus  the  Internet  addicts  are  the  most                affected group of people who use the Internet excessively.                  According to Pokorný et al. (2001) the emergence of netolism is related to the way the user                 perceives himself/herself and his/her surroundings, how he/she is open to the outside world.                Other contributing factors are low self-esteem or self-doubt. The Internet offers to an addict                 a seemingly increase his/her personal prestige in the virtual world.                  Internet addiction is a broader range of different types of behavior. Young (2010) states the                following:  addiction  to  cybersex  and  Internet  pornography,  addiction  to  social  networks,                 addiction to online gambling, shopping or stock trading, addiction to information search and                download and addiction to computer games. Internet addiction is associated with the use of                 some of the digital devices that can use the Internet connection effectively. The most used                digital  device  is  a mobile  phone  (based  on  the  customs  of  a certain  country),  followed  by                 personal computers and tablets (GSS, 2019).                  The  negative  consequences  of  excessive  Internet  use  include  physical,  mental  and  social                health.  Physical  problems  include,  in  particular,  posture  defects  and  back  pain,  visual                 impairment, impaired blood circulation, obesity due to lack of exercise and poor eating habits.                In  case  of  mental  problems  the  user  has  difficulties  to  concentrate  due  to  information                 overload, is irritated, distracted or unfocused. Moreover, the children are at risk of leaching                from the excitatory amino acids due to excessive and prolonged tension when watching the                 Internet, damaging the cerebral cortex, which can reduce intellectual abilities. In the social                sphere the computer is becoming a substitute for mutual interpersonal communication in the                 real world and endangers especially children and adolescents. Netolism is also often reflected                in partner and sexual life, where sexual life is reduced to browsing porn sites (Pokorný et al.,                 2002).                                                             40","It  is  recommended  to  solve  the  very  beginning  of  Internet  addiction  under  professional                 guidance. First, it's a good idea to share it with your family, colleagues, or your friends to see                if they also  see someone addicted to  the  Internet.  If so, it is  advisable to  seek the help  of                 a professional psychologist (Pírko, 2005).                  Addiction to social networks                  The  term  social  network  is  currently  most  often  associated  with  a service  on  the  Internet,                providing a certain group of people with different opportunities for communication and data                 sharing  (Kabele,  2018).  “We  define  social  networking  sites  as  web  services  that  allow                 individuals  to:  (1)  compile  a public  or  semi-public  profile  within  a restricted  system;  (2)                formulate a list of other users with whom they share a connection; and (3) view and browse                 their list of connections and connections created by others in the system ” (Boyd \& Ellison,                2007, p. 211). The foundations of the modern concept of social networks were laid at the end                 of the second millennium (Boyd \& Ellison, 2007).                  Relatively recent data shows that there are 4.54 billion active Internet users in the world, of                 which  4.18  billion  use  a mobile  phone  for  connection.  Approximately  3.8  billion  Internet                users actively use social networks and the vast majority of them connect via mobile phone.                 The number of Internet users is constantly growing, the number of mobile Internet users is                growing slightly faster, and the number of social network users available mainly through the                 mobile Internet is growing the fastest (Clement, 2020a). Losekoot \& Vyhnánková (2019) see                the reasons for the constant growth of social network users in the natural human need to fit                 into the pack, to behave in conformity.                  The  world's  most  widespread  social  network  is  Facebook  with  about  2.5  billion  users,                 followed by You Tube, followed by WhatsApp and Facebook Messenger (Clement, 2020b).                Social networks represent a powerful marketing tool (Smith, 2019).                  Blinka et al.  (2015, p. 181) say that  “excessive use of social networks can have  a form of                 addiction, as all its features are present, including withdrawal symptoms, conflicts with the                 environment and relapse.” Extroverts with their distrust of their social competence in real life                have  social  networks  addiction,  the  introverts  have  increased  tendency  to  some  forms  of                 addiction (Blinka et al., 2015).                                                                  41","Social  network  addicts  subconsciously  know  that  they  spend  a disproportionate  amount  of                 time  in  the  online  world,  but  they  do  not  want  to  admit  this  fact.  They  feel  guilty  and  at                a more advanced stage of addiction changes similar to those on the Internet begin to show.                 They neglect hobbies, duties, loved ones and themselves. They excuse for their behavior, they                run away from problems. In case of abstinence they suffer from nausea, anxiety or depression,                 often  also  insomnia  due  to  check  of  social  network  several  times  a night  (Dočekal  \&                Eckertová, 2013).                  Fieldingová (2018) describes Facebook as an invaluable resource for meeting human needs                 such as communication and belonging. However, she reminds that in case of overuse, this tool                 has  completely  opposite  effects.  There  may  be  a loss  of  well-being  and  depressive  states                known as Facebook depression. Another risk is the compare and do spair syndrome, which is                 related  to  the  perception  of  photos  of  friends  showing  happy  moments  in  their  lives.  The                 person feels that when compared to them he/she does not live such a happy life as presented                on their Facebook, they can gradually fall into depression with the risk of resulting in suicidal                 behavior.                  According to Blinka et al. (2015) a possible solution is to listen to the reactions from their                surroundings.  If  a person  is  repeatedly  told  that  he/she  spends  too  much  time  on  social                 networks, he/she should seek professional help. The victim himself is not aware of his/her                dependence on social networks. It is important to make  a decision to see a psychologist or                 a psychiatrist, and then start treatment according to the usual procedure, which is very similar                 to other types of behavioral addictions.                  Objectives                  The main objective of the research survey was to determine the degree of addiction to mobile                phones in a sample of 8th and 9th grades of the elementary school pupils (age range 13 to 16                 years) of selected in the Hradec Králové region in the Czech Republic. We assumed that the                 rate  of  nomophobia  would  be  higher  in  girls  than  in  boys.  Related  to  this  fact  are  three                working hypotheses that compare the behavior of boys and girls and were statistically tested.                 The  secondary  objective  was  to  find  out  which  mobile  applications  are  most  used  by  this                sample.                                                                   42","Methods                  The  research  survey  was  designed  as  a quantitative  one,  an  anonymous  questionnaire                 consisting of a standardized core was the tool for data collection. The survey took place in                11 randomly selected elementary schools in the northeastern Bohemia in the Hradec Králové                 region in the school year 2019/2020, in 15 classes of the last and penultimate years (in two                eighth and thirteen ninth classes). The locations of schools were marked numbers 1 to 8 in                 order to comply with data protection regulations.                        Location  1  is  the  largest  in  the  selected  group  with  more  than  11,000  inhabitants.                        There  are  several  primary  schools  with  1,614  pupils.  The  survey  was  conducted  at                       three primary schools in their final years.                       Location 2 is the second largest city with approximately 7,000 inhabitants, it includes                        several surrounding municipalities and local parts. There is one primary school with                       a total of 770 pupils.                       Location 3 is a town with more than 6,000 inhabitants and a fully organized primary                       school with a total of 723 pupils. There is also an orphanage with a school in the town.                        It  is  a modern  facility  that  implements  the  European  principles  of  education  of                        children with behavioral disorders. 40 pupils were contacted in this facility.                      Location 4 includes a town with more than 4,500 inhabitants. The local primary school                        attends  total  of  475  pupils,  questionnaire  survey  was  conducted  there,  including                        preliminary research.                      Location  5  is  located  in  the  foothills  of  the  Eagle  Mountains  with  approximately                        2,100 inhabitants. There is a primary school with a total of 380 pupils.                       Location  6  includes  approximately  1,900  inhabitants  and  a primary  school  with                       300 pupils.                       Location  7  is  located  in  the  vicinity  of  the  Eagle  Mountains  has  almost                       1,700 inhabitants and a primary school with a total of 330 pupils.                       Location  8  is  a mountain  village  with  the  smallest  population  in  the  group                        1,050 people  living  in  it.  The  primary  school  attends  140  pupils,  half  of  whom                       commute from the surrounding mountain villages.                  The  research  sample  included  a total  of  373  pupils,  of  which  184  were  girls  (49.3%)  and                 189 boys (50.1%). From the point of view of gender representation, it was very balanced. In                terms of age, most respondents reached the age of 14 and 15, 115 pupils were 14 years old                                                             43","(30.8%), 222 pupils were 15 years old (59.5%). When classifying the group by sex, 14-year-                 old boys were 26.5%, 14-year-old girls 35.3%, 15-year-old boys 62.4% and 15-year-old girls                56.5%. The relative frequency of younger and older pupils outside the most represented group                 ranged  from  0.5%  to  6%.  The  average  age  of  all  respondents  was  14.7  years,  for  boys                14.7 years, for girls 14.6 years.                  An anonymous questionnaire consisting of two parts served as a research tool. The basis of                 the first part was a standardized core, the second part was originally assembled and connected                within  the  research  survey.  The  first  part  of  the  questionnaire  consisted  of  a standardized                 model, which was created at the University of Iowa in 2014 (Yildirim \& Correia, 2015). It                 spread rapidly and became a recognized standard for quantitative surveys of the nomophobia’                degree. It was popularized in the journal Huffpost in the Science section (Gregoire, 2015) and                 its Czech translation was available in August 2015 on the E-safety portal (Kopecký, 2015b).                  It contains a total of 20 items evaluating common situations, not extremes. The introductory                 9 questions examine the behavior of respondents if they have a mobile phone on them, but for                some  reason  they  cannot  use  it.  The  first  4  items  are  focused  on  the  situation  when  the                 respondent  is  not  able  to  use  a mobile  phone  to  obtain  information,  the  next  5  maps  the                feelings  of  respondents  in  situations  where  they  have  a mobile  phone,  but  for  technical                 reasons  cannot  use  it.  The  following  11  questions  examine  the  behavior  and  feelings  of                respondents when they do not have a mobile phone on them at all. The items 10 to 15 focus                 on  situations  where  respondents  do  not  have  access  to  communication  via  mobile  phone                 (e.g. with  friends  or  family),  items  16  to  20  ask  about  situations  where  respondents  lose                connection.                  Scaling  was  used  to  answer  the  questions.  Six  categories  were  offered  as  part  of  the                 percentage agreement with the question that best describes the respondent's behavior. Thus,                 the respondent could express the degree of his agreement with the relevant item from 0% to                100%  in  steps  of  20%.  The  lower  part  of  the  scale  (0%  agreement  rate)  means  that  the                 respondent would never feel or behave this way, the upper part (100% agreement rate), that                the  respondent  always  agrees  with  the  question  asked,  20%  agreement  means  that  the                 respondent agrees with the question in one out of five cases, etc.                  A summary was chosen to evaluate the entire questionnaire. To do this, the individual scales                of answers to the questions were scored from 1 point (0% agreement with  the question) to                                                               44","6 points  (100%  agreement  with  the  question)  in  steps  of  1  point.  The  results  of  the                 questionnaire  survey  for  20  items  can  take  values  of  20–120  points.  We  based  on  the                evaluation of the questionnaire according to Kopecký (2015b), but its slight adjustment was                 made due to the large range reported for mild and moderate rates of nomophobia (Havranová,                2020). A total  gain  of 20 points means  that the person does  not  suffer  from  symptoms  of                 nomophobia,  a range  of  21–40  points  indicates  very  mild  nomophobia,  41–60  points  mild                nomophobia,  61-80  points  mild  degree  of  nomophobia,  81–100  points  moderate  degree  of                 nomophobia and 101-120 points severe nomophobia.                  The  second  part  of  the  questionnaire  contained  a single  item  and  was  focused  on  the                 applications that respondents prefer to use. Respondents were instructed that they could select                a maximum of the five most frequently used applications with priority sorting, so position 1 is                 the most popular, 5 the least popular. The list of applications was compiled on the basis of                 Richter's research (2017) and findings from preliminary research (Havranová, 2020).                  In order to assess the respondents' behavior when using a mobile phone, the applications were                in  categories  that  better  characterized  the  respondents'  behavior  for  a similar  type  of                 application.  Some  categories  of  applications  partially  overlapped,  their  predominant  focus                was taken into account. The following categories were chosen: social networks, text, voice or                 video  communication,  listening  or  downloading  music  files,  playing  games,  pornographic                applications,  sports  applications,  advertising  and  shopping  applications,  news  sites  and                 applications,  internet  search  engines,  applications  for  playing  and  downloading  movie  and                 series files.                  The  survey  was  conducted  in  June  2019  on  a voluntary  basis.  Randomly  selected  primary                schools were personally visited and asked for cooperation. The questionnaires were prepared                 in printed form and their completion took place anonymously during Civics. According to the                 teachers' feedback the study appealed to the students, and no one refused to fill in the form,                which is a signal that this is a current issue affecting the Czech school system. If the school                 management  showed  interest  to  see  the  results,  they  were  provided.  Data  obtained  from                completed printed forms were converted into electronic form using  a spreadsheet processor                 MS-Excel and are subjected to statistics. Some surveys (Arslan et al., 2017) show that girls                are more prone to mobile phone addiction. Therefore, the working hypotheses related to this                 fact were formulated in a null and alternative version to the following research assumptions:                                                                45","Working hypothesis H1: The value of the averages of the scored answers to the individual                 survey questions is /is not the same for girls and boys.                  Working hypothesis H2: The value of the averages of the total score of nomophobia is/is not                the same for girls and boys.                  Working hypothesis H3: The value of the averages of the point evaluation of the answers to                 the first twenty questions of the survey is/is not the same for girls and boys.                  Testing  of  the  mean  value  using  a t-test  (Student's  test)  with  the  selected  confidence  level                 α=0.05  (Bednářová,  2020)  was  used  for  statistical  processing.  In  the  case  of  the  first                hypothesis, the items in the questionnaire were divided into 4 groups of questions related to                 the same situations as follows:                        group 1: items 1 to 4, the user has a mobile phone, loses access to information;                       group 2: items 5 to 10, the user has a mobile phone, for technical reasons cannot use it;                      group 3: items 11 to 15, the user does not have a mobile phone, loses the possibility of                        communication;                       group 4: items 16 to 20, user does not have a mobile phone, loses connection.                  This is an unpaired distribution (the number of boys and girls was different and the responses                of both groups were independent), the F-test was used first to determine the identity of the                 variances of both groups. Based on its results, an unpaired two-sample two-tailed t-test was                selected and applied. The procedure was similar for the second hypothesis, where the total                 sum of points obtained from all 20 items in girls and boys was tested. The third hypothesis                 was  evaluated  using  a paired  two-tailed  t-test  (Bednářová,  2020).  Excel  version  2016                spreadsheet was used for calculations.                  Results                  We  present  a brief  evaluation  of  the  first  part  of  the  questionnaire  for  each  of  the  twenty                 items, followed by the outputs from its second part and an analysis of working hypotheses.                  Data obtained from the first part of the questionnaire                  Item  1:  I  would  feel  uncomfortable  without  constant  access  to  information  via  my  mobile                 phone. Most of the respondents were relatively moderate in answering this question, which                                                              46","applies both in the whole group and in the classification of answers by gender. One third of                 the  group  responded  with  a 20%  agreement  rate,  a quarter  with  a 40%  rate,  and  16%  with                a 60% rate. The relative frequencies of the remaining options are around 10% without major                 differences between boys and girls. Most respondents would therefore be able to cope with                this situation relatively well.                  Item 2: I would be upset if I couldn't look at the information on my mobile phone when I                 needed.  The  answers  to  this  question  were  relatively  evenly  distributed  throughout  the                sample,  even  with  a gender  breakdown  of  between  20%  and  100%  agreement  by                 approximately one-fifth. Only 6% of respondents were completely dissenting. Compared to                 item 1, more respondents reacted angrily if they could not use their phone when they needed                it.                  Item 3: It would make me nervous if I could not receive messages (events, weather, etc.) on                 my  mobile  phone.  Respondents  did  not  see  a big  problem  in  this  situation,  the  average                 frequency of the 0% to 40% agreement rate was 20%, and with  a higher agreement rate it                decreased. The answers sorted by gender were relatively balanced, with differences of up to                 6%.                  Item 4: I would be upset if I couldn't use my mobile phone and its capabilities when I needed.                A higher level of agreement was recorded for this question (with a frequency of almost 60%                 in the whole sample at 60% and a higher level of agreement). Most respondents would be                angry that they would not  be able to  use their  mobile phone if they needed one for some                 reason. There was a certain difference (6% to 8%) between the reactions of boys and girls,                 which was observed in the 20% to 40% agreement rate and further in the range of 80%–100%                agreement rate.                  Item  5:  It  would  scare  me  if  the  battery  runs  out  in  my  phone.  Respondents  assessed  this                 situation  with  the  highest  frequency  (29%  to  39%  in  the  whole  sample)  at  a 0%  to  20%                 agreement rate, towards a higher agreement rate the frequency decreases to 6% to 8%. Girls                had a significantly higher level of concern, with 40% and a higher level of agreement being                 reported by 42% compared to boys with a frequency of 27%.                  Item 6: I would panic if I used up my monthly data limit or ran out of credit. This situation                 would not worry respondents too much. More than half of the respondents strongly disagreed                with  the  statement  (0%  agreement),  a fifth  expressed  a 20%  agreement.  Categories  with                                                             47","a higher level of agreement were represented in the sample with a frequency from 4% to 9%.                 No significant differences were found between the responses of boys and girls.                  Item 7: If I did not have an operator signal or Wi-Fi, then I would constantly check if I am                already  connected.  Most  respondents  expressed  a low  level  of  agreement  with  this  item;                 a clear disagreement was evident in 27% of the sample, a 20% agreement rate in a quarter of                the sample. In total, a third of respondents chose a 60% to 100% consent rate. No significant                 differences were found between the responses of boys and girls.                  Item 8: If I could not use my mobile phone, I would be afraid that I would get lost, get stuck,                 etc. Respondents' fears that they would get lost or stuck somewhere if the mobile phone did                not work were assessed in a rather disagreeable way - almost half of the respondents clearly                 disagreed, 20% agreed, 20% tenth, 40% tenth, the remaining categories were represented with                frequency from 4% to 6%. The frequency of major disagreements was higher for boys (54%)                 compared  to  girls  (39%).  The  lower  level  of  concern  was  probably  due  to  the  fact  that                 respondents would rely on loved ones in the event of difficulties.                  Item 9: If I couldn't use my mobile phone for a while, I would feel compelled to check it. One                third  of  respondents  disagreed  with  this  statement  in  principle,  a quarter  expressed  a 20%                 agreement with it, a fifth with a 40% agreement. The frequencies of the remaining categories                ranged from 4% to 12%. 4% of boys and 9% of girls would feel the urge to check their mobile                 device constantly.                  Item  10:  I  would  feel  nervous  because  I  can't  communicate  with  my  family  or  friends                 immediately.  The  highest  frequency  -  20%  of  agreement  (one  third  of  respondents)  was                represented in the sample, followed by 40% of consent (one fifth of respondents), 60% and                 0%  of  15%  each.  Categories  with  a higher  level  of  agreement  were  represented  with                a frequency of about 10%. One third of boys and 41% of girls stated an agreement with 60%                 and higher.                  Item 11: I would be afraid because my family or friends would not be able to contact me. As                 with the previous item, a higher level of agreement (80% and 100%) with this situation was                significantly  higher  for  girls  (27%)  compared  to  boys  (14%).  The  most  frequent  rates  of                 agreement  in  the  whole  group  were  20%  (acknowledged  by  a quarter  of  respondents)  and                 40% (chosen by a fifth of respondents).                                                               48","Item 12: I would feel nervous because I would not be able to receive SMS messages and calls.                 Absolute  disagreement  with  the  situation  was  expressed  by  boys  (23%)  compared  to  girls                (16%), while a high degree of agreement with the question (80% and 100%) was expressed by                 girls (22% in total) compared to boys (12% in total). The 20% consent rate was represented                with the highest frequency (one third) in the whole group.                  Item 13: I would be nervous because I would not be in contact with my family and friends.                 Boys again expressed stronger disagreement in this situation (18%) compared to girls (11%).                In the case of a high level of agreement (80% and 100%), the situation was just the opposite                 (girls  a total  of  25%,  boys  a total  of  16%).  In  the  whole  group,  the  highest  frequency  of                 consent was represented by 20% (28%) and 40% consent (one fifth of respondents).                  Item  14:  I  would  be  nervous  because  I  wouldn't  know  if  anyone  wanted  to  contact  me.                A quarter of the sample expressed a fundamental disagreement with this item, almost a third                 of the respondents expressed a 20% agreement and almost a quarter of the respondents a 40%                 agreement. A high level of concern was recorded in 13% of respondents, which may be due to                the fact that respondents do not yet solve important term tasks to ensure the running of the                 household or the performance of work duties. Mainly friends and parents call them, pupils                have a relatively fixed weekly program.                  Item 15: I would be nervous because my constant contact with family and friends would be                 disconnected.  The  frequencies  of  occurrence  of  the  categories  0%,  20%  and  40%  of  the                agreement rate in the whole group were relatively balanced, ranging between 22% and 26%.                 Girls showed a slightly higher degree of nervousness in the 60% categories and a higher level                 of agreement (34%  in total) compared to boys (28% in total).                  Item 16: I would be nervous because I would be disconnected from my online identity. Three                quarters of the sample (total of 0% and 20% of the agreement rate) fundamentally or almost                 disagreed with this statement. The frequencies of the remaining categories ranged from 3% to                 9%.  There  were  no  significant  differences  in  responses  by  gender.  Respondents  do  not                consider their online identity to be very important.                  Item 17: I would feel uncomfortable because I would not be able to update information from                 my social networks and online media. The situation was similar to the previous item. More                 than half of the respondents strongly disagreed with the statement, which was also true when                classifying reactions by gender. A quarter of the sample expressed a 20% agreement rate. The                                                             49","remaining categories were represented with low frequencies from 3% to 12%. Respondents                 would not feel uncomfortable if they could not update information about themselves on social                networks and websites via mobile phones. They usually do not have the urge to post on social                 networks as soon as possible after an experience.                  Item  18:  I  would  feel  uncomfortable  because  I  would  not  be  able  to  receive  update                notifications  from  my  online  contacts.  Approximately  70%  of  respondents  would  not  feel                 uncomfortable in this situation (0% and 20% agreement) with the question. The frequencies                of  the  remaining  categories  were  lower,  ranging  from  3%  to  13%.  There  were  no  major                 differences between the reactions of boys and girls.                  Item 19: I would be nervous because I couldn't check my emails. In this situation the lowest                 level of agreement was recorded out of all 20 monitored items. Three-quarters of respondents                felt no nervousness if it were not possible. One-fifth of the group expressed a 20% agreement                 rate.  The  frequencies  of  the  remaining  categories  varied  from  0%  to  6%.  A  probable                 explanation  may  be  the  fact  that  respondents  prefer  other  means  of  communication                (synchronous, e.g. chat, than asynchronous e-mails).                  Item 20: I would feel weird because I wouldn't know what to do. The majority of respondents                 reacted  strongly  negatively  or  rather  dissentingly,  with  0%  and  20%  agreeing  with  the                situation, with  more than 60%  of them expressing no major differences between boys  and                 girls. The frequencies of the remaining categories ranged from 5% to 17%. Most respondents                do not feel that they do not know what to expect without a mobile phone.                   Comparisons  of  responses  to  situations  were  made  using  arithmetic  mean  and  standard                deviation. The results are summarized in Table 1.                                                                                     50","Table 1                 Evaluation of survey questions using statistical indicators of position and variability                      Questionnaire item   Item scoring   Standard   deviation   Average agree   (%)   Average   deviation (%)   Item scoring   Standard   deviation   Average agree   (%)   Average   deviation (%)   Item scoring   Standard   deviation   Average agree   (%)   Average   deviation (%)                           Entire set (n = 373)                                                                                    Girls (n = 184)                                                         Boys (n = 189)                           1     3.05  1.11  41.0  22.2  3.08  1.20  41.6  24.1  3.02  1.01  40.4  20.2                  2     3.80  1.30  56.0  26.0  3.85  1.32  57.0  26.5  3.74  1.27  54.8  25.4                   3     2.92  1.31  38.4  26.2  2.94  1.26  38.8  25.2  2.90  1.35  37.9  27.1                  4     3.81  1.28  56.2  25.6  3.89  1.25  57.8  25.1  3.72  1.31  54.5  26.3                   5     2.45  1.32  29.0  26.4  2.25  1.20  25.1  23.9  2.65  1.37  33.0  27.4                  6     2.00  1.12  20.0  22.4  1.92  1.06  18.4  21.2  2.08  1.18  21.5  23.6                  7     2.78  1.39  35.6  27.8  2.78  1.36  35.7  27.2  2.78  1.40  35.5  28.0                   8     2.13  1.13  22.6  22.6  1.96  1.03  19.2  20.7  2.30  1.16  26.1  23.2                  9     2.51  1.26  30.2  25.2  2.52  1.21  30.4  24.2  2.51  1.27  30.1  25.3                   10    3.06  1.27  41.2  25.4  2.86  1.20  37.1  24.1  3.28  1.31  45.5  26.1                  11    3.11  1.26  42.2  25.2  2.93  1.16  38.6  23.2  3.30  1.32  46.0  26.4                  12    2.88  1.28  37.6  25.6  2.69  1.19  33.9  23.8  3.07  1.33  41.4  26.5                   13    3.10  1.30  42.0  26.0  2.91  1.22  38.2  24.4  3.29  1.33  45.8  26.5                  14    2.65  1.26  33.0  25.2  2.60  1.18  32.0  23.7  2.71  1.27  34.1  25.4                   15    2.90  1.32  38.0  26.4  2.83  1.27  36.6  25.3  2.97  1.31  39.5  26.3                  16    1.91  1.04  18.2  20.8  1.90  1.00  18.0  20.0  1.93  1.00  18.6  20.0                  17    1.98  1.06  19.6  21.2  2.03  1.07  20.6  21.4  1.92  0.97  18.4  19.4                   18    2.05  1.08  21.0  21.6  2.13  1.05  22.6  21.1  1.97  1.00  19.4  20.0                  19    1.38  0.63    7.6    12.6  1.44  0.63     8.8   12.6  1.33  0.49      6.5   9.8                   20    2.40  1.31  28.0  26.2  2.33  1.21  26.6  24.2  2.48  1.30  29.7  26.0                 1–20  2.64  1.20  32.9  24.0  2.59  1.15  31.8  23.1  2.70  1.20  33.9  23.9                    It is obvious that the respondents mostly agreed with the statements for items 2 and 4, i.e., that                they  would  be  angry  if  they  could  not  use  a mobile  phone  when  needed.  Boys  expressed                 a slightly  higher  degree  of  agreement  than  girls  did.  On  the  contrary,  a very  low  level  of                agreement  was  recorded  for  item  19  on  nervousness  in  case  respondents  could  not  check                                                               51","e-mails. The overall evaluation showed that the average level of agreement in the first part of                 the questionnaire reached 32.9% in the whole set. It represented 31.8% for boys and 33.9%                for girls. The higher consent rate for girls’ concerned items 5, 10, and 11 to 13.                  A  comprehensive  evaluation  of  the  rate  of  nomophobia  according  to  the  described                 methodology showed that 1.9% of respondents suffer from severe nomophobia, 7.8% from                moderate  nomophobia.  In  contrast,  0.5%  of  the  sample  showed  virtually  no  signs  of                 nomophobia.  A  slight  degree  of  nomophobia  was  observed  in  18.8%  of  respondents.  The                most numerous  group of respondents  (42.4%)  falls  into the zone of mild  nomophobia and                 very mild nomophobia (28.7%). The majority of respondents, i.e. 71.6%, are not yet at risk of                nomophobia, the opposite is the situation in about one tenth of the sample. When classifying                 the results of the overall rate of nomophobia by gender, it was found that girls are slightly                more at risk in the categories of mild, moderate and severe forms of nomophobia. Only 1% of                 girls, no boys, was completely asymptomatic.                  Analysis of data obtained from the second part of the questionnaire                  It was a probe into the behavior of respondents using the Internet. Respondents had the task of                 choosing  a maximum  of  5  applications  out  of  12  in  the  basic  menu,  which  they  use  most                often. On average, 4.1 applications were selected without major differences between boys and                 girls.  Each  of  the  respondents  uses  an  average  of  3  social  networks  and  one  program  to                communicate, almost every third uses an application to listen to music.                  Respondents  also  had  the  opportunity  to  add  their  favorite  application  directly,  with  an                 average of 0.28 applications per person. If we consider the whole set, then 373 respondents                marked a total of 1,634 applications in the basic offer or newly added them, 4.4 applications                 per  respondent.  Approximately  every  fourth  girl  and  almost  every  third  boy  entered  one                 additional  application.  Girls  more  often  mentioned  applications  designed  for  chatting,                recording and playing multimedia files, photo processing, boys more often expanded the list                 to include applications focused on sports matches and results, games, journalism and erotic                content. Online viewing of films and series has become a common area of interest. In almost                 70%  of  the  applications  used,  social  networks  (Messenger,  YouTube,  Instagram,  and                Facebook) formed the most numerous categories. 20% followed communication programs for                 internet calling and chatting, 10% music applications and games. Girls preferred Instagram,                 Pinterest, TikTok and Twitter, while boys preferred Facebook, music apps and Reddit.                                                               52","Testing of working hypotheses                  In  the  first  working  hypothesis,  sets  of  scores  of  boys  and  girls  for  individual  items  were                 statistically tested. The results are summarized in Table 2. For none of the items 1 to 4 of the                first block of situations aimed at the loss of access to information, the null hypothesis cannot                 be  rejected,  the  difference  between  the  reactions  of  boys  and  girls  is  not  statistically                significant.                  For  items  5  to  9  of  the  second  group  of  situations  focused  on  the  loss  of  mobile  phone’                 capabilities use, the rejection of the null hypothesis prevails for three items (6, 7 and 9), its                 rejection  in  two  (5  and  8),  there  is  a statistically  significant  difference  in  responses  to  the                submitted situation between the observed groups. In girls, a greater degree of susceptibility to                 nomophobia is evident in these situations.                  For  items  10  to  15  of  the  third  block  of  situations  related  to  loss  of  communication,  the                rejection  of  the  null  hypothesis  prevails  for  four  items  (10  to  13),  there  is  a statistically                 significant difference in reactions between the observed groups. Girls show a higher degree of                 nomophobia. For items 14 and 15, the null hypothesis cannot be rejected.                  In the case of items 16 to 20 of the fourth block of situations mapping reactions to loss of                connection,  the  null  hypothesis  cannot  be  rejected  for  any  of  the  items,  so  no  statistically                 significant difference between the reactions of boys and girls was demonstrated. Although 6                 cases  of  rejection  of  the  null  hypothesis  were  recorded  in  4  groups  of  items,  it  can  be                concluded that in the whole block of 20 items it cannot be rejected as a whole.                  In the case of the second working hypothesis (see Table 2), a two-tailed unpaired two-sample                 t-test was used. The variances of both sets turned out to be identical. The level of significance                of the t-test was greater than 0.05, we do not reject the null hypothesis for the agreement of                 the mean values of the sets of answers of girls and boys (overall evaluation of nomophobia).                The  values  of  the  averages  of  the  overall  score  of  nomophobia  do  not  differ  significantly                 between boys and girls.                                                                         53","Table 2                 Statistical testing of the first two working hypotheses                     Questionnaire   item   Significance   level differences   of the F-test   Variances of   non-paired two-  sampled   double-sided t-  test   Significance   level of the   t- test   Verdict on the   null hypothesis   Group of items                            1     p<0.05  mismatching  p>0.05      do not reject                   2     p>0.05    matching     p>0.05    do not reject     1                   3     p>0.05    matching     p>0.05    do not reject                   4     p>0.05    matching     p>0.05    do not reject                   5     p>0.05    matching     p<0.05       reject                   6     p>0.05    matching     p>0.05    do not reject                   7     p>0.05    matching     p>0.05    do not reject     2                   8     p>0.05    matching     p<0.05       reject                   9     p>0.05    matching     p>0.05    do not reject                  10     p>0.05    matching     p<0.05       reject                  11     p>0.05    matching     p<0.05       reject                  12     p>0.05    matching     p<0.05       reject         3                  13     p>0.05    matching     p<0.05       reject                  14     p>0.05    matching     p>0.05    do not reject                  15     p>0.05    matching     p>0.05    do not reject                  16     p>0.05    matching     p>0.05    do not reject                  17     p>0.05    matching     p>0.05    do not reject                  18     p>0.05    matching     p>0.05    do not reject     4                  19     p<0.05  mismatching  p>0.05      do not reject                  20     p>0.05    matching     p>0.05    do not reject                 1-20  p>0.05      matching     p>0.05    do not reject     -                   The third working hypothesis verified the difference in the values of the responses’ means for                 individual  20  items  when  classifying  responses  by  gender.  A  two-tailed  paired  two-tailed                t-test was used. The agreement of the variances of both sets’ values was found. We reject the                 null  hypothesis  for  the  concordance  of  the  averages  of  the  boys'  and  girls'  responses  to                individual items at the significance level of 0.05. The difference between the reactions of boys                 and girls is statistically significant, girls show a higher rate of nomophobia.                  When  comparing  the  total  of  20  items,  no  statistically  significant  difference  was  found                 between boys and girls between the total number of points. However, if the average values of                the  responses  for  the  individual  items  were  examined,  a significant  difference  was  already                 found in the pairwise testing. In summary, girls from the observed population sample show                                                             54","a higher rate of nomophobia than boys based on hypothesis testing. The biggest differences in                 respondents' reactions were related to fears that they would not be able to communicate with                family or friends via mobile phone immediately.                  Discussion and pedagogical recommendations                  Discussion                  Yildirim  (2014)  conducted  a research  survey  in  the  USA  in  a sample  of  301  respondents.                 They were university students of agriculture, economics, technology, humanities and the arts;                 135 respondents were male, 166 female. The basis of the questionnaire and the methodology                of its evaluation were practically identical to the survey described by us, but the age of the                 respondents  was  higher.  A  comparison  of  the  two  surveys’  results  showed  that  there  was                a statistically significant difference between them at the 5% level.                  The mean value of the scored answers of primary school pupils’ sample is significantly lower                 compared to the sample of university students, which can be explained by several facts. The                sample addressed by us is significantly younger, it is the so-called generation Z (the year of                 respondents’  birth  mostly  falls  in  the  range  of  2003–2004),  and  the  survey  in  the  USA                 concerned respondents of generation Y (their year of birth was in the range of 1990–1997).                The  second  possible  reason  is  that  the  respondents  in  our  survey  underestimated  their                 behavior  and  reacted  subconsciously  with  a lower  level  of  agreement  than  would  actually                 correspond to their behavior.                  The implemented research investigation has its limits. Its results cannot be generalized, but                they are valid in the monitored region and the addressed population segment. A multicenter                 study with the help of randomly selected primary schools with similar characteristics would                contribute to a deeper mapping of the nomophobia’ degree. A standardized questionnaire is                 advantageous, with which the degree of nomophobia can be determined and expressed using                a tried and tested standardized methodology.                   The observations and findings made by teachers at the senior primary school show that many                pupils who do not have a mobile phone with them show a higher degree of nervousness and                 are more conflicting.                  Social changes, including the rise of new ICT, place high demands on  a person's ability to                adapt to them. They bring not only benefits to humanity, but also negatives. The biological                                                             55","and genetic nature of the organism lags behind the rapid development of modern technologies                 in  the  speed  of  adaptation.  The  ever-increasing  pressure  forcing  these  people  to  manage,                receive, sort and store information leads to stressful situations that can result in serious health                 problems. Members of the Z generation cannot imagine their lives without the Internet, social                networks and mobile devices, which, however, can, in the event of inappropriate or above-                 limit manipulation, condition risky patterns of behavior, including behavioral addictions.                  Pedagogical recommendations                  At present, our company views the use of modern ICT from various angles. The Ministry of                 Education, Youth and Sports of the Czech Republic has not yet defined clear rules for the use                of mobile phones at schools, and experts dealing with this issue have not reached agreement.                 Also, the management of individual schools does not share the same views on these issues, it                takes its own positions essential to creating a healthy school climate. Specific methodological                 recommendations for the use of mobile phones are therefore not currently set.                  According to Hronová (2018), it is very important to include in school rules the rules for the                 use of ICT, the Internet and mobile phones on the school premises, during classes and during                breaks. Zajíček (2018) in the recommendation of the Ministry of Education, Youth and Sports                 in  Annex  15  Netolism  proposes  the  prevention  of  ICT  addiction  in  primary  school  pupils.                Above all, it is a professional approach of pedagogical staff, who can detect the risky behavior                 of pupils in time by their observation. Furthermore, there is essential cooperation between the                school management, prevention methodology, educational counselor, but above all the unity                 of other teachers involved in the educational process of students, and last but not least, the                 approach and cooperation of their legal representatives. Behavioral addictions of the public                are not considered very dangerous, so they are often underestimated. Interventions to address                 ICT dependence and the use of mobile phones in schools do not fall within the remit of the                 educator  himself,  but  his  professional  approach  can  detect  undesirable  pupil  behavior  in                a timely  manner.  Based  on  his  experience  and  empathetic  approach,  the  teacher  is  able  to                 establish contact with the student, gain his/her trust and offer him/her professional help.                  Discussions  with  teachers  and  with  the  management  of  a number  of  primary  schools  have                shown that although they do not strictly prohibit the introduction of pupils' mobile phones into                 schools, their use during teaching is prohibited. During breaks students are usually allowed to                use their phones. There is a need for a clear set of rules with clearly defined sanctions for their                                                               56","violation.  The  rules  for  using  a mobile  phone  should  be  written  in  the  school  regulations                 (Havranová, 2020).                  It is necessary to include the rules of good behavior in the rules, such as not using a mobile                phone during personal communication or at the school canteen. Sanctions should be increased                 in the event of repeated infringements. An extreme sanction may be  a ban on the use (not                introduction, which restricts pupils' property rights) of mobile phones at school in the event of                 a particularly serious or repeated offense. It is very important to observe equal access to all                pupils when applying restrictions (Havranová, 2020).                   Conclusion                  The  use  of  mobile  phones  has  undergone  a very  rapid  development  over  the  past  three                decades.  At  the  same  time  there  was  a massive  expansion  of  fixed  Internet  and  then  the                 transmission of data via mobile networks, which is constantly accelerating and growing in                volume. Also applications for mobile phones have undergone rapid development, especially                 social networks have changed a lot in the field of communication and have a large number of                 users who spend a lot of time on them.                  An anonymous questionnaire survey conducted using a standardized tool in a sample of 373                pupils in the eighth and ninth grades of selected primary schools in the Hradec Králové region                 showed that less than 2% of respondents show a high degree of addiction on a mobile phone.                 Approximately 8% of respondents are directly at risk of addiction on a mobile phone, they                feel more anxious if they cannot use a mobile phone. It can be considered a positive finding                 that 72% of respondents are not directly endangered by mobile phone addiction, although they                actively use a mobile phone, but if they do not have access to it, they do not feel anxious, but                 rather a certain degree of nervousness. Girls are more prone to nomophobia than boys.                  Respondents  most  often  use  applications  from  the  group  of  synchronous  communicators                (chatting),  social  networks  and  access  to  audio  media  on  their  mobile  phones.  The  most                 common are Messenger, YouTube, Instagram, Facebook and Spotify. If it comes to level of                 popularity  social  networks  clearly  lead,  other  boys  prefer  gaming,  sports  and  erotic                applications,  while  girls  prefer  various  types  of  applications  that  allow  you  to  work  with                 multimedia, especially photos and videos.                                                                  57","Measures  aimed  at  controlling  the  use  of  mobile  devices  at  schools  are  not  uniform.  The                 Ministry  of  Education,  Youth  and  Sports  of  the  Czech  Republic  has  issued  a set  of                recommendations that school management can adapt to its discretion and specific situation                 and implement together with possible sanctions into school regulations.                  Pupils and teachers were actively interested in the questionnaire survey, as well as the results.                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Grada Publishing.                                                                          62","The cognitive dimension among university students in the area                    of sexual and reproductive health with an emphasis on the issue                                  of delayed/late pregnancy and parenthood                                                a                                                                            b                                                                                               a                          Michaela Hřivnová , Jitka Slaná Reissmannová , Tereza Sofková ,                                                       a                                         Martina Cichá , Vladislava Marciánová    c                a                 Faculty of Education, Palacký University, Olomouc, Czech Republic,                b                 Faculty of Education, Masaryk University, Brno, Czech Republic,                c                  Olomouc University Hospital, Department of Obstetrics and Gynaecology, Olomouc, Czech Republic.                  https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-3                  Abstract:  Background:  The  shift  in  women’s  fertility  and  birth  rate  to  the  higher  age  is                characterized as the most significant feature of reproductive behaviour over the past decades                 in the Czech Republic (and in other developed countries). The trend of the so-called delayed                or  late  pregnancy/motherhood/parenthood  is  determined  by  polyfactorial  influences  with                possible risk impacts on the biomedical and psychosocial aspects of the health of mothers,                 fathers,  children  and  society  as  such.  In  2020,  the  following  project  was  implemented:                50/2020/PPZ/OKD In Time – responsible, erudite, planned and prepared parenthood – The                shaping and development of health literacy in the area of reproductive health among young                 adults (university students). The project was supported by the Ministry of Health of the Czech                Republic and the Faculty of Education, Palacký University Olomouc. The outcomes of the                project are of both educational and research nature. Method(s): The Research on the cognitive                 and affective dimensions of young adults in the area of early pregnancy/parenthood involving                a sample of 844 student respondents from 14 universities in the Czech Republic evaluated the                level  of  knowledge  of  health  literacy  with  an  emphasis  on  the  general  area  of  sexual  and                 reproductive health as well as the specific area of possible risks associated with delayed/late                pregnancy/parenthood. The research also focused on the personality and attitude dimensions                of young adults in the context of delayed and late pregnancy. Results: In a specific area of                 sexual  and  reproductive  health,  the  level  of  knowledge  was  problematic,  sometimes  even                insufficient. An alarming fact is the complete lack of knowledge concerning the probability of                conception during a single ovulation cycle of a young woman (18–30 years). Surprisingly, the                 correct answer was identified by less than 2% of female university students. The complete set                of results of the research is published in the monograph In Time: The cognitive and affective                dimensions  of  young  adults  in  relation  to  pregnancy  and  parenthood.  Conclusions:  The                 unfavourable  level  of  health  literacy  concerning  early  pregnancy/parenthood  may  have                                                            63","a negative effect on the affective and behavioural dimension of young adults and support the                manifestations of possible bio-psycho-social risks and complications resulting from the trends                 of shifting motherhood/parenthood to higher age bands.  It is thus necessary to educate the                young generation by means of adequate didactic procedures in order for them to be able to                make informed decisions about whether and when to have a child.                  Keywords:  Delayed/late  pregnancy/motherhood/parenthood;  university  students;  cognitive                dimension; sexual and reproductive health                  Introduction                  According to the long-term and continuous monitoring and evaluation of the development of                fertility  and  birth  rate  in  the  Czech  Republic,  there  was  a clear  decline  in  birth  rate  in                 1995─2005  (Fig.  1)  and  at  the  same  time  an  increase  in  mothers’  age  since  this  period                (Fig. 2), very noticeable in the case of first birth (Fig. 3). In 2019, women’s mean age at birth                in the Czech Republic was 30.2 years. In 2018, 56% of women who gave birth were older                 than 30 years, of whom 38% were older than 35 years.                           aged                       woman                        one                      per                     newborns                          live                      of                     Number                                                Figure 1. Overall fertility in 1950─2019.                            Source: Czech Statistical Office. Born and deceased in 1950─2019 (2020)                                                                 64","Age                                                 Figure 2. Average women’s age at childbirth in 1950─2019.                    Source: Czech Statistical Office. Average women’s age at childbirth in 1950─2019 (2020)                                    Age                                                 Figure 3. Average women’s age at first childbirth in 1950─2019.                    Source: Czech Statistical Office. Average women’s age at first childbirth in 1950─2019                                                          (2020)                                                                 65","According to Šťastná, Korourková, Šídlo, the shift in fertility to the higher age is considered                 as the most significant feature of reproductive behaviour over the past decades in the Czech                Republic.  This  phenomenon  can  be  identified  as  the  trend  of  the  so-called  delayed  or  late                 pregnancy/motherhood/parenthood  which  is  determined  by  polyfactorial  influences  with                possible risk impacts on the biomedical and psychosocial aspects of the health of mothers,                 fathers,  children  and  society  as  such  (with  a direct  impact  on  for  example  healthcare,                economy, social area, etc.).                  In 2019, the Ministry of Health of the Czech Republic responded by announcing a project call                 Health promotion and increasing the efficiency and quality of healthcare for 2020 within the                priority axis of the project Increasing health literacy and the activity of the project Education                 aimed at increasing the awareness of young adults regarding reproductive health with a focus                on  early  parenthood.  In  this  way,  the  Faculty  of  Education,  Palacký  University  Olomouc                 became  the  investigator  of  the  project  50/2020/PPZ/OKD  In  Time−  responsible,  erudite,                planned  and  prepared  parenthood.  The  shaping  and  development  of  health  literacy  in  the                                                                                   1                area of reproductive health among young adults (university students) .                 Regarding the fact that according to Šťastná, Korourková \& Šídlo (2019), one of the main                 factors  of  delayed  parenthood  is  the  expansion  of  university  education  among  women                (according  to  some  studies  this  aspect  is  half  responsible  for  the  increase  in  age  at  first                childbirth), the In Time project was deliberately focused on university students. Given that the                 current Czech education does not include the topic of the development of health literacy in the                area of reproductive health with an emphasis on early motherhood/parenthood and possible                 risks of delayed/late parenthood, it is desirable to educate young adults in this area by means                of  activities  outside  mainstream  education  before  the  topic  is  implemented  in  both  the                 intended  and  implemented  curriculum  (Hřivnová,  Cichá,  Slaná  Reissmannová,  Sofková  \&                Marciánová, 2020).                  One of the aims of the In Time project was to support young adults in informed decision-                making in the context of planning their pregnancy/motherhood/parenthood with respect for                 personal choices as declared by the Sexual Rights defined by the World Health Organization                (Sadková, 2017) according to which all persons without coercion, discrimination or violence                 have the right to choose whether and when to have children.                     1                  Hereinafter referred to as In Time.                                                             66","The activities of the project are of both educational and research nature.                  Educational resources developed by the project team are related to the following seven core                themes:                      1.  Planned pregnancy                     2.  Medical aspects of delayed parenthood                    3.  Assisted reproduction                    4.  Oocyte donation                     5.  Surrogacy                    6.  Assisted reproduction from the perspective of an integral anthropologist                     7.  Bio-psycho-social care for the child                             Breastfeeding                              Child upbringing and the age of parents                  All  of  the  educational  resources  are  freely  accessible  on  the  project  website                www.intime.upol.cz in the “Educational Resources” tab (Fig. 4). The educational resources                 can be used in formal as well as informal education, also including other populations than                university students. Currently, they are widely used in undergraduate training at the Faculty of                 Education at Palacký University Olomouc, Faculty of Education at Masaryk University and                 the Medical College in Prague.                                                                    Figure 4. Website with educational resources.                                       Source: www.intime.upol.cz/edukacni-materialy/                                                                 67","Each  theme  includes  PowerPoint  presentations  (12  presentations),  worksheets  (8  thematic                 multi-page worksheets including key), educational cards (9 thematic educational cards with                a brief, concise and schematic presentation of the selected themes). The educational resources                 also  include  a set  of  12  educational  videos  made  in  cooperation  with  the  Department  of                Obstetrics and Gynaecology, University Hospital Olomouc, IVF Clinic a.s. in Olomouc and                 Ostrůvek  Children’s  Centre  in  Olomouc.  An  educational  leaflet  was  also  produced  to                summarize the core findings.                  Research  of  the  cognitive  and  affective  dimensions  of  young  adults  in  the  area  of                 pregnancy/parenthood                  A research study was carried out as part of the In Time project. The aim was to analyse and                 evaluate the cognitive (knowledge), affective (attitudes) and personality dimension of young                adults  (university  students)  regarding  early  pregnancy/parenthood  and  possible  risks  of                late/delayed  pregnancy/parenthood.  The  overall  results  including  their  correlations  are                                                                  2                included  in  a scientific  publication  (monograph) .  This  paper  describes  the  partial  results                related to the cognitive dimension including the items that allow the evaluation of the level of                 knowledge of a specific area of sexual and reproductive health.                  Objectives                  The  main  objective  of  the  “Research  on  the  cognitive  and  affective  dimensions  of  young                adults in the area of early pregnancy/parenthood” was to assess the level of health literacy in                the area of reproductive health among university students younger than 26 years. Another aim                 was to analyse their attitudes to motherhood and parenthood in a bio-psycho-social context.                  The objective of this paper is to:                  Analyse the cognitive dimension in the area of sexual and reproductive health:                        Optimal age for pregnancy from a biological perspective;                      Optimal age for pregnancy from a psychosocial perspective;                       Women’s age limit for non-risk pregnancy;                      Probability of conception during ovulation in a young woman (18–30 years).                     2  Hřivnová, M. (2020). In time: kognitivní a afektivní dimenze mladých dospělých ve vztahu k                těhotenství a rodičovství. Univerzita Palackého v Olomouci.                                                              68","Research methodology                  The research was carried out in 2020; data collection took place between August and October.                The  research  sample  included  844  university  students  (female:  664/78.67%;  male:                 180/21.33%),  age  range  18–26,  self-declared  heterosexual  orientation.  The  students  in  the                research sample were from 14 Czech universities with an even geographical distribution of                their place of residence. Of the total number of respondents, 67% women and 51% men lived                 with a partner, of whom 3/4 were in a long-term relationship. Data collection was performed                by means of an instrument designed by the authors. This was a questionnaire made according                 to all generally applicable principles with good reliability (Cronbach’s alpha relating to the                questionnaire/test section on the cognitive dimension r = 0.53). The data were converted into                MS  Excel.  A  statistical  data  analysis  was  performed  using  Statistica  10.0.  The  data  were                 subjected to  standard statistical  analyses. Statistical  significance was  set at  p<0.05 (Hendl,                2006; Sheskin, 2007).                  Results                  Four specific questions relating to delayed/late pregnancy/parenthood were defined as follows                 (each with five response options):                  From a biological (medical) perspective, the optimal age for pregnancy is:                  From a psychosocial perspective, the optimal age for pregnancy is:                  What is the probability of conception during ovulation in a young woman (18–30 years)?                  Until what age is a healthy woman considered non-risk in terms of pregnancy from a medical                 perspective?                  The results are presented in Tables 1–4 with the correct answers in bold.                  In terms of the optimal age for pregnancy from a biomedical perspective (Table 1), a higher                 proportion of correct answers were indicated by women (83%) as opposed to men (67%).                                                                          69","Table 1                 Frequency of answers concerning the optimal age for pregnancy from a medical perspective                                       Female                       Male                Parameter            Absolute        Relative     Absolute       Relative                16–19 years                      41           6.1            20          11.1                20–25 years                     548          82.5           120          66.6                26–29 years                      64           9.6            36          20.0                30–34 years                       2           0.3              2          1.1                Different age                     9           1.4              2          1.1                Total                           664          100            180           100                p ˂ 0.001                 In  terms  of  the  answers  concerning  the  optimal  age  for  pregnancy  from  a psychosocial                 perspective (Table 2), the proportion of correct responses was comparable between women                (71%) and men (67%).                   Table 2                 Frequency  of  answers  concerning  the  optimal  age  for  pregnancy  from  a psychosocial                perspective                                       Female                       Male                Parameter            Absolute        Relative     Absolute       Relative                16–19 years                       0           0.0              0          0.0                20–25 years                     154          23.2            34          18.8                26–29 years                     468          70.5           121          67.2                30–34 years                      34           5.1            22          12.2                Different age                     8           1.2              3          1.7                Total                           664          100            180           100                p = 0.39                 The evaluation of the test item focused on the level of knowledge among university students                 concerning the probability of conception within a single ovulation cycle of a woman (Table 3)                 shows a sharp decrease in the number of correct responses compared with the previous two                questions. The correct answer was suggested by only less than 2% of women and about 7% of                 men,  which  indicates  a significantly  higher  success  rate  of  men  compared  with  women;                however, the overall level  of knowledge concerning the physiological  processes associated                 with  conception  appears  to  be  very  low.  In  this  specific  case,  we  could  even  speak  about                a fatal lack of knowledge of young adults about the possibility of spontaneous conception.                                                               70","Table 3                  Frequency of answers concerning the probability of conception during ovulation in a young                woman (18–30 years)                                       Female                       Male                Parameter            Absolute        Relative     Absolute       Relative                10–19%                           11           1.7            12           6.6                 20–29%                           43           6.4            24          13.3                30–39%                           67          10.1            47          26.1                40–49%                          189          28.4            40          22.2                50–59%                          354          53.3            57          31.6                 Total                           664          100            180           100                p ˂ 0.001                  The  last  item  of  the  evaluation  of  the  cognitive  dimension  of  young  adults  related  to  the                determination  of  women’s  age  which  generally  marks  the  risk  in  terms  of  conception  and                 pregnancy  (Table  4).  The  correct  age  limit  of  35  years  was  identified  by  statistically                significantly more women (49%) than men (41%). At the same time, this proportion indicates                 that more than 50% of university students gave the wrong answer.                    Table 4                 Frequency of answers concerning a woman who is considered non-risk in terms of pregnancy                                       Female                       Male                Parameter            Absolute        Relative     Absolute       Relative                 Less than 30 years              226          34.0            40          22.2                Less than 35 years              322          48.5            73          40.5                Less than 40 years              106          15.9            47          26.1                 Less than 45 years               10           1.5            14           7.7                Less than 50 years                0             0              6          3.3                Total                           664          100            180           100                 p = 0.05                                                                     71","Discussion                  In  full  harmony  and  with  respect  for  the  Sexual  Rights  defined  by  the  World  Health                 Organization including the right of an individual whether and when to have a child (Sadková,                2017) it is necessary to emphasise the possible risks arising from the absence of knowledge                 about the bio-psycho-social factors that affect fertility in relation to women’s age (possibly                also men’s age).                  As part of family planning, both negative (deliberate effort to prevent pregnancy) and positive                 (targeted effort to conceive a child) strategies can be used. After some time of family planning                 based on the negative strategy, a transition to the positive family planning strategy is expected                (although this is not always the case). The interval between the negative and positive family                 planning  strategy  can  last  several  months,  years,  but  sometimes  even  one  or  two  decades,                possibly even longer (Hřivnová et  al.,  2020, pp. 26–27). During this  period, parenthood  is                 intentionally (deliberately) delayed. As suggested by Šťastná, Kocourková and Šídlo (2019),                 the  most  evident impact  of  delayed  parenthood  in  addition  to  a decrease  in  the  number  of                children  is  an  increase  in  childlessness,  including  both  temporary  childlessness  involving                 people  younger  than  30  or  35  years  as  well  as  permanent  childlessness.  The  authors                emphasise  that  in  the  generation  born  between  early  1940s  and  the  first  half  of  1960s                 (generation whose reproduction took place during the socialist era), permanent childlessness                reached 5–6%. The current forecasts for the development of childlessness predict that in the                 generation of women born in 1985 the level of permanent childlessness could increase to 15–                 20% depending on the scenario of expected fertility development.  Childlessness  may stem                from  a free  and  intentional  decision  of  an  individual,  which  is  referred  to  as  voluntary                 childlessness. However, it is clear that delaying parenthood to a higher age is associated with                an increase in involuntary childlessness. Schmidt (2010) gives examples of studies confirming                 that  women  often  underestimate  the  relationship  between  higher  age  and  increased  risk  of                 involuntary childlessness.                  Looking at the results in the context of evidence-based facts, it should be noted that there is                a series of factors that affect the timing of conception. These factors cannot be separated, nor                 is it possible to clearly determine which plays a more important role. Many of these factors                can  be  influenced  to  a greater  or  lesser  extent.  However,  some  can  only  be  affected  to                                                                   72","a limited  extent,  if  not  at  all.  These  include  health  (medical)  factors.  According  to  the                                                                                                 3                recommended practices defined by a professional medical society (ČGPS ČLS JEP ), there is                no explicit determination of the age of a pregnant woman which would represent a “specific                 defined risk”, including for example pregnancy requiring a different recommended dispensary                prenatal  care  or  a strategy  leading  to  the  successful  termination  of  pregnancy.  The  former                 term “elderly primipara” (primipara alta, tarda) referring to a woman giving her first birth at                the age of 35 and above is no longer used and is considered by the general public to be very                 negative. However, it has been confirmed that pregnancy and childbirth at a higher age entail                 more frequent complications and risks (Hřivnová et al., 2020, p. 33). At the same time, with                increasing age women report a higher incidence of associated diseases which pose a higher                 risk  to  the  successful  course  of  pregnancy  and  childbirth.  Possible  risks  of  delayed                motherhood  include  infertility,  spontaneous  abortion,  foetal  chromosomal  aberrations,                 gestational  diabetes  mellitus,  hypertension  during  pregnancy,  preeclampsia,  preterm  birth,                intrauterine growth restriction and Caesarean section (Hřivnová et al., 2020, p. 36).                   The most appropriate period for conception from a purely biological perspective is between                18  and  23  years.  At  this  age,  the  female  body  is  optimally  prepared  for  pregnancy.  The                 ovaries are fully functional and the tissues of the birth canal are elastic. The overall state of                the organism is in full strength and there are usually no associated diseases. In terms of age,                 the risks of genetic defects of the foetus are minimal. After 24 years of age, some associated                 complications may occur but the risk of genetic disorders is still low. After 32 years of age,                fertility begins to decrease, after 35 years of age, the chance of becoming pregnant decreases                 faster.  A  healthy  30-year-old  woman  has  about  20%  chance  every  month  for  naturally                becoming pregnant.  Fertility after 40  years of age is significantly reduced and the odds of                 becoming pregnant is lower than 5% in a single cycle (Hřivnová et al., 2020, pp. 34–35).                                   3                  Czech Gynaecological and Obstetrical Society of the Czech Medical Association of J. E. Purkyně.                                                             73","Conclusions and practical recommendations                  The current demographic trend shows an increase in women’s age at childbirth, most notably                at first childbirth. Since this fact is associated with possible biomedical and psychosocial risks                 both for women (mothers) and for the development of the foetus and the child (secondarily for                the entire society), activities have been supported over the last few years that should increase                 the health literacy of the population in a specific area of sexual and reproductive health. The                research part of the project 50/2020/PPZ/OKD In Time – responsible, erudite, planned and                 prepared  parenthood  –  The  shaping  and  development  of  health  literacy  in  the  area  of                reproductive health among young adults (university students) revealed a problematic level of                the  cognitive  dimension  among  university  students  in  specific  areas  of  sexual  and                 reproductive  health.  Misconceptions  such  as  an  unrealistic  idea  of  the  probability  of                conception within a single ovulation cycle may in connection with delayed/late pregnancy and                 parenthood lead to an increase of the so-called involuntary childlessness. The unfavourable                level of health literacy concerning early pregnancy/parenthood may have a negative effect on                the affective and behavioural dimension of  young adults and support the manifestations of                 possible  bio-psycho-social  risks  and  complications  resulting  from  the  trends  of  shifting                motherhood/parenthood to higher age bands.                  With absolute respect for the right of an individual declared under the WHO Sexual Rights to                 a free choice in decision-making without pressure, discrimination and violence as to whether                one should have children and when, the In Time project has helped increase the level of health                literacy and informed decision-making in the context of family planning as well as possible                 risks of delayed/late parenthood. It seems desirable to carry out further educational activities                focused on other population groups, especially adolescents, at least until the issue of delayed                 parenthood becomes part of the curriculum in the Czech Republic.                  References                 Demografická příručka – 2019 (2020). Český statistický úřad [online] [cit. 2020-09-15].                 Retrieved from: https://www.czso.cz/csu/czso/demograficka-prirucka-2019                  Hendl, J. (2006). Přehled statistických metod zpracování dat: analýza a metaanalýza dat. 2nd                amended edition. Praha: Portál. 583 pp. ISBN 80-7367-123-9.                  Hřivnová, M. et al. (2020). In time: kognitivní a afektivní dimenze mladých dospělých ve                vztahu k těhotenství a rodičovství. 1st edition. Olomouc: Univerzita Palackého v Olomouci,                 2020. 211 pages. ISBN 978-80-244-5919-6.                                                              74","Hřivnová, M., Cichá, M., Slaná Reissmannová, J., Sofková, T. \& Marciánová, V. (2020).                “In Time” interaktivní edukace mladých dospělých v problematice včasného                 těhotenství/rodičovství. In M. Mitlöhner \& Z. Prouzová (Eds.) 28. celostátní kongres                k sexuální výchově v České republice (pp. 25─31). Praha: SPRSV. ISBN 978-80-907936-0-6.                  In Time – zodpovědně, erudovaně, plánovaně a připraveně k rodičovství – Formování                a rozvoj zdravotní gramotnosti v oblasti reprodukčního zdraví u mladých dospělých (studentů                 vysokých škol) (2020). [online] [cit. 2021-09-10]. Project website: Retrieved from:                https://intime.upol.cz/                  Průměrný věk žen při narození 1. dítěte v letech 1950–2019 (2020). Český statistický úřad                 [online] [cit. 2021-09-10]. Retrieved from: https://www.czso.cz/csu/czso/prumerny-vek-zen-                pri-narozeni-1-ditete-v-letech-1950-2019                  Průměrný věk žen při narození dítěte v letech 1950–2019 (2020). Český statistický úřad                [online] [cit. 2021-09-10]. Retrieved from: https://www.czso.cz/csu/czso/prumerny-vek-zen-                 pri-narozeni-ditete-v-letech-1950-2019                  Sadková, T. (Ed.) (2017). Standardy pro sexuální výchovu v Evropě. Rámec pro tvůrce osnov,                vzdělávací a zdravotnické instituce a odborníky [online]. Praha: Společnost pro plánování                 rodiny a sexuální výchovu, z. s. 72 pp. [cit. 2020-07-05]. ISBN 978-80-905696-6-9. Retrieved                from:                https://www.planovanirodiny.cz/storage/Standardy_pro_sexualni_vychovu_v_Evrope.pdf                  Sheskin, D. J. (2007). Handbook of Parametric and Nonparametric Statistical Procedures.                 4th edition. Boca Raton: Chapman \& Hall/CRC. 1736 pp. ISBN 1584888148.                  Schmidt, L. (2010). Should men and women be encouraged to start childbearing at a younger                age? Obstetrics \& Gynecology [online], 5, 145–147 [cit. 2020-07-10]. ISSN 0029-7844.                Retrieved from: https://doi.org/10.1586/eog.09.77                  Šťastná, A., Kocourková, J. \& Šídlo, L. (2019). Reprodukční stárnutí v Česku v kontextu                 Evropy. Časopis Lékařů českých [online], 158, 126–132 [cit. 2020-09-01]. ISSN 1805–4420.                Retrieved from: Retrieved from: https://www.prolekare.cz/casopisy/casopis-lekaru-                 ceskych/2019-3-4-1/reprodukcni-starnuti-v-cesku-v-kontextu-evropy-113322                                                                     75","Movement and Health in virtual topics of pedagogy practice                                  of Physical Education students at FSpS MU                                              Hana Válková, Marcela Janíková                  Faculty of Sport Studies, Masaryk University, Brno, Czech Republic                   https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-4                  Abstract:  The  starting  point  of  the  article  is  the  question  -  how  to  address  the  pedagogic                 practices  of  university  PE  students  at  the  time  of  pandemic  measures,  i.e.,  the  closure  of                secondary schools and universities and the transition to alternative forms.                  Overview  of  standard  teaching  practices  for  TV  on  FSPS  according  to  accreditation  valid                 from academic year 2019/2020 is described as so as innovative inputs are described.                  Alternative performance in PP1, PP2 and PP3 practices, students pedagogy portfolio consisted                 of:  compulsory  activities  -  compulsory-optional  activities  –  participation  in  “tripartite”.                Tripartite is a specific form for on-line personal communication of all actors of pedagogic                 practice at a determined school: student – guiding schoolteacher – FSpS tutor.                  The basic method was the assessment of documents processed by 149 students, participating                 in  alternative  (virtual,  on-line)  format  of  pedagogical  practice,  i.e.  analysis  of  their  work                (portfolio) and methodological sheets, pedagogical diaries and reports, schemes for teaching,                 video  shots.  Activities  oriented  on  healthy  lifestyle  were  formulated:  theoretical  topic,                practical exercise focused on: a) fitness, b) relaxing. The analysed inputs were assessed by                 descriptive statistics.                  Results  show  that  all  149  students  included  the  healthy  lifestyle  activities  in  determined                variants in their tasks. It can be deduced students are prepared for teaching this topic. From                 the  other  hand  students  expressed  these  outputs  were  the  simplest  to  realize  in  alternative                 form.                  In conclusion students, guiding teachers and FSpS tutors expressed together: despite of the                fact the virtual form cannot in any way replace direct pedagogic activity virtually conceived                 practices were not a waste of time. Outputs oriented on movement and health can also be part                                                                76","of the contents for the period of teaching PE in regular conditions. This idea is in line with                 WHO's objectives.                  Key  words:  pandemic  period,  guiding  PE  schoolteacher,  PE  student,  on-line  PE  inputs,                student´s portfolio, tripartite                  Introduction                  The paper informs about the activities of students of the Physical Education (further as PE)                 Teacher Program for primary and secondary schools at Faculty of Sport Studies (further as                 FSpS) of the Masaryk University within the framework of pedagogic practices, which had to                be solved in the autumn and spring semesters of the academic year 2020/2021 alternatively in                 virtual  reality,  online  (mostly  via  the  MS  Teams  platform)  due  to  government  pandemic                regulations. The existing PE curriculum is profiled as health-oriented according to the current                 framework educational programmes (MŠMT, 2021, p. 97).                  The basic question of the survey presented here was whether the students also included the                topic of “lifestyle and health” in an alternative solution by practice, since it was desirable to                 process this topic for pupils who had online teaching, during which their sedentary behaviour                 increased.                  Another goal was to deduce from the results of the analytical-synthetic probe the readiness of                students for orientation in this area, the possibility of inclusion in teaching and to consider                 application  even  for  the  period  of  actual  implementation  of  the  practice  under  normal                 conditions.                  The accredited documentation valid at FSpS MU since the academic year 2019/2020 defines                the scope of practice in the format below (see Table 1). Pedagogical practice begins in the 1st                 semester  of  master's  follow-up  study  of  PE  teaching  with  the  subject  Introduction  to                Pedagogic Practice.  However, since this was not included in the alternative implementation                 of practice, it is also not part of the data presented in this paper. Pedagogic practices for full-                 time  and  combined  studies  are  under  one  code.  An  integral  part  of  pedagogic  practice  is                students´ reflection, which is also included as other subjects in the curriculum of teaching PE                 at FSpS MU. It is taught in parallel to ongoing pedagogic practices (np/nk4121 Reflection of                practice 1 and n4132 Reflection of practice 2).                                                                77","Table 1                 Overview of  standard  teaching  practices  for  TV on FSPS according  to  accreditation valid                from academic year 2019/2020                 Subject  Name           Volume - Inclusion               Framework - Objective                 Code                  n4120     Pedagogic     2nd semester: exclusively at      orientation in the practical and                          practice 1    primary school, 1 day per week     theoretical fields of primary                                         during the spring semester         education,                                        (inspection, 10 hours of          familiarization with the                                        independent management of          administrative tasks of                                         teaching units in the length of 45   a particular primary school,                                        minutes incl. written preparations,     deepening the competences to                                        feedback of the accompanying       analyse and evaluate the physical                                         teacher after each teaching unit,   education process,                                        administrative activities, other     implementation and reflection of                                         activities normal for the running   various types of teaching units                                        of the school according to the     under the guidance of                                        assignment of the accompanying     accompanying teachers and field                                         teacher)                           didactics                  n4130     Pedagogic     3rd semester: exclusively at the     orientation in the practical and                           practice 2    secondary school, 2 weeks of       theoretical field of secondary                                        continuous practice or for students   education,                                        of combined study the possibility     familiarization with the                                        of continuous practice (inspection,   administrative tasks of                                         14 hours of independent            a particular secondary school, -                                        management of teaching units in    deepening of competences to                                         the length of 45 minutes incl.     analyse and evaluate the physical                                        written preparations, feedback of   education process,                                        the accompanying teacher after     implementation and reflection of                                         each teaching unit, familiarization   various types of teaching units                                        with pedagogical documentation)    under the guidance of                                                                            accompanying teachers and field                                                                           didactics.                                                                 78","n4131     Pedagogic     3rd semester: exclusively for     orientation in the practical and                           practice 3    single-subject students,           theoretical field of sports classes                                        primary/secondary school with      in primary or secondary schools,                                        sports focus, continuous practice     familiarization with                                        (inspection, 10 hours of           administrative tasks within the                                         independent management of          sports classes of a primary or                                        teaching units for 45 minutes incl.   secondary school,                                         written preparations, feedback of     deepening the competences to                                        accompanying teacher after each    analyse and evaluate the physical                                        teaching unit, introduction to     education process,                                         pedagogical documentation)        skills to prepare, implement and                                                                           reflect different types of teaching                                                                            (training) units under the                                                                           guidance of accompanying                                                                           teachers or coaches and field                                                                            didactics.                     Government  regulations  related  to  the  covid-19  pandemic  situation  have  intervened  in  the                 teaching  schedule  of  all  schools.  Contact  of  university  students  with  other  schools,                respectively teachers and pupils, was practically closed for 3 semesters: spring 2020, autumn                 2020 and spring 2021. All faculties preparing teachers had to look for adequate alternatives to                fulfilling  pedagogical  practices.  Due  to  the  government's  recommendations  to  delay  the                 teaching of education, among them PE, this meant preparing the concept of alternative format                of practice for FSpS MU, which was fully organized only from the autumn semester 2020.                 The main reason, in addition to meeting the requirements of the ZIP project for a somewhat                 unconventional  solution by PE practice, was  that students  who entered  a two-year master's                degree  from  the  autumn  semester  2019  have  at  least  a partial  opportunity  to  confront                 pedagogical  situations  and  thus  interact  with  “real”  pupils.  Although  these  situations  were                very different from the practice we have known so far. Another reason was the possibility to                 provide pupils with at least some form of physical activity, which could partially compensate                 for the increasing sedentary behaviour enhanced by various forms of online teaching.                                                                   79","Alternative performance in PP1, PP2 and PP3 practices consisted of:                      1.  in  compulsory  activities:  setting  a timetable  for  practice  with  the  accompanying                        teacher, creating a methodological sheet (2×) and a worksheet (2×);                    2.  in compulsory-optional activities (different combinations were possible to meet them,                        not all of them can be listed here): 2× video recording consisting of either/or 1x direct                       teaching  via  virtual  platform  (MS  Teams,  etc.)  and  either/or  1×  video  call  (pre-                        recorded recording for pupils), 4× written preparation for the teaching unit;                    3.  active  participation  in  “tripartite”  in  the  presence  of  a student  –  guiding  school                        teacher – FSpS tutor.                  The alternative implementation of PP3 consisted of the same activities, with only half of the                 loading.                  During the practice, students should keep a so-called pedagogical diary, based on self-notice                (introspection).  Its  purpose  was  to  self-reflect  intentions,  its  filling,  a critical  view  of                 themselves.  By  asking  questions  of  yourself,  you  can  understand  more  precisely  to  what                 extent  the  set  goals  of  the  practice  have  been  met  and  what  are  the  causes  of  success  or                failure.  Both  are  important  for  further  self-development  of  personal  potential.  The                 recommended guide for introspection was the scheme (not dogma): the chosen pedagogical                and  didactic  procedure,  individual  approach,  climate  of  the  class  or  school,  personal                 experiences. Completed inputs (task) were composed in student´s pedagogy portfolio.                  Students, as well as the guiding schoolteacher and the FSpS tutor, completed the so-called                 self-assessment  questionnaire.  The  questionnaire  was  created  by  the  team  of  Pedagogy                Faculty MU and used with their permission for the project ZIP purpose (OPVVV, ZIP).                  Tripartite is a specific form for personal communication of all actors of pedagogic practice at                 a determined school.  In this case, meetings were held online in MS-Teams or Zoom. The                organizational  side  of  the  meeting  was  provided  by  the  student.  Tripartite  could  only  take                 place  after  all  declared  outputs  had  been  fulfilled  and  was  the  last  point  for  successful                 implementation of the practice. An essential part, in addition to commenting on fulfilled tasks,                was a discussion on the overall course of practice and forms in alternative (virtual) teaching.                 To achieve the above objective, we have formulated key questions:                                                                  80","1. Has the topic of lifestyle and health-oriented PE content been implemented in any of the                 outputs of alternative performance practices? If so, then:                        what was the frequency of occurrence of these topics,                      what specifically addressed the topics in particular,                       in what context of practice, the topics were.                  2. How was the inclusion/non-inclusion of the topic reflected by the guiding schoolteachers?                  Methods                  Participants: the survey included all students of the PE teaching programme entered in the                 given  semester  in  the  academic  year  2020/2021  in  full-time  and  part-time  studies  who,                according to the faculty schedule, completed their internships as of 30 May 2021, including                 completed  reflections  in  “tripartite”  on  30  June  2021  (see  Table  2).  The  decrease  of  the                 number of participants between PP2 and PP3 was mainly due to the fact the PP3 was only for                single-disciplinary TV students. Another factor in the decline in the number of participants                 was official postponements or interruptions of studies, which was often due to the absence of                 full-time teaching at higher education institutions.                  Table 2                 Number of students completing selected pedagogic practice in the academic year 2020/2021                  Subject Code      Male No      Female No       SUM                   PP1                        37             22           55                  PP2                        35             21           56                   PP3                        18             16           34                  SUM                        90             59          149                                                                             81","Data collection and processing, investigation process                  The outputs of students from their pedagogic practices in the academic year 2020/2021 served                 as the data for analyses. The basic method was the assessment of documents processed by                students,  i.e.,  analysis  of  their  work  and  methodological  sheets,  pedagogical  diaries  and                 reports, schemes  for teaching, video interviews.  In total,  there were 6 possible outputs  for                each  student.  Furthermore,  reports  from  the  so-called  “tripartite”  were  also  analysed,                 glossaries from reflective self-records were also used, but only as additional information used                in the discussion. Students have been informed that their resulting work is archived in the                 FSpS  MU  electronic  informatic  and  it  is  only  available  to  guiding  teacher  and  FSpS  staff                 under a personal code and is treated anonymously for the purpose of evaluating practices and                other innovative measures.                  In the analysis process, account was taken of both the frequency of topics and their content                 focus  or  inclusion  in  the  possible  context  of  the  subject.  The  frequency  of  topics  (healthy                 lifestyle)  in  general  without  distinction  according  to  other  aspects  was  processed  by                descriptive statistics.                  If 6 outputs were possible for each student, the absolute frequency number was 111 × 6, i.e.,                 a total of 666 outputs for PP1 and PP2. For PP3, this was half the subsidy, i.e., 3 outputs × 34,                i.e., a total of 102 outputs.                   Results                  To the purpose of virtually conceived pedagogic practices, we included in the thematic area                “lifestyle” the topic of self-movement according to possibilities at home or in nature, eating,                 drinking  regime,  smoking,  alcohol,  movement  and  hygiene,  sleep,  sedentary  activity                (especially at the computer). These topics individually or comprehensively were mainly part                 of theoretical inputs, motivational quizzes, assigned tasks for independent work. Theoretical                inputs were included by all students (149).                   In  the  thematic  area  we  have  included  two  sub-areas:  a)  exercises  of  a fitness  like                strengthening  body,  limbs,  exercise,  exercises  developing  a cardiorespiratory  system,                 b) relaxation,  stretching,  un-blocked  exercises,  yoga  elements  and  psychomotor  exercises.                Again, all students (149) used exercises from sub-area a) or b), and in some, both.                                                                 82","Table 3 presents the use of the topic for the number of students, not in which of the 6 possible                 outputs. If we mechanically increase the number of student elections (447) who applied this                topic regardless of the frequency in the possible outputs, to the total number of options (895),                 which is almost 50% of the possible outputs.                  Table 3                 Frequency of the topics focused of healthy lifestyle                  Domain                No of students    Topics, contents                   1. Theoretical        149               Exercise, nutrition, drinking regimen,                                                         alcohol, smoking, regimen of the day,                                                         sleeping, hygiene                  2. Sub-area a)        149               Fitness, exercises of a body strengthening,                                                         exercises developing a cardiorespiratory                                                         system                  2. Sub-area b)        149               relaxation, stretching, relaxing, yoga,                                                         postural, psychomotor exercises                   Sub-area a) plus b)   103                    Discussion                   We do not have relevant data on formats of pedagogical practices in PE teaching students at                other universities in the Czech Republic or abroad at the pandemic stage, so only phenomena                 identified at FSpS MU in Brno can be discussed. The communication can then be an incentive                for  further  initiative,  for  the  comparative  of  solutions  at  other  workplaces  in  the  Czech                 Republic  (3  faculties  of  sports  and  8  pedagogical  faculties)  and,  of  course,  at  workplaces                 abroad. We are based here primarily on discussions in “tripartite” meetings and on student                reflections.                  I consider the inclusion of the topic “lifestyle and health” in an alternative solution by practice                 in  almost  50%  of  the  full  range  of  possible  outcomes  to  be  very  high.  There  would  be                a speculative  conclusion  that  practising  students  consider  this  topic  to  be  very  serious.                 However, according to the students, these outputs were the simplest in terms of alternative                 processing of “physical activities” or in video outputs in content and implementation at home.                                                              83","This  is  because students have already  completed teaching subjects  with  these possibilities,                 many topics are circulating on video pages of various providers today, and it is possible to use                “home” exercise aids: chair, carpet, met, scarves, underwear pins, small balls, massage balls,                 large gymnastic balls, etc. Furthermore, it is possible to encourage even little exercise or non-                                                                             ⁠                exercise and so-called “exclusion from PE”. In preparation – worksheets –⁠ they adequately                assigned sub-area a) to the main part of the hour and sub-area b) to the final. They focused                intensively on video challenges with presentations of both sub-parts, these were presented as                 separate themes. Often,  students  pointed to  the  possibility of auto-testing  fitness variables,                 using  both  well-known  tests  from  the  EUROFIT  battery  and  modified  simpler  tests  for                seniors. These were then recommended to less able or smaller children from the 1st grade of                 the school, such as a modified step-test, modified sit-ups, etc.                  Since the FSpS MU studies a relatively high number of so-called “top-athletes” from league                 level  to  international  level,  their  samples  from  both  sub-areas  were  highly  motivating                (biathlon, hockey, football, handball, weightlifting) for school pupils.  Elements of training                 used in a sport were also presented, e.g.: interval training, circular training, tabata training,                core training. Students were  also  often aware of smaller opportunities  for various physical                 activities (e.g., closing sports clubs, children who had never been in line for physical activity,                now had little or no physical activity, more than usual sitting at the table behind the computer,                 etc.) due to online learning, so they focused video content on other compensatory exercises –                 relaxation and stretching.                   In purely theoretical lessons in addition to the above topics, the students also noticed safety,                both during “home exercises” and when using sports equipment in real conditions (type and                 quality of balls for given activities, spatial conditions, preparation of cross-country skis, bike                inspection and cycling equipment, etc.). In most schools, PE lessons were not a priority, either                 it was completely cancelled and practising students confronted their performances with the                 guiding teacher opinion, or they could hang them on the website of the school system for use                by school students. Where participation in all pupil outcomes was voluntary, FSpS students                 were interested in feedback, but with minimal impact, which was frustrating for them.  That's                why at one of the schools, students created (with guiding teacher´s support) a motivational                 system  for  earning  points  for  fulfilling  video  interviews  with  a simple  exercise  for  the                 environment at home and outdoors. The point system has been adapted for both individuals                and class groups. The contents were again health oriented.                                                               84","According to the response, the guiding schoolteachers appreciated the knowledge of topics                 “movement  and  health”,  the  flexibility  of  students  relative  to  the  given  age  of  the  pupils,                respect for the limited conditions regarding to lock-down, but also local and social conditions                 in  families.  Guiding  teachers  also  appreciated  the  knowledge  of  students  in  the  topic  of                “movement and health”, (but also other, not discussed here), skills working with informatic                 technologies.                  They also stated that many of the topics with the permission of the students – trainees – would                be used in further teaching under normal conditions.                   Overall, the students stated that although personal contact with school pupils was limited or                none,  even  virtual  practice  was  important,  mainly  due  to  the  high-quality  personal  and                 professional  approach  of  guiding  teachers,  and  that  it  was  not  a waste  of  time.  They  were                aware of the principled moments of PE management in real conditions.                  The advantage here was given to those students who had their own leisure experience at any                 performance level or experience in leading leisure groups. At the same time, they expressed                 regret  at  the  impossibility  of  practicing  in  the  original  conditions,  which  also  led  them  to                prefer topics taken out of the context of the entire curriculum of PE or school educational                 programmes  of  determined  schools.  A  frequent  slight  sigh  of  students  was  expressed:  we                devoted more skills to working as cameramen and editors than gym teachers. However, we                 also give somewhat sceptical statements: what effect will the absence of the third season in                swimmers and the general impossibility of swimming in young children have. Swimming is                 also part of a healthy lifestyle. At the same time, the question is to what extent at least some                 ideas  will  be  applied  in  real-world  conditions,  with  some  children  almost  not  moving  for                almost a year. But also, the fact that some children can continue to be physically restricted or                 stimulated by the urban environment of the development and the lifestyle of the family.                  Conclusion                  The  topic  of  lifestyle  and  health-oriented  physical  education  all  students  (149  in  total)                 involved in their tasks by practice, which in the frequency of possible chosen outputs was                447, that is almost 50 percent. We categorized the content focus into 3 areas (see Table 3):                  1. theoretical inputs and information, motivational episodes as so as competitions;                  2. practical solutions such as fitness-oriented exercises or relaxation-oriented exercises.                                                             85","Both variants were applied by 103 students. Such oriented exercises were most often included                 according to the content 2a) in the main part of the training unit, according to the content; 2b)                in the final relaxing part. Video challenges were as separate presentations and motivational                 topics. It can be deduced that students have good knowledge of this topic from the preparation                at the faculty, that they are flexible enough for physical activities in limited conditions, but                 also objectively – short inputs with limitations can be better realized by “health topic” than                practicing skills from real sports given by the curriculum.                  The reflection of the guiding teachers was positive, both in terms of themes, the use of these                 themes in the “home environment” and in terms of motivation for everyday activities as part                 of the lifestyle.                  The overall view of alternative solutions by practice, both guiding teachers and students, can                be summarised in 2 ways:                        the virtual form cannot in any way replace direct pedagogic activity and the question                        is whether pandemic recommendations to delay education, including PE in schools or                        leisure  groups,  were  adequate  and  whether  measures  related  to  physical  activities                       could not be formulated differently,                       virtually  conceived  practices  were  not  a waste  of  time,  it  was  necessary  to  search,                        think,  correct,  prepare  outputs,  with  very  precise  terminology  or  movement                       demonstrations, addressing topics that were more easily addressed by students, except                        for the skills to “process video challenges”,                       outputs  can  also  be  part  of  the  themes  for  the  period  of  teaching  PE  in  normal                       conditions.                   It  is  all  a matter  of  thinking  and  setting  educational  objectives  in  accordance  with  the                 framework  of  educational  programmes  in  force  and  appropriately  chosen  innovations.  The                attractive exercises would encourage children to engage in various physical activities carried                 out more frequently and regularly, which in turn fulfils the function it is intended to perform,                and which is in line with WHO's objectives.                                                                        86","References                  All information is drawn from the Information System of Masaryk University and from the                 internal materials of the ZIP MUNI project.                  MŠMT (2021). Framework educational programme for basic education [online]. Praha:                MŠMT, 2021 [quot. 2021-09-01]. Retrieved from: http://www.nuv.cz/file/4982/                  Dedication: created with the support of the OPVVV project with registration number:                 CZ.02.3.68/0.0/0.0/19_068/0016170 entitled “Quality and Innovation of Preparing Future                 Teachers for MUNI” (ZIP MUNI).                                                                                                                           87","Health promotion and health protection projects                                                 and programmes","Application of the brief intervention method in prevention                          of HIV/AIDS spread - 6 years of project implementation                             Lidmila Hamplová, Soňa Jexová, Veronika Pišová, Petr Hulinský                  University of Health Sciences, Prague, Czech Republic                   https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-5                  Abstract: The National Programme for Addressing HIV/AIDS in the Czech Republic 2018-                 2022  is  a strategic  document  for  combating  the  spread  of  HIV/AIDS  and  other  sexually                transmitted infections in the Czech Republic. The activities of the programme are funded by                 the  Czech  Republic’s  Ministry  of  Health’s  subsidy  programmed  called  the  National                 Programme  on  HIV  AIDS.  The  target  population  groups  of  the  programme  are  not  only                persons  at  high  risk  of  HIV/AIDS  infection  due  to  risky  sexual  behaviour,  but  also                 adolescents,  teenagers,  and  other  persons  of  reproductive  age  with  a lower  level  of  health                literacy. One possibility that could increase their level of knowledge is the short intervention                 method, which is also applicable in the field of prevention of sexually transmitted diseases.                  The  aim  and  purpose  of  the  brief  intervention  method  recommended  by  the  WHO  is  to                increase  the  health  literacy  of  the  intervened  persons,  eliminate  their  risky  behaviour  and                 promote  their  reproductive  health.  Reducing  the  incidence  of  HIV-positive  persons  in  the                 population brings significant financial savings in terms of reduced treatment costs for both                HIV-positive patients and especially those with advanced AIDS.                  The application of the brief intervention method in the field of prevention of HIV/AIDS and                 other  STIs  was  the  essence  of  the  6-year  project  conducted  by  the  University  of  Health                 Sciences  in  health  care  facilities  across  the  Czech  Republic.  Patients  were  privately                familiarised  with  the  content  of  educational  cards  and  were  offered  the  opportunity  for                 a closer consultation on the topic. After the education, the effectiveness of the intervention                was evaluated by a short questionnaire.                  5,146  people  of  reproductive  age  were  intervened  in  more  than  150  health  care  facilities                 across the country during the implementation of the 6-year project. A total of 1,347 patients                 (26%) reported that their loved ones were not adequately protected from HIV/AIDS and other                STIs. Only 56% of the male and 66% of the female respondents reported that they had ever                                                              89","spoken  to  their  loved  ones  about  STI  prevention.  After  the  education,  56%  of  the                 reproductive-age  interveners  requested  copies  of  the  education  cards  for  their  loved  ones.                Increased health literacy due to education was more often acknowledged by women than men,                 and especially by those in the 15–25 age group, where 74% of those in this age group who                intervened confirmed increased health literacy. Women (75%) were more likely than men to                 believe that their loved ones were not adequately protecting themselves from STIs. Patients                with lower levels of education were more likely to admit an increase in health literacy than                 those  with  university  education  (64%).  71%  of  patients  with  only  primary  education,                 completed at fifteen years old in the Czech Republic, said their health literacy had increased.                70% or patients who finished their schooling after secondary education, completed at eighteen                 years old in the Czech Republic, said their health literacy had increased.                  Over the course of 6 years, more than 5,000 people of reproductive age were educated in the                 project.  The  health  care  environment  in  which  the  interventions  were  implemented                contributed significantly to the success of the brief intervention method. The realisation of the                 project  by  the  College  of  Health  contributed  to  the  implementation  of  the  National                Programme  for  Addressing  HIV/AIDS  in  the  Czech  Republic  2018–2022  and  at  the  same                 time the National Action Plan, entitled Development of Health Literacy.                  Key words: brief intervention, education, intervention, HIV/AIDS prevention, health literacy                  CONTRIBUTION                  Introduction                  The  Government  Resolution  No.  839  on  29  November  2017  adopted  a strategic  document                 called the National Programme for Addressing HIV/AIDS in the Czech Republic 2018–2022,                which  mandates  the  implementation  of  a wide  range  of  activities  in  society  to  combat  the                 spread of HIV/AIDS and other sexually transmitted infections. A subsidy programme  from                the Ministry of Health in the Czech Republic called the National Programme for Addressing                 HIV/AIDS  serves  to  financially  support  these  activities.  The  implementation  of  these                 activities  is  to  be  carried  out  in  cooperation  between  governmental  and  non-governmental                organisations,  which  provide  a wide  range  of  educational  and  intervention  activities.  The                 activities are aimed at reducing the risks of the emergence and further spread of HIV infection                 in the target population by increasing health literacy and strengthening responsibility for one's                own  health.  Patient  education  using  the  brief  intervention  method  is  in  line  with  the                                                             90","competences of non-medical health professionals, who are required by Decree 55/2011 Coll.,                 as  amended,  to  “motivate  and  educate  individuals,  families  and  groups  of  people  to  adopt                a healthy lifestyle and to take care of themselves”.                  Objectives                  Brief interventions are WHO-designed and are clearly defined, practical procedures that use                 pictorial educational cards to clearly explain to intervenes the influence and impact of their                behaviours that result in demonstrable increases in health risks and threats to their health. The                 short interventions address the most common lifestyle risk factors, namely excessive alcohol                 consumption,  smoking,  lack  of  physical  activity,  unhealthy  diet  and  refusal  of  flu                vaccinations, factors that have been shown to affect public health. The cards can also be used                 successfully to  promote reproductive health and prevent  the spread of sexually transmitted                diseases. The application of short intervention in practice increases the health literacy of the                 people intervened and may eliminate or reduce the prevalence of lifestyle risk factors in the                 population.  The  long-term  goal  of  the  widespread  application  of  brief  interventions  is  to                eliminate risky behaviours and reduce the incidence of selected diseases. An important aspect                 of  the  intervention  is  to  reinforce  the  patient's  motivation  to  change  his/her  own  attitudes,                beliefs, and behaviour. The financial and time costs of brief interventions are minimal. Within                 the framework of the subsidy procedure from the Ministry of Health in the Czech Republic,                entitled National Programme for Addressing HIV/AIDS, a project entitled Application of the                 Brief  Intervention  Method  in  Preventing  the  Spread  of  HIV/AIDS  and  Other  STIs  was                 repeatedly supported in 2016-2021.                  Methods                  In  the  period  1.  1.  2016–31.  8.  2021,  a project  of  the  University  of  Health  Sciences  was                implemented and dedicated to a short intervention of risky sexual behaviour by patients.  It                 focused on patients of reproductive age in outpatient and inpatient health care facilities across                 the Czech Republic, where students of the bachelor’s degree programmes in General Nurse                and Midwife were doing their professional practice or working. The students were trained in                 the application of the brief intervention method by the project supervisor and subsequently                carried out the intervention using a set of 4 educational cards created by the State Institute of                 Health. The educational cards are devoted to the issue of sexually transmitted diseases with                a focus on HIV/AIDS and are accompanied by colour photo documentation. Patients suitable                                                               91","for the intervention were selected on the basis of a referral from the attending physician or                 station  nurse  and  were  offered  participation  in  the  project.  The  patients  approached  were                privately familiarised with the contents of the educational cards and offered the possibility of                 further consultation on the topic. After the education, patients' attitudes and opinions on the                benefits of the intervention were mapped with a short questionnaire. All data collected during                 the  questionnaire  were  converted  into  an  electronic  form  and  subsequently  analysed  and                evaluated.                  Results                   In the period 1 September 2016–31 August 2021, a total of 5,146 people of reproductive age                were intervened in more than 150 cooperating outpatient and inpatient health facilities across                 the Czech Republic.                                                               Figure 1. Number of intervention patients in individual years.                                                                                   92","Of the 5,146 patients, 917 (37%) were male and 3,229 (63%) were female. The age structure                 of the intervention population is shown in Figure 2 and the level of education is shown in                Figure 3.                                                                    Figure 2. Age of the group of intervention patients.                                                                  Figure 3. Education of the group of intervention patients.                                                                          93","The results of the questionnaire are presented in Figure 4.                                                                      Figure 4. Questionnaire after the intervention.                  A  total  of  1,347  intervention  patients  (26%)  indicated  that  they  did  not  think  that  their                 relatives  were  sufficiently  protected  against  STDs.  Only  56%  of  the  male  and  66%  of  the                female  respondents  reported  that  they  had  ever  spoken  to  their  loved  ones  about  STD                 prevention. After the education, 56% of the reproductive-age interveners requested copies of                the  education  cards  for  their  loved  ones.  Women  were  more  likely  than  men  to  admit  an                 increase in health literacy due to education, especially those in the 15-25 age group, where                 74%  of  those  in  this  age  group  who  intervened  confirmed  an  increase  in  health  literacy.                Women (75%) were more likely than men to believe that their loved ones are not adequately                 protected from STIs. Patients with lower levels of education were more likely to admit an                increase in health literacy than those with university education (64%). 71% of patients with                 only primary education, completed at fifteen years old in the Czech Republic, said their health                 literacy  had  increased.  70%  or  patients  who  finished  their  schooling  after  secondary                education, completed at eighteen years old in the Czech Republic, said their health literacy                 had increased. Men are more likely to consider the intervention as an invasion of privacy than                women,  and  patients  with  only  primary  and  secondary  education  are  the  most  likely  to                 consider the intervention as an invasion of privacy.                                                                     94","Conclusions                  The implementation of the 6-year project was evaluated annually by the evaluation committee                 of the Ministry of Health in the Czech Republic and the project received a rating of 1 in all 6                evaluated years. The project was completed in an excellent manner and the effect was fully                 achieved. The project brought increased awareness of STD prevention to both inpatients and                outpatients. The information was mainly targeted at preventing the spread of HIV infection                 and  AIDS  in  the  population,  but  also  addressed  other  sexually  transmitted  diseases  and                motivated patients to engage in safer sexual behaviour. It guided patients to change attitudes                 that influence decision-making in favour of healthy reproductive behaviour and empowered                 them  to  take  responsibility  for  their  own  health.  From  the  implementation  of  the  6-year                project, it has become clear that adolescents and young people gained the highest increase in                 health  literacy  through  education,  and  this  population  group  should  be  targeted  for                 reproductive health promotion activities. The implementation of the project by the University                of Health Sciences has contributed to the implementation of the important strategic document                 National Programme for Addressing HIV/AIDS in the Czech Republic 2018-2022. The action                plans were approved by the Government of the Czech Republic, in particular AP 4 Reduction                 of Health Risk Behaviour, AP 6 Management of Infectious Diseases, AP 9 Ensuring Quality                and Safety of Health Services, AP 10 Lifelong Learning of Health Workers and AP 12 Health                 Literacy Development.                  References:                  Ministry of Health of the Czech Republic (2021). National Programme for Addressing                 HIV/AIDS in the Czech Republic 2018-2022 (Cited 20.10.2021). Retrieved from:                https://www.mzcr.cz/narodni-program-reseni-problematiky-hiv-aids-v-ceske-republice-na-                 obdobi-2018-2022/                  Ministry of Health of the Czech Republic (2021). National subsidy programmes (cited                 21.10.2021). Retrieved from https://www.mzcr.cz/category/dotace-a-programove-                financovani/narodni-dotacni-programy-pro-rok-2022/narodni-program-reseni-problematiky-                 hiv-aids-narodni-dotacni-programy-pro-rok-2022/                  Ministry of Health of the Czech Republic (2020). Action plans for the implementation of the                 National Health Strategy 2020 (cited 22.10.2021). Retrieved from                https://www.mzcr.cz/akcni-plany-pro-implementaci-narodni-strategie-zdravi-2020/                                                             95","Contributions of the School Settings to the Promotion                 of Health-enhancing Physical Activity – dissemination of the HEPAS                     project results in the context of the Czech curriculum changes                                                                                     b                                                               a                                 a                      Petr Vlček , Jitka Slaná Reissmannová , Jana Vašíčková , Richard Bailey       c                a                 Faculty of Education, Department of Physical Education and Health Education, Masaryk University,                Brno, Czech Republic                 b                 Faculty of Physical Culture, Department of Social Science in Kinanthropology, Palacký University,                Olomouc, Czech Republic                 c                 Centre for Academic Partnerships and Engagement, University of Nottingham, Semenyih, Malaysia,                 https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-6                   Abstract: This text presents one of the steps in the dissemination process of the ‘HEPAS’                project in the Czech Republic. HEPAS (Healthy and Physically Active Schools in Europe)                 was funded under the Erasmus+ Programme, Key Action 2: Strategic Partnerships led by the                University of Luxembourg. HEPAS Associated Partners (according to the service agreement)                 was to perform the activities specified in the agreement to successfully promote and                 implement the project results in their respective country. In the Czech Republic, the Czech                Society of PE Teachers (CSPET) was the HEPAS associated partner.                  The objective of this paper is to point out an unpublished report elaborated by the HEPAS                 project team and use the data to consider the specifics of the Czech curriculum currently being                 revised. The report brought evidence from the last ten years of the contributions of school-                based  physical  activity,  physical  education,  and  school  sport  on  the  promotion  of  health-                 enhancing physical activity.                  The  study  used  a 'rapid  reviewing'  method,  in  which  sources  were  identified  and  analysed                using  systematic  reviewing  techniques,  but  subsequent  stages  were  adapted  to  facilitate                 flexible and practical interpretation.                  The  authors  used  the  results  to  discuss  the  plausibility  of  introducing  an  ‘Active  Schools’                 concept  in  the  Czech  curricula,  in  which  physical  education  lessons  designed  to  equip                students  with  the  prerequisite  knowledge,  skills,  attitudes,  and  values  supportive  of                 a physically active lifestyle are augmented by other school-based contexts which provide the                opportunity to meet the recommended guidelines for physical activity participation.                                                             96","Key words: Physical Education; School Sport; Physical Activity; Healthy lifestyle; Active                 School; Curriculum Change; Czech Republic                  Introduction                  The educational systems of post-communist countries have transitioned over the last 30 years                from a system where central control was absolute and politically directed. This transition has                 taken  place  in  the  context  of  holistic  government  reform  and  has  been  accompanied  by                political instability, confusion between stakeholders as to the direction of reform, and a lack                 of resources; nevertheless, a relatively stable educational system has emerged, particularly in                 the Czech Republic.                  Despite the Czech educational reforms since 1989, which were significantly aimed at health                and  physical  activity  promotion,  there  is  a large  body  of  research,  which  indicates  serious                 issues concerning the levels of PA and health status of the Czech population (Antošová \&                Kodl,  2014;  Bunc,  2010;  Bláha  \&  Cihlář,  2010;  OECD/European  Observatory  on  Health                 Systems and Policies, 2017; Mitáš \& Frömel, 2013; Mužík, Kuchařová \& Vodáková, 2010;                 Mužík \& Vlček, 2010; Vašíčková \& Frömel, 2009).                  In 2018 the Czech Ministry of Education, Youth and Sport announced a new cycle of revision                for the Czech curriculum documents – Framework Education Programmes – FEPs, which will                 also  affect  the  educational  area  ‘Men  and  Health’  and  its  curriculum.  This  project  is  now                 referred to as the Revision of the FEP and preparation of the Education Policy Strategy of the                Czech  Republic  until  2030+  (Strategy  2030+).  In  January  2019  an  expert  group  was                 established under the leadership of prof. Arnošt Veselý. Their task was to prepare the initial                documents  Guidelines  for  Education  Policy  of  the  Czech  Republic  2030+,  in  which  they                 would define the vision, priorities, and objectives of education policy beyond 2030. It should                describe what should be achieved and how to achieve these goals.                  Identifying  the  problem  within  the  topic  (in  our  case  in  the  level  of  physical  activity  and                 health status) is the critical scientific act. The aim of this text is to provide learnings from                 abroad that might assist the Czech curriculum makers to enhance the quality of the Czech-                designed curriculum in the respective educational area. Our findings and recommendations                 are based on the research conducted by the team of the project Healthy and Physically Active                 Schools in Europe – HEPAS.                                                               97","Theoretical basis                  Schools are expected to fulfill many different roles and functions, but most would probably                 agree  that  two  ambitions  are  central:  the  development  of  students’  well-being,  and  the                knowledge, skills, attitudes, and values that are likely to encourage a happy and successful life                 (De  Ruyter,  2015;  Kristjánsson,  2019).  Curriculum  content  has  developed  to  support  the                constitutive  elements  of  these  ambitions,  and  among  them,  physical  education,  sport,  and                 other forms  of physical  activity have been recruited to  play  a role. Traditionally, however,                these  activities  have  held  relatively  low  prestige,  often  justified  as  a break  from  the  real                 business  of  schooling,  namely  academic  work  (McNamee  \&  Bailey,  2009).  This  situation                 changed  significantly  in  recent  years  as  falling  levels  of  physical  activity  have  led                international  agencies,  such  as  the  World  Health  Organisation  (WHO)  and  the  United                 National  Educational,  Scientific  and  Cultural  Organisation  (UNESCO),  as  well  as  national                 governments and agencies, have started to point out to rising incidents of non-communicable                diseases, like Type 2 diabetes, heart disease, and obesity.                  In this context, schools hold a unique role. Public health strategies require access to the largest                 possible  population,  and  schools  are  the  only  societal  institutions  in  which  a very  large                proportion  of  youth  can  be  reached.  In  addition,  schools  have  an  established  role  in                 communicating  vital  messages,  whilst  connecting  with  an  extended  network  of  parents,                families, and communities. They also deal with people at an early stage when their behaviors                 and  values  are  still  being  shaped.  Compulsory  schooling  coincides  with  a window  of                 opportunity for affecting the knowledge, skills, attitudes, and values associated with PA. It                makes sense, therefore, that their remit to support students’ well-being will be expected to                 respond to the increasing alarm about inactivity.                  While specialist agencies have called on schools to create cultures of health where youth have                 opportunities  to  engage  in  and  learn  about  healthy  lifestyles,  implementing  this  culture  in                practice has often proved a challenge for various reasons (Centeio et al., 2018). Subsequent                 research suggests that whole school, multi-component interventions are most effective when                key stakeholders are empowered to commit and make the interventions sustainable (Langford                 et al., 2015). Many of the models of healthy schools as hubs of health promotion build on the                groundwork laid down by the WHO’s Health Promoting School framework (2020), and its                 aim of  “a whole-school  approach and focuses  on reorienting school  systems  toward health                 promotion through embedding health and well-being in the curriculum, creating healthy social                                                             98","and physical environments and engaging with parents and the wider community” (Bartelink et                 al., 2019, p. 2). The US ‘Whole School, Whole Community, Whole Child’ (WSCC) model is,                perhaps,  the  most  widely  disseminated  approach,  highlighting  the  dynamic  relationship                 between intrapersonal, interpersonal, and community levels. It highlights the importance of                evidence-based school policies and practices, and explicitly identifies 10 ‘components’ of an                 effective school-based health-promotion strategy (including PE’s response to the increasing                alarm  about  inactivity  and  PA,  Nutrition  environment  and  services,  Social  and  emotional                 school  climate,  and  Community  involvement)  (ASCD  \&  CDC,  2014).  These  components                 reiterate findings from other studies demonstrating the importance of the inclusion of specific                activities and practices that can act as focal points for leveraging the promotion of healthy and                 active lifestyles in schools (Storey et al, 2016).                  The  report  was  elaborated  during  the  HEPAS  project  investigation  in  2020  and  presented                 a series  of  reviews  of  the  scientific  literature  to  summarize  the  current  evidence  of  the                contributions of different school-based settings on the promotion of health-enhancing PA. In                 the HEPAS project, the Czech Society of PE Teachers (CSPET) cooperated as the European                                                                                   4                Physical Education Association (EUPEA) member associated partner .                 Methods                  Evidence  for  the  review  was  gathered  using  a ‘rapid  reviewing’,  methodology  following                 a broadly  similar  approach  to  that  taken  by  an  earlier  set  of  PA  reviews  by  Public  Health                England (Chalkley et al., 2015). Rapid reviews have emerged as a useful approach to provide                 actionable and relevant evidence in a timely and cost-effective manner (Tricco et al., 2017).                 They follow many of the strategies established by systematic reviewing, such as transparency                of approach,  a clear statement of review objectives, predefinition of eligibility criteria, and                 assessment  of  the  quality  of  sources,  but  the  process  is  simplified  for  a faster  and  more                 variegated  response.  It  differs  from  systematic  reviewing  -  which  requires  a considerable                amount  of  time  and  investment  in  human  resources  and  produces  findings  that  are  highly                 focused  ─  by  its  capacity  for  quicker  results  and  more  diverse  coverage  of  subject  matter                    4                  The project HEPAS was funded under the Erasmus+ Programme, Key Action 2: Strategic                Partnerships led by the University of Luxembourg as project coordinator. HEPAS Associated Partner                (according to the service agreement) was to perform the activities specified in the present agreement in                order to successfully promote and implement the project in their respective country.                                                              99","(Munn et al., 2018). For these reasons, rapid reviewing is increasingly used by policymakers,                 decision-makers, and other knowledge users (Tricco et al., 2017).                  Searches were undertaken using specialist academic databases (PsycARTICLES, PsycINFO,                SPORTdiscus, CINAHL Complete) and Google Scholar. Recommendations were also made                 by members of the project team. The following criteria were used:                        Published from 1 January 2010 to 30 May 2020.                       Conducted in either primary or secondary schools.                      Investigated PA outcomes either as the sole or substantial focus.                       Empirical study or systematic review.                  The  objectives  of  the  report  were:  to  review  evidence  from  the  last  ten  years  of  the                 contributions of school-based physical activity, physical education, and school sport on the                promotion  of  health-enhancing  physical  activity;  to  consider  the  role  of  certain  transversal                 factors in supporting the promotion of health-enhancing physical activity; to present a series                 of practical, evidence-based recommendations in support of the subsequent activities in the                HEPAS project.                  The  settings  as  it  is  shown  in  Figure  1  were:  Physical  activity  (including  Active  Breaks;                 Active Learning; Active Recess; Active Transport; Active Homework); Physical Education                (Curriculum Physical Education Lessons; Teacher Education / Workforce); and School Sport.                                                                                                100","Figure 1. Elements of healthy and physically active schools model.                   The  settings  were  supplemented  by  a set  of  ‘transversal  categories’,  which  represent                mediating factors for the effective realisation of the promotion of health-enhancing physical                 activity  are  Inclusion  and  Diversity;  Continuous  Professional  Development;  Facilities,                Equipment,  and  Resources;  Community  Partnerships;  and  School  Events,  Project  Weeks,                 Camps.                  Results                  The  number  and  quality  of  studies  in  different  settings  and  elements  of  the  HEPAS                framework were considered and rated STRONG, MODERATE, or WEAK.                         Active Breaks are relatively brief bouts of physical activity, usually led by a teacher                       during classroom lessons. Evidence shows Active Breaks increase students’ physical                        activity levels, as well as contributing to healthier weight status, improved behaviour,                       enhanced cognition, and greater enjoyment. The number and quality of studies in this                        area suggest that the evidence in favour of Active Breaks is STRONG.                       Active Homework, in which students carry out physical activity-related practices after                       school, is a potentially useful way of increasing physical activity. The small number of                                                               101","identified studies report positive outcomes from Active Homework for both girls and                        boys, although effects tended to be relatively small across the school week. Due to the                       small  number  of  studies  and  limited  methodologies  used.  The  evidence  for  Active                        Homework is rated as WEAK.                      Active Learning refers to the strategy of integrating physical activity into classroom                        lessons,  across  the  school  curriculum.  The  findings  reported  here  demonstrate  that                       Active Learning is a cost-effective, enjoyable, motivating strategy to increase students’                        daily physical activity at school without undermining other educational goals. On the                        contrary,  the  available  evidence  suggests  Active  Learning  often  enhances  other                       educational outcomes. Assuming proactive leadership, teacher support, and teacher                        efficacy, the case for Active Learning is STRONG.                       Active Recess, promoting physical activity during the non-curricular time allocated by                       schools  between  lessons,  promises  to  add  a significant  amount  of  activity  to  all                        European schools. Effective Active Recess strategies have been found to provide up to                       40% of students recommended daily physical activity, with greater benefits going to                        younger  children  and  boys.  There  is  a growing  high-quality  scientific  literature  on                       Active  Recess,  although  this  research  is  of  variable  quality.  There  has  been  no                        European-level evaluation of the concept. The evidence for Active Recess is rated as                        MODERATE.                      To be added Active transport to and from school, such as walking or cycling, has been                        proposed  as  an  important  source  of  daily  physical  activity.  Research  demonstrates                        that walking and cycling to and from school are associated with increased moderate-                       to-vigorous-physical-activity, and Active Transport interventions are effective. Due to                        the quality and number of scientific papers informing this domain, Active Transport is                       judged to be STRONG.                       Physical education has a unique position in school-based physical activity promotion                        as  the  only  protected,  regular,  supervised  setting  for  physical  activity  during  the                       school day. Students are more active during physical education lessons than in any                        other context but generally fail to reach a target of 50% of lessons at moderate-to-                       vigorous-physical-activity.  Due  to  the  relatively  large  number  of  reviews  and                        empirical  studies  in  this  area,  publication  quality,  and  consistency  of  findings,                        physical education is rated STRONG.                                                                 102","  Physical education teacher education and workforce training are vital elements in the                        implementation  of  effective  practice,  and  this  may  be  especially  the  case  when                       innovations are introduced.                       No directly relevant reviews or empirical studies were identified to inform discussion                        of  this  topic,  and  the  only  indirectly  related  article  reported  limited  impact  of                       professional  training  in  health-enhancing  physical  activity  promotion.  Considering                        the poor evidence base, Teacher Education and Workforce is rated WEAK.                      School sport, especially after school, has been a popular setting of physical activity,                        despite  cautious  support  from  policymakers.  The  studies  reviewed  in  this  section                       suggest  that sporting  activities, both  competitive and non-competitive, can increase                        both moderate-to-vigorous-physical-activity and vigorous-physical activity, especially                        if played multiple times during the week; however, attention needs to be paid to the                       needs of girls and overweight/obese students, who are heightened risk of exclusion.                        There have been numerous studies of the relationship between school sport, including                        some of the high quality, and their findings are relatively consistent, leading to the                       rating of STRONG.                  The  international  review  of  the  general  contributions  of  school-based  physical  activity,                 physical education, and school sport to the promotion of health-enhancing physical activity                brought the following results.                         Physical  activity’s  benefits  can  be  understood  in  terms  of  physical,  developmental,                       psychological, cognitive, and social health, as well as academic achievement.                       Even  though  physical  activity  is  acknowledged  to  be  an  important  part  of  healthy                       functioning and well-being, there is evidence that large numbers of youth are inactive                        to the extent that they are compromising their well-being, both now and in later life. In                       fact,  schools  are  among  the  most  sedentary  environments  for  children  and  young                        people.                       Public health entities throughout the world have advocated an increase of physical                       activity opportunities for children and young people through comprehensive or whole-                        school  approaches,  with  access  to  the  largest  possible  population,  and  the  only                        societal institutions in which a very large proportion of youth can be reached.                                                                   103","  In an Active School, all school’s components and resources operate in a coordinated                        and dynamic manner to provide access, encouragement, and programmes that enable                       all students to engage in 60 minutes or more of physical activity each day.                       Without opportunities to develop a foundation of movement skills and to experience                        a variety of physical activity experiences, children and young people will be severely                       restricted in their capability to engagement in different forms of physical activity, both                        at that time and throughout the life course.                      School-based  interventions  have  been  found  to  have  significant  effects  on  young                        people’s physical activity and sedentary behaviours, although the effects have varied                       considerably. The key variable in determining the positivity and scale of the outcomes                        of  participation  in  physical  activities  is  the  social  environment  in  which  they  take                        place.                      A range of factors influences teachers’ engagement with health-related issues, such as                        professional  preparation,  competing  pressures  from  other  stakeholders,  curriculum                        and  assessment  requirements  at  the  policy  levels,  and  personal  knowledge,  skills,                       attitudes, and values.                  Discussion                  Even  though  regular  PA  is  near-universally  acknowledged  to  be  an  important  part  of                 children’s  and  young people’s healthy functioning and well-being, there is compelling and                 alarming  evidence  that  large  numbers  of  youth  are  inactive  to  the  extent  that  they  are                compromising  their  well-being,  both  now  and  in  later  life  (Kohl  et  al.,  2012).  The  trend                 towards  sedentary  lifestyles  across  almost  every  developed  country  also  in  the  Czech                Republic.                  As the comparison of both the systematic reviews and the summary of the empirical studies of                 physical  activity  during  physical  education  lessons  demonstrate  (Vlček  et  al.,  2021),  other                school contexts and settings would be needed to create 'active schools'. The PE curriculum                 has a key role in continuing to equip children with the knowledge and motor competencies                 that will allow them to engage in various physical activities throughout their lifespan. Thus,                physical education should not just be framed in terms of increasing the quantity of physical                 activity;  equally  necessary  is  the  implementation  of  quality  learning  opportunities  and  the                 enjoyment  of  successful  physical  activity  experiences.  There  have  been  numerous  models                promoting  healthy  schools  as  hubs  of  health  promotion,  in  general,  and  healthy  physical                                                             104","activity, in particular (Daly-Smith et al., 2020; Webster \& Nesbitt, 2017). The common theme                 of these developments is the claim that health promotion can and should be delivered through                a school-wide approach, in which different elements are integrated into a synergistic whole.                  If it is the case, as has been suggested in the cited HEPAS report, that schools hold a great                 deal of potential as settings for the promotion of health-enhancing physical activity among its                students (and staff), it is also important to acknowledge that most schools do not realize this                 potential (Egan et al., 2019; Messing et al., 2019; Russ et al., 2015; Viciana et al., 2016). As                the HEPAS literature review report showed, for most students in Europe, school is, in fact, the                 most sedentary part of their day (da Costa et al., 2017; Skage \& Dyrstad, 2019; Yli-Piipari et                 al.,  2016).  This  is  also  the  case  of  the  Czech  Republic  (Havel  et  al.,  2016)  and  as  it  was                already  mentioned  current  studies  present  worrying  data  on  the  health  of  Czech  children,                 youth, and adults (Antošová \& Kodl, 2014; OECD/European Observatory on Health Systems                 and Policies, 2017; Mitáš \& Frömel, 2013). Measures of physical activity, lifestyle and health                indicators  in  children  and  youth  (which  is  also  part  of  the  Czech  curriculum)  are                 unsatisfactory and have not shown improvement for a long time (Havel et al., 2016; Kalman                \& Vašíčková, 2013; Madarasová Gecková et al., 2016). Although most of those involved in                 the curriculum development in the Czech Republic consider the direction of the curriculum                revisions to be right, they have reservations about or ambivalent attitudes towards the way                 curriculum changes are put into practice. The process of the current revision of the curriculum                 must not end with the design of a new curriculum. It is just the beginning.                  Conclusion                  The vital part of any changes or interventions in the curriculum is sustainability. In 2013, for                example, the Czech Ministry of Education, Youth and Sports announced a three-year project                 called  Physical  Activity  and  Nutrition  which  was  very  similar  to  the  project  to  HEPAS                 regarding the content and educational outcomes to be affected. The project also focused on                changes  in  physical  activity  and  nutrition  regimen  of  primary  school  pupils.  The  solution                 consisted  of  three  parts:  to  develop  an  educational  programme  affecting  pupils´  physical                activity and nutrition regimen, to verify this programme in pilot schools practice and to assess                 the possibilities of using the programme in all schools in the country. 33 primary schools from                all major regions of the country participated in verification. More than 260 classroom teachers                 and nearly 5, 500 pupils worked with the programme during the school year 2014/2015. Pilot                 verification pointed out that it is possible to influence physical activity and nutrition regimen                                                             105","of pupils at school and outside of school. Unfortunately, although it was widely agreed among                 the Czech stakeholders, that the results were important both for school practice and primary                teacher training, the educational content of the project has not been widely implemented in the                 Czech educational system.                  Thus, a question for intensive research into the curriculum and other discussions within the                current revisions and the consequent overhaul of the curriculum in the Czech Republic is what                 changes  should  be  made  to  the  Czech  designed  curriculum  (Framework  Education                Programmes) to ensure that the comprehensive or whole-school approaches will be applied                 and focused on reorienting Czech school system toward health promotion as it is suggested in                 the international project HEPAS and the Czech project Physical Activity and Nutrition.                  Acknowledgements                  This work was supported by the programme: Erasmus+' Healthy and physically active schools                in Europe', Project Reference: 2019-1-LU01-KA201-050112. We would like to thank prof.                 Richard  Bailey  and  all  the  colleagues  from  the  project  HEPAS  for  their  fellowship  and                 assistance  in  the  project  dissemination,  and  also  the  management  of  the  University  of                Luxembourg as project coordinator who strongly supported us and we thank them for that.                  References                  Antošová, D., \& Kodl, M. (Eds.). (2014). Zpráva o zdraví obyvatel České republiky. [A report                 on Health of the Czech population]. Ministry of Health of the Czech Republic.                  ASCD (Association for Supervision and Curriculum Development) \& CDC (Centers for                 Disease Control and Prevention). (2014). 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Journal of Physical Activity and Health, 13(4), 440–446.                doi.org/10.1123/jpah.2015-0335                                                                                                               110","Education in health promotion                      and health protection – curriculum and/or didactics","Analysis of the projected curriculum of the educational field                                                 of Health Education                                            Tereza Šimčíková, Leona Mužíková                  Faculty of Education, Masaryk University, Brno, Czech Republic                   https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-7                  Abstract:  The  Analysis  of  the  projected  curriculum  of  the  educational  field  of  Health                 education dealt with the current projected curriculum of Health education in connection with                current  conceptual  materials.  The  main  goal  of  the  research  was  the  analysis  of  school                 educational programs at selected elementary schools. The theoretical basis for this research                 was the curriculum, its forms and conducted researches on the curriculum. Then the research                was based on the development of the field of Health education and projects and programs                 related to this educational field. It also contains basic methodological data on research, which                focuses on the projected form of Health education curriculum evaluated based on  a deeper                 analysis of school educational programs of selected elementary schools.                  At the end, the results are summarized and conclusions and recommendations especially for                school practice are formulated. The acquired results show that the time allocation for Health                 education  ranges  from  1  to  4  hours  per  week,  most  schools  teach  Health  education  as                 a separate subject, almost all schools have all the thematic areas of Health education included                and each school provides interdisciplinary relationships. The result of the presented research                 is the formulation of starting points for the improvement of Health education.                  Key words: curriculum, Framework Education Programme (FEP), school education program                 (SEP), lower secondary education, health education                  Introduction                  Curricular  reform  took  place  in  the  Czech  education  system  about  fifteen  years  ago.  As                a result, schools have got more freedom, but also responsibility in how education will take                 place  in  their  institution.  In  the  past,  curricular  documents  lacked  a separate  subject  that                 would deal with human health. In 2008, the subject of Health education was implemented in                the FEP. The educational field  of Health education should lead an individual to the active                 development  and  protection  of  health  in  the  interconnection  of  all  its  components  (social,                                                            112","mental  and  physical)  and  teaches  him  to  be  responsible  for  them  (RVP  ZV,  2017).                 We therefore  assume  that  we  should  gradually  learn  the  basics  of  health  literacy  already                during school  attendance. Even though health is  an integral  part of  everyone's  life, Health                 education is still a neglected subject in many schools.                  There  are many definitions of health that have  changed throughout  history.  However, it is                important to mention that health is irreplaceable, and therefore everyone should know how to                 take the best care of their health. The requirement to increase health literacy is a long-term                goal of documents such as the Health 2030 or the previously valid document Health 2020 –                 National Strategy for the Protection and Promotion of Health and Disease Prevention. These                 documents are approved by the Government of the Czech Republic and their implementation                should be binding.                  The concept of the curriculum is the theoretical basis of this project and a general overview of                 curriculum research with a focus on research in the field of Health education is the starting                 point  for  the  research.  The  research  deals  with  curricular  documents  across  the  history  of                Czech  education,  projects  and  programs  that  are  related  to  health  promotion  and  enter  the                 educational environment as an important determinant of Health education.                  Important  curricular  documents,  such  as  Standard  of  basic  education  from  1995,  have                enshrined Health education in the primary education system.                   The projects complete the content of the educational program and enable the integration of the                curriculum.  They  connect  curricula  from  different  educational  areas,  and  above  all  teach                 students teamwork. They can also help to fulfill the thematic curriculum and at the same time                provide  students  with  an  interesting  form  of  teaching  essential  health-related  topics.                 Therefore, important programs and projects dealing with health promotion are mentioned in                our research. We mentioned for example Health 2020, Health 2030, Health promoting school,                 Really healthy school and other health promotion projects.                  The main goal of the research was to assess the curricular framework of Health education. To                 verify  the  projected  form  of  Health  education  curriculum  by  evaluating  the  inclusion  of                Health education in the school educational programs of selected schools. The curriculum of                 Health  education  in  the  Czech  Republic  was  examined  only  by  individuals.  For  example,                 Hřivnová analysed and evaluated the curriculum in 2014–2016, then she presented the results                in her habilitation thesis from 2018.                                                             113","The analysis of the SEP itself may be a reflection of how schools have embraced curricular                 reform.  The  results  can  be  a valuable  guide  for  the  implementation  of  other  changes  or                recommendations in the Czech education system.                  Objective(s):                  The  main  objective  of  the  research  was  the  analysis  of  school  educational  programs  of                 primary schools. Based on the main objective of the work, we determined in advance three                research questions that we monitored in the SEP.                   It was mainly about the basic structure of the curriculum of Health education at the second                level of elementary school, about the content related to Health education and about finding                 out the interdisciplinary connection.                  Three main research questions:                        What is the structure of Health education curriculum at the second level of primary                        school?                      What is the content of the subject Health Education?                       Is interdisciplinary connection ensured?                  Methods                  Several techniques can be used to collect data (Švaříček et al., 2014; Hendl, 2016), mainly                 through  observation,  interview,  questionnaire  and  content  analysis.  Vlček  (2015,  p.  405)                states  that  the  mentioned  techniques  are  used  mainly  in  research  with  a small  number  of                 compared phenomena, which corresponds to our research. The basis was qualitative research                 (content analysis of educational documents), but at the same time it was necessary to compare                the  SEPs  of  individual  schools  to  find  out  what  the  differences  are  between  them.  Thus,                 elements of quantitative research were also used.                  In  the  first  phase  of  the  research,  we  defined  research  questions,  in  the  second  phase,                a selection of educational documents (school educational programs) for research took place.                 In the third phase, the educational documents were assessed and in the fourth phase they were                interpreted to find answers to the questions asked.                                                                   114","It should also be added that the research is focused only on what the selected schools declare                 in writing in their SEPs. We randomly selected ten Brno primary schools for the analysis. The                necessary information was found on the schools' websites. We almost always found SEP in                 the bookmarks for school documents.                  Results                  Partial results are based on both continuous data collection and work directly with SEP. As                for  the  first  research  question,  we  can  state  that  schools  differ  in  many  ways.  The  hourly                 subsidy dedicated to Health education was very various. It ranged from 1 hour per week to                 a 4-hour weekly subsidy (some schools had Health education integrated into other subjects                and it was not possible to determine the exact number of hours).                                 35%                              30%                               25%                              20%                              15%                              10%                                5%                               0%                                    integration    1 hour      2 hours      3 hours     4 hours                        Figure 1. Percentage of SEP according to the hourly subsidy for Health education.                  The second research question focused on the content of subject Health education showed that                almost  all  schools  have  in  their  SEPs  all  thematic  areas  related  to  the  teaching  of  Health                 education. Almost half of the schools had all six cross-cutting themes included in the subject                 of Health education, only one school did not have this information included and the remaining                schools included only some cross-cutting themes.  Half of the schools did  not  draw up the                 curriculum of Health education cyclically. It was cyclically drew up by a third of schools and                the remaining schools drew up it cyclically only partially. If the school does not work with the                 cyclical curriculum, we see it as problematic, as there is no deepening and expansion of the                acquired curriculum.                                                             115","60%                            50%                            40%                            30%                           20%                            10%                             0%                                         Yes                  No                Only partially                    Figure 2. Percentage representation of cyclical curriculum of Health education curriculum.                  For  the  third  research  question,  we  looked  at  whether  interdisciplinary  interconnection  is                 ensured.  In  terms  of  horizontal  interdisciplinary  interconnection,  the  subject  of  Health                 education  at  each  of  the  selected  schools  corresponded  with  other  educational  areas.                Interdisciplinary vertical interconnection was also ensured in all 10 schools.                  It was striking that some SEPs were a clear copy of the FEP formulations. Some schools did                 not pay attention to the elaboration of topics and did not place them in connection with the                 subjects taught in individual grades. The form of their SEP from the point of view of Health                education was very formal.                  Some school educational programs gave us the impression of a thoughtless concept that could                 lead to poor quality teaching of Health education. On the other hand, evaluating the level of                education  was  not  the  goal  of  our  research.  And  it  is  not  possible  to  assess  the  level  of                 education only on the basis of the analysis of the projected curriculum. We noted many other                 stimuli  for  research,  but  the  epidemiological  situation  did  not  allow  us  to  conduct  further                research directly in the schools. We did not have the necessary methods available.                  Discussion                  The definition of the educational field of Health Education in the FEP is not clearly defined,                 which  is  also  reflected  in  the  data  obtained.  The  sample  examined  consisted  of  only  ten                                                                 116","primary schools, and  yet we came to different results.  In the area of time allocation, these                 differences were probably the most significant.                  If in the school educational program, the time allowance is not increased from the allocated                time, the two-hour time allowance does not allow for a continuous stratification of the content                 into all years of lower secondary education.                  The division of the educational content of Health education into several subjects may reduce                the overall quality of education of pupils in the field of health promotion as  a result of the                 division  of  the  holistically  defined  educational  content  of  Health  education.  Therefore,                 diversification of the educational content of Health education between more subjects should                be a rather temporary solution.                  Obtained findings should be supported by further research directly in schools - especially by                 interviewing the school management to check the qualification of the teaching staff, didactic                apparatus, aids, etc.                  Conclusions                   The research dealt with the analysis of the projected curriculum of the educational field of                Health Education. In accordance with the research objectives, research questions were set and                 subsequently analysed.                  Based  on  the  results  of  the  work,  which  we  obtained  through  the  analysis,  there  are                recommendations  for  the  authors  of  the  projected  curriculum  and  school  documents,  for                 schools and for the entire field of Health education.                        It  would  be  appropriate  to  declare  more  clearly  the  concept  (structure  of  the                        curriculum  -  distribution  of  the  curriculum  between  grades,  hourly  allowance)  of                       Health  education  in  state-level  curricular  documents  so  that  there  are  no                        misconceptions  in  school-level  documents.  Further  develop  teacher  education,                        organize methodological seminars for school principals for FEP innovation, etc.                      School  principals  could  contribute  to  increasing  children's  health  literacy  by                        improving  the  teaching  of  Health  education.  It  follows  from  the  responsibilities  of                        school principals that they should monitor the quality of the subjects taught, in this                       case Health education.                                                               117","  The quality of teaching is related to the qualifications of a Health education teacher,                        who can significantly contribute to the quality of teaching of this subject.                  We have thoroughly evaluated and described the results of the SEP analysis, which can be                a starting  point  for  further  research.  It  was  qualitative  research  conducted  in  ten  schools.                 Further  investigation  should  therefore  be  area-wide  research.  It  is  necessary  to  analyse  all                schools in the Czech Republic and evaluate the state of the implemented Health education                 curriculum.  Further  investigation  could  clarify  whether  shortcomings  related  to  the  Health                 education curriculum are common throughout the Czech Republic.                  References                  Hřivnová, M. (2014). The Conception of Health Education at Primary Schools in the Czech                Republic. In SGEM Conference on Psychology \& Psychiatry, Sociology \& Healthcare                 Education. Retrieved from: https://sgemsocial.org/ssgemlib/spip.php?article373                  Hřivnová, M. (2018). Analýza a evaluace kurikula vzdělávacího oboru Výchova ke zdraví.                 [Habilitační práce, Univerzita Palackého v Olomouci]. Retrieved from:                https://obd.upol.cz/id_publ/333173608                  Hřivnová, M. (2018). Standardy pro základní vzdělávání - Výchova ke zdraví a jejich                 evaluace v prostředí pedagogické reality. Retrieved from: https://e-                pedagogium.upol.cz/pdfs/epd/2018/01/09.pdf                   Kárníková, A. (Ed.) (2017). Strategický rámec Česká republika 2030. Retrieved from:                https://www.cr2030.cz/strategie/dokumenty-ke-stazeni/                  MŠMT. (1999). Standard základního vzdělávání: včetně Pokynu MŠMT ČR k využití                 Standardu základního vzdělávání, Doplňku ke Standardu základního vzdělávání. Fortuna.                  MŠMT. (2017). Rámcový vzdělávací program pro základní vzdělávání. Retrieved from:                http://www.nuv.cz/uploads/RVP_ZV_2017_verze_cerven.pdf                   MŠMT. (2019). Strategie vzdělávací politiky ČR do roku 2030+. Ministerstvo školství,                mládeže a tělovýchovy. Retrieved from: https://www.msmt.cz/vzdelavani/skolstvi-v-                 cr/strategie-2030                                                                 118","MZČR. (2019). Zdraví 2030. Strategický rámec rozvoje péče o zdraví v České republice do                 roku 2030. MZČR. Retrieved from: https://zdravi2030.mzcr.cz/zdravi-2030-strategicky-                ramec.pdf                  Mužíková, L. (2010). Škola a zdraví pro 21. století, 2010: Podněty pro implementaci výchovy                 ke zdraví do školních vzdělávacích programů. [Disertační práce, Masarykova univerzita].                  WHO. Basic Documents. Twenty-fourth Edition. (1974). WHO. 164 s.                  WHO. (2017). Health Promoting Schools. An effective approach to early action on                 noncommunicable disease risk factors. Retrieved from:                https://apps.who.int/iris/bitstream/handle/10665/255625/WHO-NMH-PND-17.3-                 eng.pdf;jsessionid=CC208031D25BFA28BED5AB9B1B7F5872?sequence=1                                                                                                                     119","Prevention of self-destructive addictions                              Markéta Požárová, Alice Prokopová, Jitka Slaná Reissmannová                   Faculty of Education, Department of Physical Education and Health Education, Masaryk University,                Brno, Czech Republic                 https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-8                  Abstract: Self-destructive addictions include for example overuse alcohol use or smoking. In                 the Czech Republic, alcohol consumption is still very popular and for many people it is not                risky to overuse it. Unfortunately, the number of people addicted to alcohol is not declining,                 which is why primary prevention is still very important. Primary prevention takes place from                 an  early  age  in  the  family,  but  the  school  itself  is  an  irreplaceable  component  of  primary                prevention.  In  the  schools  primary  prevention  takes  place  mainly  in  the  subject  of  health                 education. Unfortunately, despite the exclusive position of primary prevention in schools, its                effectiveness is ineffective. The biggest mistakes in primary prevention include intimidation,                 targeting  the  pupil's  cognitive  component,  unconceptual  conception  or  condemnation  of                 addicts and emphasizing their weakness.                  The paper focuses on alcoholism as a maladaptation to a crisis situation in connection with its                prevention  in  elementary  school.  Sinha  (2009)  draws  attention  to  the  connection  between                 alcoholism and maladaptation in his research. The research used an analysis of the literature,                research and  articles from  which the theoretical basis was  created and then the qualitative                 research itself was conducted, which consisted of narrative interviews with five respondents                 who  had  experienced  a crisis,  used  maladaptive  strategies  and  subsequently  became                alcoholics.  Then,  case  studies  were  written  from  the  statements  of  the  respondents,  which                 were  also  used  in  the  methodological  materials  created  as  didactic  transformations  for                elementary school teachers.                  The  results  of  the  research  show  the  connection  between  maladaptive  strategies  and  the                 progress  of  alcohol  dependence  and  the  necessary  systematic  connection  in  primary                 prevention so that the student understands this issue in a context not randomly.                  In connection with primary prevention at elementary school were created 10 methodological                materials  for  elementary  school  teachers,  which  will  provide  didactic  transformation.  The                 methodological  materials  therefore  form  a complex  of  preparations  on  the  topic  of  self-                                                             120","destructive  addictions,  where  in  addition  to  the  issue  of  addictions,  students  are  also                 introduced  to  topics  such  as  mental  illness,  violent  behavior,  adaptive  and  maladaptive                strategies,  crises  and  the  use  of  relaxation  techniques.  Thus,  the  materials  point  to  an                 important  connection  between  these  topics,  thanks  to  which  students  would  be  given                a systematic and comprehensive view of self-destructive addictions.                  Keywords: self-destructive addiction; mental illness; risky behavior; violent behavior; health                 education                  Self-destructive addictions such as alcoholism are still a topical issue in the Czech Republic                 and  are  unfortunately  overlooked  in  many  respects.  Within  the  curricular  document                Framework Educational Program for Elementary Schools (2021), the topic of self-destructive                 addictions is included in the field of Health Education, which is defined within the area of                Human and Health.  In connection with  these topics,  primary prevention is  very important,                 which  should  be  focused  within  these  topics.  Unfortunately,  according  to  Střelec  (2015),                 primary  prevention  is  ineffective,  due  to  the  fact  that  it  is  focused  unsystematically,  for                example, stimulation of pupil attitudes is focused on the cognitive rather than emotional or                 conative component and one of the problems is insufficient education and knowledge of the                issue.  Heller  and  Pecinovská  (1996)  recommend  focusing  the  process  as  a continuous  and                 systematic process in which students learn to talk about their problems and information are                given comprehensively  without condemning addicts and rather understanding their actions.                 The  research  itself  focuses  on  expanding  the  topic  of  alcoholism  in  connection  with                 maladaptive  strategies  in  a crisis  situation  and  its  connection  with  primary  prevention  in                primary  school.  From  the  conclusions  of  the  research,  interconnected  methodological                 preparations are created and extended by other topics related to self-destructive addictions.                  Objective                  The aim of the research is:                      1.  Identify and describe alcoholism as a specific maladaptation to a crisis situation.                     2.  Use  knowledge  from  professional  literature,  research  results  and  case  studies  in                       didactic transformation.                     3.  Creation of 10 methodological preparations as a basis for primary prevention of topics                       of self-destructive addiction.                                                                 121","Methods                      1.  Analysis of professional literature.                     2.  Qualitative research using the technique of narrative interviews.                    3.  Creating case studies.                     4.  Pedagogical  implications  of  self-destructive  topics  in  the  form  of  methodological                         preparations.                   Results                  1.     Identify and describe alcoholism as a specific maladaptation to a crisis situation.                  Alcoholism as a maladaptation to a crisis situation has various specifics, which can be very                individual. Each of the respondents experienced a different stressful situation (tragic death of                 a husband, divorce, birth of a child with a intellectual disability, loss of financial security or                infertility), however, all these events caused a traumatic, chronic and obvious crisis, which                 was very difficult for respondents to cope with. We could all see a great effort to manage our                crisis, but their adaptive strategies were not sufficient, so they all resorted to maladaptation, in                 which they used the effects of alcohol. Unfortunately, maladaptation did not help solve and                 overcome the crisis in anyone, but also caused addiction, which brought the respondents many                other problems into their life, although it was mainly psychological aspects or social problems                 in the family. The results also show that lay help is very important, which can become crucial                 in the treatment of alcoholism itself.                  2.     Use  knowledge  from  the  literature,  research  results  and  case  studies  in  didactic                       transformation.                  Theoretical  knowledge  created  thanks  to  the  analysis  of  the  literature  was  used  in  the                 theoretical part of didactic preparations for teachers, so that each teacher who uses didactic                training can orient themselves and educate themselves in a specific topic.                   The results of the research created a greater perspective on the issue and thanks to them were                selected 10 related topics.                  The  fifth  didactic  training  entitled  Alcoholism  in  the  Context  of  the  Crisis  was  just  based                 mainly on the work of students with case studies that were created within the research.                                                                122","3.     Creation of 10 methodological preparations as a basis for primary prevention of topics                        of self-destructive addiction.                  All  created  preparations  have  a uniform  structure  so  that  the  teacher  can  orient  himself  in                them simply and easily. The introduction always states the time allowance of the lesson, the                 necessary aids, the inclusion of the lesson in teaching according to the FEP ZV (2021), the                objectives of the lesson, important concepts and key competencies. After this introduction,                 theoretical  preparation for teachers is  always included, which brings  a simple but  complex                look to the theory of the topic. Furthermore, in the methodological preparation you can find                 the scenario and the course of the lesson. All lessons form all important parts of the lesson                 (motivation, exposure, fixation, applications), which are described in detail so that the teacher                knows exactly how to lead the lesson. The lessons are based mainly on activation methods,                 pupils 'activity, uses discussions and space to express pupils' opinions (Sieglová, 2019; Sitná,                 2013). The preparations are also enriched with appendices with pictures, created didactic aids                and also worksheets for pupils.                  Topics of didactic preparations:                  1.     Crisis in human life                  This topic is to acquaint students with the topic of the crisis, with their causes, how to know                 the crisis, how to work with it, the most important point of the lesson is to create their own                 crisis plan using the submitted worksheet.                                                                                             123","Figure 1. Crisis plan.                                                              124","2.     Adaptive and maladaptive strategies                  The lesson informs students about  adaptive and maladaptive strategies, presents them with                 basic adaptive strategies that can be used in everyday life. Under this theme, students will                create their own list of adaptive and maladaptive strategies.                                                                                                                                         125","Figure 2. List of strategies.                                                                126","3.     Relaxation methods                  The relaxation method lesson is mainly based on the very practice of the relaxation technique                 of  mindfulness  and  progressive  muscle  relaxation  according  to  Jacobson.  For  homework,                students will have to fill out a worksheet (Figure 3).                                                                                                                                        127","Figure 3. Attentive walk.                                                                  128","4.     Addictions with a focus on alcoholism                  The lesson informs students about alcohol addiction. The main part of the lesson is devoted to                 time for group work - creating a poster and subsequent presentations to other groups.                  5.     Alcoholism in the context of the crisis                  In this didactic preparation, the pupils' activity is based on working with case studies and their                evaluation.                  6.     Mental illness I                  Pupils will get acquainted with schizophrenia in this lesson, where the intention is mainly to                 dispel myths about this mental illness. Furthermore, the part is devoted to mood disorders,                 which include depression, mania or bipolar disorder, and the last topic is  eating disorders,                which include anorexia nervosa and bulimia nervosa.                  7.     Mental illness II                  This  lesson  extends  the  topic  of  the  previous  lesson  to  include  anxiety  disorders  such  as                 phobias,  obsessive-compulsive  disorder,  personality  disorders  and  pervasive  developmental                 disorders with a focus on childhood autism and Asperger's syndrome (Figure 4).                                                                                                  129","Figure 4. Worksheet – Mental illness II.                                                               130","8.     Risk behavior I                  Didactic training is focused on addiction specifically to smoking. The main point of the lesson                 is the practice of cigarette rejection, which is done by dramatizing the students.                  9.     Violent behavior II                  The teaching unit imagined a very important topic and that is violence against oneself or self-                harm or suicidal behavior. Very important in this topic is the focus on the idea versus the                 reality  of  suicidal  behavior,  which  should  help  students  to  recognize  warning  signs  in                 everyday life. In class, students will work with submitting a worksheet (Figure 5).                                                                                                                          131","Figure 5. Worksheet – Self-harm and suicidal behavior.                                                               132","10.    Violent behavior – bullying                  The  last  didactic  preparation  deals  with  the  topic  of  bullying.  The  teacher  uses  a video  to                 provide students with a view of the bullying on the part of the aggressor and vice versa on the                part of the victim. Subsequently, the work is focused on the worksheet (Figure 6) and then the                 key activity is the class circle, which has the main goal of improving class relationships or                insight into the diagnostics of the class team.                                                                                                                                   133","Figure 6. Worksheet – Bullying.                                                               134","Conclusions                  In conclusion, it can be said that the topics of self-destructive addictions can be viewed from                 a broader  angle  and  it  is  very  important  to  convey  this  issue  to  students  through  causal                prevention,  which  is  not  judged  by  man  and  his  addiction  or  problem,  but  is  viewed                 differently. Furthermore, it can be said that primary prevention in elementary school has an                irreplaceable place, however, it needs to be passed on to students comprehensively and so that                 the activity is targeted at students and they can use the knowledge from teaching for their                personal development and private life. Also important for effective primary prevention is the                 erudition  of  the  teachers  themselves  and  their  interest  in  the  topic  and,  of  course,  quality                 didactic support, which unfortunately is missing in the subject of health education due to the                absent textbook.                  References                  Heller, J. \& Pecinovská, O. (1996). Závislost známá a neznámá. Grada.                  Rámcový vzdělávací program (2021). Výchova ke zdraví. Retrieved from:                 http://www.nuv.cz/file/4982/                  Sieglová, D. (2019). Konec školní nudy: didaktické metody pro 21. století. Grada.                  Sinha, R. (2009). Chronic Stress, Drug Use, and Vulnerability to Addiction. Retrieved from:                 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2732004/                  Sitná, D. (2013). Metody aktivního vyučování. Portál.                  Střelec, S. (2005). Stude z teorie a metodiky výchovy II, Masarykova univerzita v Brně.                                                                                    135","Health Promotion by Physical Activity in Relation                                                to Body Composition                                             Tereza Sofková, Michaela Hřivnová                  Faculty of Education, Department of Anthropology and Health Education, Palacký University Olomouc,                Czech Republic                 https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-9                   Abstract: Regular physical activity is a natural tool in weight control. Appropriate indicators                for conclusive evidence of somatic condition are individual body components. Our research                 objective  was  to  analyse  selected  body  composition  fractions  in  relation  to  meeting                recommended physical activity in young adult females. 258 women participated in our study;                 women were divided into two groups according to the physical activity level achieved, either                 meeting  or  not  meeting  the  recommended  physical  activity  level  in  terms  of  intensity                (moderate physical activity, 3 to 5.99 MET) and level (≥ 150 min/week). To determine the                 physical  activity  parameters,  namely  the  level  and  intensity  within  one  week  and  average                daily  number  of  steps,  ActiGraph  GT1M  Accelerometer  was  used.  Direct  Multi-frequency                 Bioelectrical  Impedance  Analysis  Method  (DSM-BIA  Method)  using  InBody  720  Body                 Composition Analyser was used to determine body composition parameters. The differences                between  the  groups  according  to  the  physical  activity  level  reached  were  statistically                 insignificant for the selected body composition fractions we investigated. Lower relative risk                of damage to health as measured by the somatic indices (body mass index: BMI, body fat                 mass  index:  BFMI)  was  observed  in  women  carrying  out  moderate  physical  activity  level                (MPA, 3 to 5.99 MET), i.e. 150 to 300 minutes. In the assessment of habitual recommended                 physical activity level, the women were classified either as active or women with typical daily                 activities.  Research  study  verified  positive  relationship  between  meeting  the  recommended                physical activity level and its impact on health risk indicators, namely lowering body fat mass                 index (BFMI), lowering body fat (BFP, BFM) and smaller visceral fat area (VFA). Positive                approach  to  the  physical  activity  may  lead  to  the  decrease  in  number  of  health  problems                 associated with excess weight and obesity in later age.                  Key words: healthy lifestyle; body fat; accelerometer; walking; young adult females                                                                  136","Introduction                  Data  relating  to  the  human  body  composition  are  the  prerequisite  for  understanding  its                 performance in health and sickness. Body composition is a suitable indicator of the functional                state of the organism and its  fitness. The body  composition  is  genetically influenced; it is                 further shaped by exogenous factors, including physical activity. Appropriate indicators for                the conclusive evidence of somatic condition are individual body components, above all body                 fat  (BFP,  health  recommendations  at  ≤  35%),  fat-free  mass  (FFM)  and  health  indicators                relating to the body composition, e.g. body fat mass index (BFMI) and fat-free mass index                 (FFMI) (Heyward \& Wagner, 2004; Kyle, Morabia, Schutz, \& Pichard, 2004).                  In addition to new amenities, the current times bring with it higher demands on individuals,                 such as higher workload, lack of free time, loss of typical manual work, increased number of                transport  means  and  endlessly  new  entertainment  technologies  within  the  household.  The                 accompanying  phenomenon  of  the  current  lifestyle  is  lack  of  physical  exercise  and  the                 resulting health complications. The most common consequence is the increase in overweight                and obesity, which is reflected in inadequate representation of individual body components                 and adverse body composition health risk indicators (Corder, van Sluijs, Ekelund, Jones, \&                Griffin,  2010;  Hoeger  \&  Heger,  2009;  Pratt,  Norris,  Lobelo,  Roux,  \&  Wang,  2014;                 Thompson, Rakow, \& Perdue, 2004).                  The social environment, economic conditions, education and cultural society habits, as well as                the  personal  values,  preferences  and  characteristics  play  a significant  role  in  shaping  each                 person's lifestyle. Physical  activity is  one of the most important  components  of health and                 healthy lifestyle.                  Accelerometers which are simple and easy to operate are used to determine the extent and                level of physical activity. ActiGraph GT1M is a small and unobtrusive device measuring the                 exercise frequency, duration and level in a vertical plane; it saves average readings at minute                 intervals. We are able to find out how many minutes an individual spends carrying out light,                moderate or vigorous physical activity during a specific time period (Murphy, 2009; Welk,                 2005).                  Physical  activity  level  is  the  key  indicator  which  determines  what  impact  it  has  on  body                 weight.  This  is  determined  by  the  level  and  duration  of  the  given  physical  activity  and                frequency of exercise units. Physical activity should be carried out by rhythmic contractions                                                             137","of large muscle groups. The American Association of Sports Medicine recommendations state                 that  the  optimum  aerobic  exercise  of  moderate  intensity  (such  as  brisk  walking,  3  to  5.99                MET) of at least 30 minutes for five days a week should be undertaken by people who wish to                 maintain  good  health.  Equally,  combination  of  moderate  and  high  intensity  exercise  with                duration of 30 or 20 minutes is suggested. Exercise time may be divided into several shorter                 sections; each exercise must be at least 10 minutes long. Habitual physical activity (HPA)                includes all daily activities. The day “universal” standard recommends walking at least 10,000                 steps to promote health. Research provides preliminary support that approximately less than                 5,000 footsteps a day is indicative of the sedentarism index related to out of condition body                composition  (Cerin et  al.,  2014;  Gomes et  al.,  2011;  Ham,  Kruger, \& Tudor-Locke, 2009;                 Haskell et al, 2007; Saris et al., 2003; Saelens \& Handy, 2008).                  Objective:  Our  study  objective  was  to  evaluate  selected  body  composition  fractions  in                 relation to meeting recommended physical activity in young adult females.                  Methods                  Participants                  The  research  group  consisted  of  258  randomly  selected  female  students  from  Pedagogical                Faculty of Palacký University in Olomouc teaching programs within the age range of 18 to                 30 years  (22.3  ±  2.6  years).  Namely,  first  and  third  year  of  the  bachelor  level  course,                 graduating in Physical Anthropology (full-time attendance or combined study).                  Standardised anthropometric methods for determining the key somatic parameters and indices                were used in our investigation. Body height was determined with the accuracy of 0.5 cm by                 P-226 anthropometer (Trystom, Czech Republic). Body composition  was  determined using                InBody  720  analyser.  We  evaluated  selected  somatic  characteristics  based  on  the                 recommended physical activity (PA): Inactive category (MPA: 3 to 5.99 MET and level ˂ 150                min/week, n = 82) and Active category (MPA: 3 to 5.99 MET and level ≥ 150 min/week,                 n = 176). Our study was carried out during April 2019. Each woman signed agreement to                 carry  out  measurements  and  was  introduced  to  the  research  particulars.  Furthermore,  the                women were familiarised with the guidelines whose observance was essential to acquire valid                 data relating to the body composition, instructed in accelerometer use and entry of data into                 the  record  sheet.  The  project  was  approved  by  the  Ethics  Committee  of  the  Faculty  of                Education, Palacký University Olomouc, under no. 09/2018.                                                             138","Body composition measurement                  InBody  720  analyser  was  used  to  analyse  body  composition  by  direct  multi-frequency                bioelectric impedance (1 to 1,000 kHz). The principle of the bioelectric impedance method is                 based on the differences in the propagation of high-frequency alternating current of different                intensity in different biological structures. It is a non-invasive and time-saving method. The                device  differentiates  body  mass  into  three  components,  namely  the  total  body  water                 (intracellular and extracellular water), the dry matter (proteins and minerals) and the body fat.                InBody 720 also analyses the amount of visceral fat that is defined as the transversal cross-                 sectional area in the abdominal region at vertebrae L4-L5. The correlation between Computed                Tomography and InBody 720 methods is defined at r = 0.92 level (Biospace, 2008).                  Physical activity monitoring                  Physical activity level and average daily number of steps monitoring was carried out for one                week using ActiGraph GT1M accelerometer with data entered into the record sheet. Women                 were instructed that the device must be worn at least 10 hours a day for seven days and only                taken  off  for  sleep  or  water  related  activities  (swimming,  hygiene).  Seven  day  physical                 activity monitoring is considered sufficiently reliable for adults (Murphy, 2009).                  Data analysis                  To  analyse  the  relationship  between  the  body  composition  and  physical  activity  level,  the                monitored group was divided into two groups in accordance with achieved recommendations                related  to  moderate  physical  activity.  Data  acquired  by  InBody  720  Body  Composition                 Analyser was processed using appropriate procedures by Lookin 'Body 3.0 software package                and ActiGraph GT1M software ActiPA 2006.                  Descriptive  characteristics  and  data  analysis  were  carried  out  using  the  Statistica  10.0,                statistics  and  analytics  software  package  (StatSoft,  2011).  Differences  were  compared  by                 means of the Mann-Whitney U-test. Statistical significance level was set at p < 0.05.                  Results                  The  target  group  was  the  Pedagogical  Faculty  of  Palacký  University  in  Olomouc  female                students, within the age range of 18 to 30 years (22.3 ± 2.6 years). Future  educators were                divided into two groups, either meeting or not  meeting the recommended physical  activity                 level in terms of intensity (MPA, 3 to 5.99 MET) and level (≥ 150 min/week). The research                included somatic examination and physical activity monitoring.                                                              139","2                Relative risk of damage to health, as measured by the BMI (Body Mass Index, kg/m ), was                found to be normal. The average BMI values were within the normal category (BMI ˂ 25                      2                kg/m ). BMI does not cover variability and changes in body fat and fat-free mass. For more                objective assessment of the relative risk of damage to health the Body Fat Mass Index (BFMI,                     2                                                              2                                                                                                          2                kg/m ) and Fat-Free Mass  Index (FFMI, kg/m ) were used, for example. BMI  ˂ 25 kg/m                                                                              2                                                                                                          2                classification is set to be equivalent to the BFMI: 3.9–8.1 kg/m  and FFMI: 14.6–16.7 kg/m                (Kyle  et  al,  2004).  BFMI  and  FFMI  group  average  in  our  results  corresponded  to  the                recommended values for women, where we recorded almost identical FFMI values.                  Table 1                 Selected health indicators in relation to physical activity category                  Variable          Inactive      Active      p                Height (cm)       166.4±5.9    166,3±6.3  0.97                Weight (kg)       62.9±12.1     61.2±9.6  0.61                          2                BMI(kg/m )         22.7±4.0     22.1±3.2  0.40                            2                BFMI (kg/m )         6.8±3.0     6.3±2.4  0.30                           2                FFMI (kg/m )       15.9±1.5     15.9±1.3  0.97                Note: BMI – body mass index, BFMI – body fat mass index, FFMI – fat-free mass index                   Selected body composition somatic characteristics for different groups differentiated by the                level of physical activity are presented in Table 2.                  Table 2                 Selected somatic characteristics in relation to physical activity category                  Variable          Inactive      Active      p                TBW (l)            32.2±4.0     32.1±3.4  0.55                TBW (%)            52.1±5.7     53.0±4.9  0.28                FFM (kg)           44.0±5.5     43.9±4.7  0.54                BFM (kg)           18.9±8.6     17.4±6.5  0.29                BFP (%)            29.2±7.7     27.6±6.6  0.25                 SMM (kg)           24.0±3.3     24.2±2.8  0.51                VFA (cm²)         53.3±30.7    48.0±24.1  0.43                Note: TBW – total body water, FFM – fat-free mass, BFM – body fat mass, BFP – body fat                percentage, SMM – skeletal muscle mass, VFA – visceral fat area                                                                      140","The  total  body  water  did  exceed  50%  threshold  in  groups  which  corresponds  to  the                 assumption that the amount of total body water is in the reciprocal relationship to body fat.                Representation  of  the  relative  value  of  the  BFP  (body  fat  percentage,  %)  reached                 approximately 28%. Range within 27.6% to 29.2% corresponds to the health recommendation                for women (Heyward \& Wagner, 2004). In inactive women we observed higher values of the                 VFA  (visceral  fat  area,  cm²),  which  did  not  exceed  the  recommended  value  (>  100  cm²).                Women  who  achieved  active  level  of  physical  activity  reached  lower  average  values  of                 monitored parameters, i.e. the fat fraction (BFM, BFP as shown in Figure 1) and also VFA.                                                                          Figure 1. Body fat percentage in relation to physical activity category.                  The average daily number of steps (HPA, step) in individual categories did not exceed  the                 recommended  limit  of  10,000  steps  per  day;  however,  it  did  exceed  5,000  steps  per  day,                which corresponds to the assumption that women do not lead sedentary lifestyle. According to                 the classification of the daily number of steps in accordance with Tudor-Locke and Bassett                (2004), women in  inactive category may be assessed as  women with  typical  daily activity                 (5,000  to  7,499  steps  per  day).  Women  in  active  category  who  meet  the  general                                                              141","recommendations related to the moderate physical activity in terms of intensity (MPA, 3–5.99                 MET) and level (≥ 150 min/week) may be classified as optimally active individuals (HPA =                8,262.1 steps per day) (Table 3).                  Table 3                 Selected physical characteristics in relation to physical activity category                  Variable            Inactive         Active       p                HPA (step/day)   5214.2±1399.7  8262.1±2001.4  0.01                LPA (min/day)        38.4±14.4       45.3±14.8  0.01                MPA (min/day)         15.1±4.3       35.1±10.7  0.01                VPA (min/day)           2.5±3.5         6.2±7.0  0.01                PA (hrs/day)            5.1±1.4         6.1±1.3  0.01                SB (hrs/day)            6.1±1.6         6.6±1.6  0.01                Note:  HPA  –  average  daily  number  of  steps,  LPA  –  light  PA  (1  to  2.99  MET),  MPA  –                moderate PA (3 to 5.99 MET), VPA – vigorous PA (6 to 9 MET), PA – physical activity,                SB – sedentary behavior.                 We  find  positive  findings  based  on  a comparison  of  the  percentage  of  women  who  met                 different  recommendations  related  to  the  moderate  exercise  activity.  Whilst  the                 recommendation of 150 minutes of weekly moderate physical activity was actually achieved                by  68.2%  of  women,  the  moderate  physical  activity  lower  than  150  minutes  was  met  by                 31.8%. The average moderate physical activity values in individual categories are as follows:                women in inactive category have MPA = 105.7 min/week, in active category meet the general                 recommendations of MPA = 245.7 min/week. We did not record the average physical activity                vigorous  level  values  (VPA,  6–9  MET),  i.e.  the  recommended  ≥  60  min/week,  in  any                 monitored women physical activity categories.                  Discussion                  Sufficient exercise is the prerequisite for the harmonious development process, but it also is                 the  consequence  of  optimal  effects  of  organism  functions  in  general.  We  support  health                benefits  by  carrying  out  regular  physical  activity,  prevent  the  onset  of  many  diseases  and                 furthermore improve social connectivity and quality of life. Long-term physical activity has                 unquestionable  effect  on  maintaining  healthy  body  weight  (Rahl,  2010;  Reiner,  Niermann,                Jekauc, \& Woll, 2013).                                                                   142","Formulating physical  activity using accelerometer is, after evaluation,  good propensity and                 motivating  feature  and  it  may  also  be  used  to  show  how  important  the  awareness  of  the                physical activity volume and intensity carried out is. The positive impact of physical activity                 on the body composition, as well as on their indices (BFMI, FFMI), was confirmed repeatedly                (Gába, 2014; Chan, Ryan, Tudor-Locke, 2004; Shutz, Nguiyen, Byrne, Hills, 2014; Sofková                 \&  Přidalová,  2018).  From  the  somatic  point  of  view,  the  effect  of  physical  activity  is                perceived  in  the  loss  of  fat  component  and  increase  in  muscle  mass.  In  physically  active                 individuals,  BFMI  decreases  and  FFMI  increases.  Furthermore,  the  correlation  was  found                 between indicators related to the body fat distribution (VFA) and physical activity. Meeting                the recommended physical activity level per week has a positive impact on lower VFA levels                 and may have the effect of reducing the risk associated with the development of abdominal                obesity in later life. Ross and Janiszewski (2008) and King, Hopkins, Caudwell, Stubbs and                 Blundell  (2009)  have  also  shown  that  the  physical  activity  can  bring  health  benefits  and                improve mental well-being.                   Women with active physical activity levels may be classified as active individuals and women                with inactive physical activity levels as individuals with typical daily activity according to the                 daily number of steps and the Tudor-Locke and Bassett (2004) classification. Walking is the                most commonly carried out during the day and it is also recommended as the key form of                 physical activity. The most general and used recommendations is to carry out at least 10,000                 steps per day, although many studies suggest that for some people this limit is unattainable                (Bohannon,  2007;  Tudor-Locke  et  al.,  2001).  Chan,  Spangler,  Valcour  and  Tudor-Locke                 (2003)  and  Wyatt,  Peters,  Reed,  Barry  a Hill  (2005)  pointed  out  that  fewer  steps  are                associated with higher BMI, which our study did not prove.                  Vašíčková, Roberson and Frömel (2012) state that people with university degree more often                 belong  to  the  category  of  people  with  low  physical  activity  levels.  The  issue  of  sedentary                 adult behaviour points to high specificity and cannot be understood as the physical activity                absence (Rhodes, Mark, \& Temmel, 2012).                  Physical  activity  is  one  of  the  important  health  determinants  and  its  adequate  level  is                 primarily  of  a preventive  nature.  In  recent  years,  the  issue  of  physical  activity  has  been                revised and now it is deemed as the integral part of healthy lifestyle. Physical activity is also                 the most important factor that contributes to the reduction of some negative nutritional effects.                                                                143","Conclusion                  Based  on  the  physical  activity  carried  out,  it  was  proved  that  university  female  students,                 studying  pedagogical  subjects,  do  not  lead  sedentary  lifestyle.  Based  on  meeting  the                recommended limit of 150 to 300 minutes per week relating to the moderate physical activity                 level (PAme: 3–5.99 METs), we are able to state that statistically significant differences in the                body composition somatic parameters were not found in younger adult women. The risk of                 damage to health assessed by somatic indices in  young women is low. Our research study                showed positive relationship between meeting the recommended physical activity level and                 the body fat volume. The amount of body and visceral  fat is lower in women with higher                 moderate physical activity ≥ 150 min/week. Adequate physical activity level is primarily of                a preventive nature in young adult females.                  Currently, the issue of finding a way to promote healthy lifestyle through physical activity is                 very  topical.  The  results  show  run  of  the  mill  attitude  towards  healthy  lifestyle.  The                 motivation  for  healthy  lifestyle  may  be  the  awareness  that  physical  activity  level  may  be                monitored by using accelerometer.                  References                  Bohannon, J. (2007). 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Medicine and Science in Sports and                 Exercise 37(5): 724–30.                                                                                                                     147","Remedial Physical Education in the Czech education system                                  Jitka Vařeková, Markéta Křivánková, Pavlína Nováková,                                              Eva Prokešová, Klára Daďová                  Faculty of Physical Education and Sport, Charles University, Prague, Czech Republic                  https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-10                   Abstract: Remedial Physical Education (RPE) in the context of education is a school subject                focused  on  promoting  health  and  developing  physical  literacy  in  children  with  special                 educational  needs  (SEN).  The  subject  RPE  has  more  than  seventy-years  long  tradition  in                Czech  Republic  and  support  in  legislation  and  the  Framework  Educational  Program.                 However,  despite  the  emphasis  on  the  importance  of  supporting  children  with  SEN,  the                 number of schools that offer this subject is declining. For systemic change, it is extremely                important to carefully analyze factors leading to this situation. These include, e.g. possibility                 to  exempt  pupils  from  physical  education  classes,  organizational  demands  and  non-                enforcement of the provision of SEN, insufficient preparation of future teachers, the outdated                 paradigm of the field, and negative attitudes of students and parents to physical education in                 schools.                  Key words: Adapted Physical Education, Special Educational Needs, Physical Education in                Schools, Framework Educational Program                  Introduction                   Remedial Physical Education (RPE, also sometimes translated as Physical Health Education,                Health PE, Health Related PE or Health Enhancing PE) in the context of basic education is                 understood as a form of physical education (PE), which is primarily focused on using health                aspects  of movement  for the benefit  of students. The Framework Educational  Program  for                 Basic  Education  (FEP  BE)  states  that  physical  education  includes,  in  addition  to                comprehensive  physical  development,  also  preventive  influence  on  the  field  of  health                 impairments (RVP ZV, 2017). It is literally stated here: “It is particularly important to discern                 pupils’  physical  weaknesses  and  to  correct  these  through  joint  and  individual  forms  of                physical  education  –  both  through  mandatory  physical  education  as  well  as,  if  necessary,                 through physical health education. For this reason, an inseparable part of physical education                                                              148","are corrective and special balancing exercises applied preventively during physical education                 for all pupils as needed or assigned to pupils with physical impairment in place of activities                which are counterindicative of their impairment.” (RVP ZV, 2017, p. 92, FEP BE, p. 83).                  The role of health related PE in the field of prevention of movement disorders is desirable.                 Understanding the basic principles of physical activity as prevention and mastering the basic                compensatory tools can be clearly considered a suitable educational content falling within the                 development  of  basic  physical  literacy  and  beneficial  for  the  whole  life.  In  this  article  we                present the basic RPE definition in the context of the Czech education tradition and current                 legislation.  We  outline  the  factors  that  need  to  be  taken  into  account  when  developing                 physical literacy from the point of view of health and physical education.                Remedial Physical Education                  RPE could be understood as an area of PE consisting in the application of movement in order                 to  promote  health.  RPE  as  an  educational  subject  that  has  preventive  and  therapeutic                 significance  in  maintaining  and  improving  health  (Dostálová,  Sigmund,  Kvintová,  2013,                Hošková, Matoušová 2007). The term RPE can be encountered in three different meanings                 that need to be differentiated. These are a) RPE as a synonym for health exercises, b) RPE as                a school educational subject and c) RPE as didactic taught as a subject at universities with                 a focus  on  physical  education  (PE).  Understanding  the  context  is  important,  as  it  may  be                confusing if it is insufficiently specified. While the history of health exercise dates back to                 antiquity and we consider the entire population as a potential target group for RPE, including                 groups  with  special  needs  (young  children,  seniors,  pregnant  women,  individuals  with                disorders and disabilities), the emergence of Special PE (later renamed Health PE) as a school                 subject  dates  to  years  1948/1949  and  the  target  group  were  clearly  pupils  or  students                (including pupils with special educational needs, SEN).                   a)  RPE as health exercise can be defined as a set of specific physical education procedures                    aimed for promoting health. It can be applied to healthy individuals (primary prevention,                     self-development  and  health  promotion)  or  individuals  with  pre-existing  disorders                    (secondary prevention). It can be implemented both in the field of education and in the                     context of comprehensive rehabilitation or leisure and can be intended for individuals of                    any  age.  This  includes  individually  led  lessons  and  individual  exercises.  In  this  broad                     context,  we  perceive  RPE  as  an  umbrella  term,  which  also  includes,  for  example,                     exercises for seniors, exercises for pregnant women, RPE at children's clubs and youth                                                             149","homes or other children's leisure organizations, but also RPE as an optional subject for                     university  students  in  non-pedagogical  fields  of  study  (for  example  at  technical                    universities or medical schools).                 b)  RPE in the context of school education has a tradition of more than 70 years in our                    country (Strnad, Krejčík, Vařeková, 2019). Ješina et al. (2020) classifies RPE among one                     of the forms of adapted physical education (APE), ie PE provided for pupils or students                    with special educational needs (SEN), while the conditions and content of education are                     modified (Ješina and Kudláček 2011).                  School RPE is defined by the Framework Educational Program (FEP) as a specific form of                 PE,  which  is  intended  primarily  (but  not  only)  for  students/pupils  with  special  needs.                “Schools are recommended to offset the movement deficits of pupils and to provide corrective                 exercises by assigning a mandatory or elective subject” (FEP BE, p. 77). It’s content includes                 health-oriented activities that can be used as prevention or as a therapy. RPE can be taught in                schools:                     as a part of regular PE lessons, when it has a character of health exercises for all pupils                     in order to increase their physical literacy.                    as  a subject  for  students  with  SEN.  According  to  the  Framework  Education                    Programme,  RPE  is  provided  “as  a satisfactory  replacement  for  mandatory  physical                     education or for expanding the range of physical exercises” (FEP BE, p. 77, RVP ZV,                    2017, p. 100).                    as a subject of special pedagogical care (SSPC) within support measures for pupils with                    SEN (for example, with physical or visual disabilities, mental illness, specific learning                     disabilities,  etc.).  According  to  the  current  legislation  (Decree  No.  27/2016  Coll.,                     Appendices), pupils with SEN are entitled to 1st - 5th level support measures on the basis                    of school counseling center recommendation. From the 2nd level (support for pupils with                     mild problems) to the 5th level, the possibility of establishing a special pedagogical care                     subject (SSPC), where an individual approach in assessing the pupil's needs and methods                    for  correction  are  offered.  The  decree  thus  clearly  allows  pupils  to  be  diagnosed  with                     specific needs in the field of psychomotor development and to offer methods for their                    development. RPE in this form can be organized for pupils with SEN in groups of up to                     4 pupils in a time allowance of one hour per week.                                                                 150","As in other subjects, the goal of educational activities in RPE is to gain literacy. In RPE, this                 means that the subject is not just about performing health exercises, but also about gaining                knowledge, habits and motivation for their further use during life. The following tasks are                 further subject to gain the Physical Literacy (Silverman, Mercier 2015):                     Skills  -  to  have  a positive  effect  on  motor  and  other  (mental,  cardiovascular,  etc.)                    functions of the pupil / student with the use of basic means of RPE;                    Knowledge - to deepen the individual's knowledge of one's own body, health, about risk                     factors for the development of functional disorders of the musculoskeletal system and the                    possibilities of influencing them;                    Attitude - to teach individuals to have a lifelong habit of performing healthy physical                     activity, to motivate to move regularly, to develop a positive attitude towards their own                    body  and  to  movement.    (Beránková,  Grmela,  Kopřivová,  Sebera,  2012,  Vašíčková,                     2021).                  c)  RPE as a didactic subject for future educators                  The  third  meaning  in  which  we  can  meet  the  term  RPE  is  a didactic  subject  taught  at                 pedagogically  or  health-oriented  universities  preparing  future  professionals  (PE  teachers,                special pedagogues, physiotherapists) for the implementation of RPE in practice (Šimeková,                 2017).                  If  the  school  subject  RPE  implemented  in  primary  and  secondary  schools  is  to  educate                 students to physical literacy in relation to RPE and to fulfill the above-mentioned tasks of                health, education and training, the training of future teachers should also aim towards these                 goals. There is currently a demand from many pedagogical faculties to pay more attention to                the didactics of the fields studied, ie learning skills themselves (eg. https://otevreno.org/nase-                 vize/).                  With teacher training, any change in education begins. If we are striving for systemic change                in  the  field  of  RPE,  it  is  necessary  to  carefully  analyze  educational  plans,  ask  about  the                 competencies  of  existing  students  and  graduates  of  relevant  fields,  and  then  innovate                 educational plans in an appropriate way.                                                                  151","Analysis of factors influencing the current situation of RPE in schools                  The 2016 Czech School Inspectorate's (CSI) survey showed that less than a 10% of schools                 already  provide  RPE,  while  all  schools  had  pupils  exempted  from  PE.  Despite  the  CSI's                recommendations for wider support of RPE in schools for further decline (Krejčík, Vařeková,                 2020). So what are the factors that lead to this situation?                  1)     Obsolete paradigm                  RPE is a unique system concept with great potential, however, the paradigm of the field has                 not been adequately revised in the long run. The Czech Republic is a country with a strong                kinesiological tradition: we have top experts in the field of physical education, physiotherapy,                 psychomotorics  and  applied  physical  activities.  There  is  an  interest  in  new  and  traditional                methods  and  concepts  in  vocational  schools  and  courses,  considerable  attention  is  paid  to                 research, and the general public pays attention to various types of health exercises. University                teachers  publish  original  texts  including  the  creative  use  of  physical  means  to  influence                 children's  psychomotor  development.  Nevertheless,  in  RPE  textbooks,  chapters  are  often                 rigidly arranged, some information is taken over for decades, and new perspectives are rarely                intercorporated.                  RPE  aims  to  promote  health  which  is  perceived  in  a biological,  psychological  and  social                 context. Thus, RPE uses a diverse range of psychomotor agents with a comprehensive impact                 on the child's development in all aspects.                  In  the  biological  context,  it  is,  for  example,  support  of  posture,  improvement  of  muscle                balance, coordination, breathing stereotype, physical condition, fine and gross motor skills. In                 the  psychological  context,  the  goal  is  to  support  the  child's  psychological  development  by                improving  his/her  psychological  resilience,  experiencing  feelings  of  victory  and  managing                 losses, experiencing feelings of joy in  play and  artistic activities,  practicing relaxation and                self-awareness.  In  the  social  context,  it  is  about  supporting  relationships,  communication,                 cooperation, inclusion (Vařeková, 2020).                  These goals can be achieved through means that may be differentiated differently according to                 different  authors.  Here  we  offer  the  concept  of  Five  Pillars  of  Prevention  of  Movement                Disorders (Vařeková, Fiedlerová 2021):                                                                 152","1.  Movement. Exercise is the basis of RPE. In the 21st century, we will no longer be                        able to get along with “stretch and strengthen“ thesis. The range of exercises is very                       broad  and  is  inspired  by  both  modern  kinesiological  knowledge  (exercises  on                        a neurodevelopmental  basis)  and  psychological  and  special  pedagogical  knowledge                       (movement exercises for the development of rhythm, coordination, body scheme, etc.).                        They intersect with all the other pillars mentioned.                    2.  Postural correction. At RPE, we lead children to conscious work with posture and                        develop it through exercise as well as physical self-awareness and habit building.                     3.  Breathing exercises are a key element in RPE. Through the breath we work with the                       body's self-awareness, during the practice of relaxation and in strength training.                     4.  Perception.  Sensorimotor  relationships  are  important  and  the  development  of                       different types of perception undoubtedly belongs to RPE. We strive to develop tactile                        perception (necessary especially for the development of hand and foot function), but                       also body self-awareness (kinesthetic perception, proprioception), visual and auditory                        perception.                     5.  Working with the mind or the use of psychomotor principles for the development of                       alternating relaxation and activation, motivation, concentration.                  All the mentioned pillars intertwine in individual activities. The choice and understanding of                 their  principles  must  be  based  on  appropriate  education,  which  will  connect  elements  of                 physical education, health and special education.                  2)     Legislative contradictions and organizational demands                  The biggest paradox of the current system is how affordable and easy it is to completely free                a student from physical education, and how organizationally difficult it is to organize RPE.                 We encounter the practice that the form “Application for releasing of a pupil / student from                 PE” will be automatically received by parents in schools in the first days of September. This                situation is set directly by the Education Act (Act No. 561/2004 Coll. § 50 para. 2), which                 allows  school  principals  to  release  a pupil  from  the  PE  without  compensation  only  on  the                basis of a doctor-confirmed application submitted by the parents (Ješina, 2017, Kotlík, Jansa                 2020).                  On the other hand, the establishment of a separate subject RPE as a replacement for PE or its                addition  in  the  extended  offer  is  very  demanding.  Due  to  the  fact  that  RPE  lessons  are                                                               153","organised together for students from different grades, it is difficult to schedule the lessons and                 they are usually organised as early morning lessons (before the start of classes) or during late                afternoons.                  Teaching RPE as a subject of special pedagogical care (SSPC) also for small groups of pupils                 with the number 1 - 4 (according to Decree No. 27/2016 Coll.) For pupils with SEN could be                a desirable  reeducation  of  psychomotor  development  disorders,  which  are  often  related  to                 specific  disorders  learning.  However,  the  decree  states  that  the  subject  is  provided  by                pedagogical staff of the school with extended competence in the field of special pedagogy,                 special  pedagogues  or  psychologists  of  the  school  or  school  counseling  facility.  Thus,  PE                 teachers are not listed here - and, conversely, there are experts who do not have the necessary                competencies to teach RPE. This legislative ambiguity thus further exacerbates the ability of                 RPE schools to provide as a subject.                  In this context, it is important to strive to amend the existing legislation so that the subject of                 RPE can be taught by certified PE teachers or graduates of study fields focused on applied                physical activities.                  3)     Training of future teachers                  One of the factors that have long contributed to the current state of RPE is the preparation of                 PE  and  sport  students  for  the  implementation  of  RPE  in  practice.  At  the  faculties  or                 universities of physical education and sport, RPE classes are reduced, and teaching does not                contain  a sufficient  didactic  framework  for  teaching  in  schools  (clear  guidelines  for                 diagnosing  specific  psychomotor  difficulties  of  pupils  and  the  possibilities  of  influencing                them,  the  context  of  health  and  physical  education  literacy,  linking  to  health  education).                 Another negative factor is also that students do not encounter RPE in any form within their                compulsory study practice at schools, which further reduces their commitment to RPE in their                 future practice (Šubertová, 2020).                  4)     Science and research                  As an area of research, RPE has long been underestimated. In order to systematically support                 the  state  of  RPE  in  schools,  it  is  necessary  to  substantiate  sufficient  factual  arguments  as                a basis for further negotiations. The CSI dealt with the state of RPE in 2016 and called on                 schools to change it. However, no more data is available. We consider it appropriate to focus                                                              154","attention  on  the  regional  and  comprehensive  investigation  of  the  current  situation  of  the                 school subject RPE in all its three forms (within PE, independent classes and as SSPC). It is                appropriate to examine the self-efficacy of future teachers to implement PE in schools and                 other factors. It is also necessary to collect, compare and present research.                  5)     Patronage of professional organizations                  There  is  no  organization  that  specializes  in  RPE  in  the  context  of  a school  subject  in  the                Czech Republic. In 2021, the RPE working group was established under the auspices of the                 Czech Association of Adapted Physical Activities (ČAAPA). At the professional meetings of                 this group, a call was made to continue and expand further cooperation.                  6)     Public education                  The demise of RPE teaching in schools is gradual and smooth, so it has escaped from the                attention of experts, parents, and the media long time ago. There is no media discussion about                 RPE, nor are parents demanding it. There is a need for a wider discussion on topics related to                RPE: legislative norms, the position of RPE in school curricula, the recommendations of RPE                 as a SSPC from counseling facilities, the issue of release (and its prevention through offering                 RPE), etc. Parents often find it difficult to arrange health exercises for their children, time-                limited  or  regionally  limited  programs  are  supported  for  considerable  resources,  while  the                 traditional systemic solution is neglected.                  Conclusion                  The CSI survey (2016) shows the dreary state of teaching the subject of RPE in schools and                 a high percentage of pupils released from PE. At present, worsening of this situation can be                expected, also due to the Covid-19 pandemic, when there was a significant reduction not only                 in special RPE classes, but physical education as a subject itself was significantly affected as                a school subject, whose teaching was reduced for entire school groups for a very long time.                   When returning to regular classes, there should be no complete omission of RPE. Remedial                Physical  Education  was  established  more  than  70  years  ago  as  a unique  bridge  between                 medical  rehabilitation  and  school  physical  education  with  the  aim  of  offering  health-                promoting physical activities to children and young people with disabilities. Today, RPE can                 be offered in schools in three forms (part of PE, separate RPE lessons or RPE as a subject of                special pedagogical care) and we believe that this unique concept should be maintained and                                                             155","further developed in accordance with modern knowledge so that RPE can be easily organized                 and professionally provided within each school. Promoting research, collaboration, education                and quality training for future teachers in relation to RPE is a prerequisite.                  References                  Beránková, L., Grmela, R., Kopřivová, J., \& Sebera, M. (2012). Zdravotní tělesná výchova.                 Masarykova univerzita.                  Dostálová, I., Sigmund, M., \& Kvintová, J. (2013). Theoretical and practical aspects of health                 physical education in the Czech Republic. E-Pedagogium, 13(2), 110–124. Retrieved from:                https://doi.org/10.5507/epd.2013.023                  Framework Education Programme for Basic Education (2021). Online:                 https://www.msmt.cz/vzdelavani/zakladni-vzdelavani/framework-education-programme-for-                basic-education                   Hošková, B., \& Matoušová, M. (2007). Kapitoly z didaktiky zdravotní tělesné výchovy: pro                studující FTVS UK (2. vyd). Univerzita Karlova v Praze, Karolinum.                  Ješina, O., \& Kudláček, M. (2011). Aplikovaná tělesná výchova. Univerzita Palackého                 v Olomouci.                  Ješina, O. (2017). Fenomén neoprávněného uvolnění z tělesné výchovy v základním                a středním školství. Tělesná kultura, 40(1), 16–22.                   Ješina, O. (2020). Otázky a odpovědi aplikované tělesné výchovy I, aneb, Inkluzivní tělesná                výchova pro I. stupeň základních škol s přesahem do mateřských škol. Univerzita Palackého                 v Olomouci.                  Kotlík, K., \& Jansa, P. (2020). K současnému fenoménu osvobození z tělesné výchovy.                Tělesná výchova a sport mládeže: odborný časopis pro učitele, trenéry a cvičitele, 86(2), 2–8.                  Krejčík, P., \& Vařeková, J. (2020). Zdravotní tělesná výchova - otázky a výzvy. TVSM, 86(1),                 2–9.                  RVP ZV. Rámcový vzdělávací program pro základní vzdělávání [online]. Praha: MŠMT,                 2017 [cit. 2020-12-18]. Retrieved from: http://www.nuv.cz/uploads/RVP_ZV_2017.pdf                                                              156","Silverman, S., \& Mercier, K. (2015). Teaching for physical literacy: Implications to                 instructional design and PETE. Journal of Sport and Health Science, 4(2), 150–155.                Retrieved from: https://doi.org/10.1016/j.jshs.2015.03.003                  Strnad, P., Vařeková, J., \& Krejčík, P. (2019). 70 let zdravotní tělesné výchovy. Tělesná                 výchova a sport mládeže, 85(6), 2–10.                  Šimeková, P. (2017). Zdravotní tělesná výchova ve studijních programech Tělesná výchova                a sport fakult se sportovním zaměřením v České republice [Diplomová práce, Univerzita                 Palackého v Olomouci, Fakulta tělesné kultury]. Retrieved from:                 https://theses.cz/id/qtr6ub/_imekov-DP-2017.pdf?lang=sk                  Šubertová, A. (2020). Self-efficacy studentů závěrečného ročníku programu Tělesná výchova                a sport na UK FTVS ve vztahu k výuce zdravotní tělesné výchovy [Bakalářská práce,                 Univerzita Karlova, Fakulta tělesné výchovy a sportu, Zdravotní TV a tělovýchovné                lékařství]. Retrieved from:                 https://dspace.cuni.cz/bitstream/handle/20.500.11956/124431/130299452.pdf?sequence=1\&is                 Allowed=y                  Vařeková, J. (2020) Diagnostika ve zdravotní tělesné výchově. Tělesná výchova a sport                mládeže. 86 (6) 12–20.                  Vařeková, J., \& Fiedlerová, K. (2021) Pět pilířů prevence pohybových poruch. Tělesná                 výchova a sport mládeže. 87 (1) 10–17.                  Vašíčková, J. (2021) Pohybová gramotnost (průvodce studiem). Online (20. 5. 2021):                 Retrieved from:                https://www.pdf.upol.cz/fileadmin/userdata/PdF/VaV/2018/odborne_seminare/Pohybova_gra                 motnost.pdf                                                                               157","Health and safety education in the context of social and curricular                                                         changes                                            Eva Marádová, Miroslava Kovaříková                  Faculty of Education, Charles University, Prague, Czech Republic                   https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-11                  Abstract: Health and safety education implemented in the accordance with the framework                 curriculum  of  elementary  education  develops  pupils'  relationship  to  health  and  provides                a space for consolidating their skills to promote health and safety. It participates in shaping                 the  health  and  safety  literacy,  which  is  necessary  for  life,  to  a large  extent.  The  effective                 fulfillment of expected results of education in the given issue is determined by a number of                social factors and circumstances. The teacher's personality plays there a key role. The article                 deals with current issue of health promotion and safety protection in education in the context                of  current  social  needs  and  challenges,  which  call  for  curriculum  revision  and  adequate                 changes in teacher education. The attention is paid to the rapid rise of digital technologies into                everyday life and the need to manage the reality of health and safety threat due to emergency.                  Key words: health and safety education, digital technologies, Framework Education Program                 for Elementary Education, teacher education                  Introduction                  Inclusion of health and safety education in the Framework Education Program for Elementary                 Education (MEYS, 2007) was an important prerequisite for the development of pupil's health                and  safety  literacy.  The  background  study  Human  and  the  health  (Tupý,  2018),  which                 includes an analysis of the current development of education in this issue, points out that the                 legislative anchoring of the projected curriculum does not mean that the predicted goals are                actually fulfilled in educational practice. Within the formal and informal school curriculum                 the  insufficient  acceptance  of  the  importance  of  health  and  safety  education  seems  to  be                a problem. The low hourly teaching allowances for health education in the school curriculum                 do  not  provide  conditions  for  the  implementation  of  all  expected  outcomes.  The  constant                 increase of the educational content and expected results of education (in the connection with                                                                158","current social needs) is a specific feature of the given issue development, which cannot be                 overlooked in the creation of framework educational programs' revision.                  The  presented  study  points  out  the  current  problems  associated  with  the  change  of  social                requirements  in  the  issue  of  health  and  safety  education  in  the  Czech  Republic  and  the                 European region. Specifically, it is focused on the need to respond adequately to the current                security risks associated with the Covid-19 pandemic in the health and safety education. It                 presents also basic goals and recommendations for didactic processing of educational content                in connection with the development of pupils' digital competence. It emphasizes the need to                 ensure  the  consistency  between  changes  in  the  curriculum  and  future  teacher  educational                 programs.                  Social changes associated with the development of digital technologies                  Processes and phenomens associated with new information and communication technologies                have created a new type of society whose basic element is information - the term information                 society is used. This concept has pushed into the background the concept of the educational                 society  and  knowledge  society,  which  have  been  developed  and  discussed  for  decades.                (Kolesárová,  2016  In  Sak,  2018)  How  are  children's  lives  changing  in  the  information                 society?  What  is  childhood  like  in  the  digital  age?  The  OECD  project  “21st  Century                Children”  seeks  to  answer  these  questions.  One  of  the  outputs  of  the  project  -  the  study                 “Educating 21st Century Children: Emotional Well-being in the Digital Age” (2019) brings us                interesting key findings for the further direction of health and safety education.                   According  to  the  above-mentioned  study,  children  gain  their  first  experience  with  digital                technologies before they reach the age of two  years. Preschool children actually encounter                 digital devices before coming into contact with books (Hopkins, Brookes \& Green, 2013 In                Educating 21st Century Children, p. 41). The fact that children connect to the Internet or have                 access to online tools does not mean that they have the necessary knowledge and skills to be                 able  to  use  these  tools  effectively.  All  education  systems  in  OECD  countries  focus  on                development these skills. Currently, the subject of ongoing discussions is also the revision of                 the curriculum in the issue of digital competences in the Czech Republic (MEYS, 2020).                  The  above-cited  study  emphasizes  that  the  current  social  environment  of  young  people  is                 a combination of offline and online relationships. Friendship on the Internet helps children                who feel alienated from groups of their peers and classmates. It allows to meet people with                                                             159","similar interests who may not meet the norm of their social context, for example with those                 who suffer from social anxiety, have a disability or belong to the LGTBQ+community (ibid,                p. 96). It has been found that if an online friendship lasts longer than one year, its quality is                 comparable to  an offline friendship so  the boundary between real  and virtual friendship  is                increasingly blurring. (ibid, p. 97)                  The Internet is an essential means of finding information. For example, it is the second most                 common  source  of  knowledge  about  sex  for  15-18  years  old  pupils,  right  after  the  direct                contact with peers. It is necessary to developed media literacy and safe behavior in the online                 environment. There are also changes in the style of parenthood.  In connection with digital                 technologies there is talk of so-called “data-qualified children” - children who are monitored                by their parents from the earliest stages of their development (ibid, p. 33). These are digital                 applications related to fertility, pregnancy, babysitters to alleviate parents' concerns about the                 health and safety of the child, applications to monitor the movement of children (sharenting),                gathering and sharing a large amount of information about children on social networks. These                 facts  affect  the  perception  of  the  concept  of  privacy  by  children  and  affect  children's                relationship to the future data protection. Thus, the family does not become an essential part                 of building digital security awareness.                  Based on selected conclusions of the OECD study “21st Century Children”, it is clear that                targeted  strengthening  of  digital  literacy  aimed  at  health  and  safety  support  is  in  the                 curriculum for elementary education necessary. Rapid changes in this issue will require closer                 cooperation between the school and external partners. Also, undergraduate education of health                and safety education teachers will not be possible without reinforcing content involving cyber                 risks and integrating technology into teaching. The situation of the Covid-19 pandemic has                shown us that risks cannot be completely eliminated, but it is necessary to learn to live with                 them. This skill should be developed through systematic education.                  Social needs related to the real threat of emergencies                  The concept of population protection until 2025 with a view to 2030 (MoI, 2020) views the                 protection of the population from  a broader perspective and seeks to introduce  a system of                prevention. It points out the attention to the growing safety risks and the need to implement                 systematic health and safety education which is based on developing the self-protection and                mutual assistance of the population. Excessive reliance on technology leads to a loss of skills                                                               160","and habits which are important to self-protection. Therefore, it is necessary to create sufficient                 space for the implementation of “safety education” in elementary and secondary education. It                recommends interconnecting the topics of health promotion, human protection under common                 risks,  emergencies  and  crisis  situations,  traffic  education,  preparation  of  citizens  for  the                defense of the state, medical training (including public health promotion and prevention of                 infectious  diseases),  crime  prevention,  the  fight  against  terrorism  and  extremism,  possibly                also other topics related to the health and safety of the individual. Unfortunately, the current                 situation of the Covid-19 pandemic confirmed the validity of the request.                  Covid-19 pandemic significantly affected the implementation of educational goals in schools.                 We are witnessing of changes,  even paradoxes  in  education that need to  be examined and                discussed.                  Strategies to support health and safety in schools in the European region                  Three  main  approaches  to  the  overall  concept  of  education  supplemented  by  prevention                 programs can be currently registered:                        a holistic approach (involving the responsibility of school, family, society),                       an approach based on the emphasis on integrating the issue into educational programs,                       an emphasis-based approach outside formal education.                  In  connection  with  current  strategies  to  support  health  and  safety  education  abroad,  it  is                necessary to mention the term “risk prevention culture”, which first appears in the European                 Community  Agency  for  Safety  and  Health  at  Work  strategy,  where  there  an  integrated                approach to health promotion is proposed as a part of lifelong learning and safety education                 (Brück, 2013). This term is based on the terms “safety culture” and “health culture”. Safety                 culture  is  defined  as  a set  of  characteristics  and  personal  attitudes  in  the  organization  and                 thinking  of  people,  which  ensures  that  safety  issues  are  given  the  highest  priority,                corresponding to their significance (Zwetsloot, Steijger, 2015).The term health culture can be                 defined similarly. In this context, it is desirable to point out to the obvious common platform                of the safety and health culture defined above, which is the basis for the joint development of                 safety and health literacy. Health education and safety protection are therefore offered to be                 conceived in interdependence as one issue of education, which builds on key paradigms:                        the goals are based on the principles of personal responsibility,                                                             161","  educational content is subject to updating based on the definition of new risks,                       is a natural part of lifelong learning,                      requires an active inter-ministerial approach by the managing authorities,                       is significantly influenced by non-formal education,                       success in education is based on cooperation, not “prescribing”.                  The integrated model Health and Risk Education fulfills the idea of a school strategy of health                and safety promotion (pic 1). Achieving a state of physical, mental and social well-being in                 the issue of health and safety presupposes the setting of conditions of the school environment                 in the field of material conditions and human resources for safe and healthy learning. This                proposal  is  relevant  in  the  context  of  the  ongoing  revision  of  the  framework  educational                 programs  and  searching  for  a suitable  model  of  the  issue  of  education  in  security  topics                (Kovaříková, 2018). In this context, for example, OSHA publications use the term  “Health                 and Risk Education” (Antoine, Théveny, 2013).                                                                 Figure 1. Model of integration of health and safety education.                           Adjusted according toCarsten Brück Mainstreaming OSH into education                                https://oshwiki.eu/wiki/Mainstreaming_OSH_into_education                 The  above  model  of  integrating  health  and  safety  education  is  based  on  the  unity  of  the                 intertwining  of  formal  and  informal  curriculum  at  school.  The  formal  curriculum  is                 understood as a complex project of goals, content, means and organization of education. It is                the implementation of the projected curriculum in the educational process, methods of control                 and evaluation of teaching results (Kovaříková, Marádová, 2020). The formal curriculum of                                                            162","health  and  safety  education  represents  the  implementation  of  the  goals  and  content  of                 education,  which  is  based  on  the  relevant  framework  educational  programs.  The  informal                curriculum    includes   all   school-related   activities,   such   as   extra-class   and                 extracurricularactivities organized by the school (for example excursions, trips, competitions,                hobby activities), but also home studying, homeworks preparation of pupils for learning. In                 the  issue  of  health  and  safety,  the  school  in  an  informal  curriculum  gives  pupils  the                opportunity to “experience” in the real life of the school values declared by formal teaching.                 The pupil finds out what attention is paid to the issue of health and safety in the reality of                 school  life  whether  the  information  obtained  in  formal  teaching  is  in  line  with  (or  differs                from) the pupil's own experience with the school and what conditions does the school really                 create to support the pupils' health and safety. From the point of view of the formation and                acquisition of desirable values in pupils, the informal curriculum can have a more significant                 influence than the formal content of education on this issue. The model in pic. 1 represents                a state where the formal and informal curriculum intertwine and are in the value agreement                 (Kovaříková, 2018).                  In connection with curricular reforms in European countries and the integration of security                 issues  into  education,  the  issue  of  “education  securitization”  is  discussed  in  the  literature,                especially in connection with the revision of the English national curriculum in 2014 (Dvořák,                 Holec,  Dvořáková,  2018).  The  problem  with  reforms  is  finding  ways  to  prevent  the                 radicalization of young people through the education and to develope respect for basic social                values  ensuring  safety  and  not  to  succumb  to  the  militarization  of  education  (Kovaříková,                 2018).                  Health and safety education in Covid-19 conditions                  The Covid-19 pandemic has undoubtedly affected the goals and content of health and safety                 education.  This  is  an  educational  issue  in  which  it  is  assumed  that  it  will  always  directly                reflect the current social situation and personal needs of pupils. The Covid-19 pandemic and                 the more frequent occurrence of other emergencies (natural character) threatening the health                and lives of people in the Czech Republic were reflected in a social approach to the issue of                 health  and  safety  protection.  The  importance  of  ensuring  the  necessary  readiness  of  all                citizens  to  live  in  difficult  situations  has  become  apparent.  This  fact  is  reflected  in  the                 increased importance of health education in  the curriculum of  elementary  education and it                 opens a new perspective on the choice of educational content of health and safety education.                                                             163","Above all, it raises the need to provide teachers with sufficient time for its implementation in                 teaching. Above all, it raises the need to provide teacherssufficient hourly teaching allowance                for its implementation. In the 2021/2022 school year, health education should respond to the                 current  epidemiological  situation  and  the  set  preventive  measures  and  make  a significant                contribution to thes mooth return of pupils to the normal daily school routine.                  The main outputs and topics should be:                         infectious diseases, their transmission and prevention,                      principles of physical and mental hygiene, daily routine, healthy lifestyle, daily health                        and safety protection,                       an appropriate use of digital technologies,                      participation in dealing with current events and emergencies.                  Teaching  is  focused  on  explaining  responsible  behavior  and  motivation  to  integrate  active                 health  promotion  into  the  daily  life  of  pupils  and  providing  individual  assistance  in                 developing their personal potential and interpersonal relationships. Teachers should respond                to the social situation and strive to manage a pandemic with all hygiene and social aspects,                 reflect pupils' experiences during a pandemic and support pupils' interest in current health and                safety issue.                  Digital technologies in health and safety education                  In  lessons,  which  are  based  on  the  educational  field  of  Health  Education  according  to  the                 Framework  Education  Program  for  Elementary  Education,  pupils  can  develop  their  digital                 competences by using many of digital technologies and various digital resources. They learn                to search, store, sort and evaluate specific information from verified sources focused on health                 and safety issue - from the own or social interest point of view. Digital technologies allow                pupils to measure, store, evaluate, or share specific data about their person in the relationship                 to health and safety. They help them to monitor the health and safety of a specific situation in                 their  immediate  area,  process  the  measured  data,  store  them  in  appropriate  formats,  share,                evaluate,  discuss  the  results  and  make  suggestions  for  possible  measures  to  improve  the                 situation.                                                                   164","Current requirements for teachers' education                  If  health  and  safety  issue  is  to  be  given  the  highest  priority  commensurate  with  its                 importanceit is necessary that this issue have to be a part of university preparation of future                teachers and also professionals in other disciplines.                  The didactics of health and safety education points  out  to  the breadth  of the influences of                 formal and informal education of pupils. These influences are reflected in the formation of                pupils'  preconcepts,  but  they  also  influence  the  process  of  education,  the  realization  of                 educational goals with the use of appropriate forms and methods of teaching. (Kovaříková,                 Marádová,  2020)  For  the  preparation  of  health  and  safety  education  teachers,  there  is                a requirement to strengthen the content of the study program on cyber security. Cyber security                 includes not only information and its processing, but also a new virtual reality, with artificial                intelligence being the pinnacle of this type of threat (Sak, 2018). Cybercrime and the issue of                 crime committed with the help of information technologies are gradually becoming the part of                 the educational content of health and safety education.“Life in cyberspace” affects a human's                physical, mental and social health and the development of society leads to the digitization of                 lifestyle (Sak, 2018).                  The changes must be reflected in the content of study programs for teacher education in terms                of professional and didactic.Teachers need to be prepared to use digital technology in their                 teaching,  moving  from  “paper,  chalk  and  blackboard”  to  mobile  phones  and  whiteboards.                Social networks become a communication tool and pupils can easily interact with each other,                 share study materials  or discuss with  others in  a group in  their environment. There is  also                 a boom in virtual tours with the integration of augmented or virtual reality. Subject didactics                in the issue of methods and forms of learning also comes with a trend of gamification - the                 use of game elements in a non-game environment. The principle of gamification is specific, it                 for example constantly encourages pupils to solve tasks of various difficulties and gradually                rewards  them  for  their  fulfillment.  Due  to  the  rapid  development  in  the  field  of  digital                 technologies and changing threats to human, the development of the issue of health and safety                education will not be possible without the cooperation with external partners.                  In  connection  with  the  need  to  create  opportunities  for  the  development  of  pupils'  digital                 competences in health and safety education, teachers' education must ensure that teachers are                able to:                                                               165","  make credible health and safety resources available to pupils, enable them to search,                        sort and verify information and to create archives of suitable digital sources as well as                       portfolios of interesting information and their own knowledge in the issue of health                        and safety,                       lead  pupils  to  realize  that  not  everything  that  appears  in  the  digital  environment  is                       healthy  or  safe  and  to  discuss  with  students  specific  examples  of  appropriate  and                        inappropriate behavior in the issue of health and safety,                      develop pupils' ability to master digital technologies that will enable them to record                        data on their health and safety (eating, exercise, environment, relaxation, etc.) or to                       monitor situations around them (transport, safe and dangerous situations, etc.) and to                        lead pupils to evaluate the data obtained and to formulate suggestions for improving                        the situation,                      lead pupils to communicate securely through digital technologies and to emphasize the                        possible  risks  of  losing  privacy  and  personal  security  if  the  basic  rules  of                        communication are not followed,                      point out pupils' to the issue of bullying and cyberbullying and to lead them to act                        ethically and to reject all manifestations of violence and aggression when interacting                       in the digital environment,                       acquaint  pupils  with  the  use  of  digital  technologies  in  communication  with  rescue                        services and safety lines (in situations of danger, accident, emergencies), etc. and to                       make the issue of legal liability available to pupils when using and sharing information                        (image data) in a digital environment that relates to health and safety (protection of                       personal data, alarm message, etc.) by using examples.                   Conclusion                  As follows from the above analysis, the current time brings changes in individual's and whole                society  life,  and  it  is  necessary  to  respond  immediately  to  these  changes  in  the  issue  of                 education.  The  possible  risks  of  health  and  safety  threat  raise  the  need  to  pay  increased                attention to the educational concept in the health and safety issue related the revision of the                 framework educational programs. The extension of the content focus of the educational issue                 by  security  topics  and  the  requirement  of  the  curriculum  to  systematically  support  the                development  of  pupils'  key  competences  requires  the  creation  of  sufficient  space  for  the                 implementation of the expected learning outcomes in the curriculum. There is the long-term                                                              166","problem  of  insufficient  hourly  teaching  allowances  for  the  implementation  of  health  and                 safety topics, and it deepens in connection with the current social situation. The forthcoming                “major revisions” of the framework educational programs are an opportunity to eliminate this                 deficit and to conceive education in this issue in a new concept that meets social needs. In this                sense, an update of the educational content and expected learning outcomes can be expected.                 The creation of an updated curriculum cannot be done without inter-ministerial cooperation                which is established in an experts from the resorts of education, health, defense, interior and                 transportation.  Due  to  the  broad  content  of  the  issue  of  education,  a discussion  with  other                 institutions  and  professional  companies  is  open.  Content  overlaps  with  some  educational                issues are solved - real and relative ones, where there is justified to present certain content                 from  different  perspectives  of  the  issue.  It  will  be  also  necessary  to  consider  the  planned                educational concept changes in the issue of health and safety support in the direct relation to                 ensuring  teacher  readiness  and  realize  the  expected  learning  outcomes.  To  monitor  the                creation  of  “major  revisions”,  to  participate  in  the  process  of  creating  new  curricular                 documents and (if it is possible) to respond operatively by changing accredited educational                 programs is undoubtedly a challenge for faculties preparing teachers.                  References                  Antoine, M. J. \& Théveny, L (2013). Occupational safety and health and education: a whole-                school approach Europe an Agency for Safety and Health at Work. Luxembourg.                  Brück, K. (2013). Occupational safety and health and education: a whole-schoolapproach.                 Bilbao:EU-OSHA.                  Burns, T. \& Gottschalk, F. (2019). Educación e infancia en el siglo XXI:El bienestar                 emocional en la eradigital, Investigación e innovación en el ámbitoeducativo. “Educating                21st Century Children: Emotional Well-being in the Digital Age” (2019) [online]. Retrieved                 from: https://www.oecd.org/digital/educating-21st-century-children-b7f33425-en.htm                  Dvořák, D., Holec, J., Dvořáková, M. (2018). Kurikulum školního vzdělávání. Zahraniční                 reformy v 21. století. [School education curriculum. Foreign reforms in the 21st century]                Praha: Univerzita Karlova.                                                                     167","Fialová L., Marádová E., Mužík V., \& Flemr L. (2014).  Vzdělávací oblast Člověk a zdraví                 v současné škole [Educational area Man and Health in contemporary school]. Prague:                Karolinum.                  Kovaříková, M. (2018). Security issues as a part of University Teacher Training. Internal                 Security. Police Academy in Szczytno. 10(1).                  Kovaříková M., \& Marádová E. (2020). Didaktika výchovy ke zdraví a bezpečí v kontextu                kurikulární reformy a učitelského vzdělávání [Didactics of health and safety education in the                 context of curricular reform and teacher education]. Prague: Charles University in Prague,                 Faculty of Education.                  MEYS [MINISTERSTVO ŠKOLSTVÍ, MLÁDEŽE A TĚLOVÝCHOVY] (2007). Rámcový                vzdělávací program pro základní vzdělávání verze 2007 [Framework Education Programme                 for Primary and Lower Secondary Education Version 2007] [online]. Retrieved from:                http://www.msmt.cz/vzdelavani/zakladni-vzdelavani/ramcovy-vzdelavaci-program-pro-                 zakladni-vzdelavani-verze-2007                  MEYS [MINISTERSTVO ŠKOLSTVÍ, MLÁDEŽE A TĚLOVÝCHOVY] (2020). Strategie                 vzdělávací politiky do roku 2030+ [Education policy strategy until 2030+]. [online] Retrieved                from: https://www.msmt.cz/vzdelavani/skolstvi-v-cr/strategie-2030+.                  MoI [MINISTERSTVO VNITRA] Koncepce ochrany obyvatelstva do roku 2025 s výhledem                 do roku 2030. (2020) [The Concept of Population Protection until 2020 with the Outlook to                 2030] [online] Retrieved from:  https://www.vlada.cz/cz/ppov/brs/dokumenty/vyznamne-                dokumenty-v-oblasti-bezpecnosti-ceske-republiky-18963                  Sak, P. (2018) Úvod do teorie bezpečnosti. Praha: Petrklíč.                  Tupý, J. (2018). Podkladová studie Člověk a zdraví. Analyticko-koncepční studie (interní                 dokument). [Background study Human and the health] Praha: NÚV. [online] Retrieved from:                 http://www.nuv.cz/file/3505/                  Zwetsloot, G. \& Steijger, N. (2015). Towards an occupational safety and health culture.                OSHwiki, pp. 1–6 CDU 614.8 C16/54- [online] Retrieved from:                 https://oshwiki.eu/wiki/Towards_an_occupational_safety_and_health_culture                                                                168","Challenges and opportunities for health promotion in the school                           environment in the context of the COVID-19 pandemic                                               Eva Marádová, Pavla Šlechtová                  Faculty of Education, Charles University, Prague, Czech Republic                   https://doi.org/10.5817/CZ.MUNI.P280-0076-2021-12                  Abstract: The text responds to current problems associated with the impact of the COVID-19                 pandemic on education in the Czech Republic and abroad and discusses the current situation                based  on  the  latest  available  information.  Specifically,  it  focuses  on  the  influence  of  this                 severe  health  threat  on  the  societal  perception  of  the  importance  of  health  promotion  and                 safety in school education. The COVID-19 pandemic constitutes a new milestone in formal                and informal health and safety education development. Based on the results of research in the                 Czech Republic and abroad, the text demonstrates the need to expand activities to promote                health and safety in schools in the future (in terms of ensuring physical, mental and social                 wellbeing), and thus the need to increase the number of lessons per week for health and safety                education  in  the  primary  and  lower  secondary  education  curriculum.  We  propose  that  the                 Framework Education Programme for Primary and Lower Secondary Educationin corporates                 (as part of the forthcoming revision) the necessary adequate changes aimed at broader health                promotion both in the overall concept of school life and especially in the educational field,                 including health and safety topics.                  Keywords: health and safety education, education during COVID-19 pandemic, Framework                 Education Programme for Elementary Education                  Introduction                  The COVID-19 pandemic has had a vast, unprecedented impact on all aspects of human life                worldwide. This extraordinary and unexpected event, accompanied by a severe health threat,                 took everyone by surprise and, above all, raised concerns about their health and the health of                their  loved  ones.  The  state  of  emergency  declared  by  the  Czech  government  and  similar                 restrictions  in  other  countries  meant  a significant  limitation  in  everyday  personal  and                 professional  life.  It  is  clear  that,  unfortunately,  nationwide  anti-epidemic  measures  in  the                                                                169","Czech Republic and elsewhere are likely to continue, and we must adapt our lifestyle to these                 conditions.                  One  of  the  areas  most  affected  by  the  pandemic  has  been  education.  All  at  once,  schools                closed, and millions of pupils and students were deprived of the opportunity to learn in their                 familiar environment and be in personal contact with their friends and teachers. Consequently,                changes  in  the  organisation  of  education  were  necessary.  The  enforced  distance  education                 with its accompanying phenomena and contexts was new for all its stakeholders (teachers,                pupils, parents) in many ways and undoubtedly represented a significant burden for many of                 them.                  At  present,  when  most  pupils  return  to  reopened  schools,  we  are  gathering  and                 examiningexperience  gained  from  the  course  of  online  education  during  school  closures.                Findings  of  research  surveys  conducted  in  the  Czech  Republic  and  abroad  allow  us  to                 evaluate what the use of digital technologies in education has brought to schools and what                 consequences  schools  will  have  to  cope  with  concerning  the  quality  of  education.  The                available information on the concept of the curriculum and the practical implementation of                 health promotion and safety in schools in the context of the current health and safety situation                deserves precise reflection. What changes will the current situation require in education?                  The COVID-19 pandemic can be described as a new milestone in the current development of                 formal and informal education focused on health and safety education. Given that the risky                epidemiological  situation  persists,  it  is  appropriate  to  monitor  specific  changes  in  health                 promotion and safety paradigms, point out the situation “before COVID” and the new topics                 brought by the time “in COVID”. Inspiration can also be drawn from the comparison with                selected studies published abroad.                  Health and safety education in the Czech Republic before the COVID-19 pandemic                  According  to  the  Framework  Education  Programme  for  Primary  and  Lower  Secondary                 Education (MEYS, 2007), the basis of education in the field of Man and Health is knowledge                 leading to understanding health and safety issues, to a positive way of thinking and making                the right decisions in favour of health and personal safety. Besides, the field is based on skills                 that  actively  influence  the  pupil’s  physical  and  mental  condition,  and  the  experiences  and                 habits acquired and verified in their daily routine situations.                                                               170","The  curriculum  creates  an  opportunity  to  observe  interrelated  individual  and  social  factors                 that significantly affect the health status of an individual, group of people or society (Fialová,                Marádová, Mužík, Flemr, 2014). The impact of the following aspects on health is emphasised:                        lifestyle (50%) – for example, individual lifestyle, attitude to health, care of one’s own                        and others’ health, compliance with preventive measures, nutritional habits, physical                       activity, risky behaviour;                       environmental  factors  (20%)  –  for  example,  climatic  conditions,  natural  and  social                        environment;                      genetic  predispositions  (20%)  –  for  example,  susceptibility  to  certain  diseases,                        developmental disabilities;                       quality of health care (only 10%) – for example, health care system, development of                       medicine, availability of medical care, health policy.                  The curriculum strives to develop health literacy (Marádová, 2014). In connection with the                 occurrence  of  emergencies  in  the  Czech  Republic  and  abroad,  the  curriculum  expanded                education  in  safety  topics  related  to  the  protection  of  people  in  ordinary  risks  and                 emergencies,  traffic  education,  health  protection  and  first  aid,  crime  prevention,  the  fight                 against terrorism and extremism. Preparation for state defence and cybersecurity issues were                newly included (MEYS, 2017). Pupils learn how to behave in situations of potential danger.                 They  solve  model  situations  “what  to  do  if…”  They  are  encouraged  to  offer  and  provide                 assistance adequately to their abilities. The educational content of health education is closely                connected with safety topics (Kovaříková, Marádová, 2020).                  In  short,  thecritical  paradigm  in  health  and  safety  education  in  the  period  before  the                 COVID-19  pandemic  was  the  effort  to  adopt  appropriate  behaviours  in  terms  of  a healthy                lifestyle and safety. The real threat of pandemics in a country with quality health care was                 considered a theoretical, unlikely possibility.                  Health and safety education in the context of the COVID-19 pandemic                  The COVID-19 pandemic significantly affected the implementation of educational goals in                 schools. We are witnessing changes, even paradoxes, in education that need to be examined                and discussed.                                                                 171","Digital learning and its implications for health                  After  the  outbreak  of  the  COVID-19  pandemic,  vast  numbers  of  pupils  and  students                 worldwide were affected by school closures. Suddenly, they lost the daily routine and security                that school attendance represented for them. Besides, their personal contact with their friends                 and  teachers  was  disrupted,  they  could  not  use  school  services  such  as  sports  facilities  or                canteen lunch. Some of them were left without protection against domestic violence or abuse.                 Many  were  experiencing  difficult  family  situations  associated  with  the  pandemic-related                restrictions  or  loss  of  employment  of  family  members,  theever-present  atmosphere  of                 insecurity and fear. Generally, their quality of lifechanged significantly.                  According  to  Ashikkali,  Carroll  and  Johnson  (2020),  although  children  and  young  people                 were less directly affected by COVID-19 disease than adults, the indirect consequences of the                pandemic for their health should not be ignored. Long periods of school closures encouraged                 obesogenic  behaviours  in  children  and  young  people,  including  lack  of  daily  structure,                 changes in sleeping routine, unhealthy diet, decreased physical activity and increased screen                time.                  School closures lead to an urgent need to find alternative ways and methods of teaching. In                 many countries, digital teaching and learning were adopted and applied where possible.                  Digital education and inequality                  Digital education is a subject of several recent studies, and the discussion over the evaluation                 of its implications for both students and teachers are likely to continue in the future. However,                one real drawback of digital learning is that it highlights inequalities caused by poverty and                 deprivation. Many children had limited internet access or equipment, and some parents had                problems providing adequate supervision (Ashikkali, Carroll, Johnson, 2020).                  In their study, González-Betancor, López-Puig and Cardenal (2021) look at the role of the                 family’s socioeconomic status and the role of the school concerning the frequency and quality                 of use of digital media and ICT access. They used data from the last PISA cycle in 2018 with                161,443 students  from  21 European  countries. The results  confirm  that  for most European                 countries, ICT access at home is influenced to a greater extent by the family’s socioeconomic                status, while both the frequency and quality of use of ICT at home are influenced more by the                                                                 172","integration of ICT at school. Thus the results suggest that the integration of ICT at school                 could alleviate students’ social inequalities.                  Digital education and wellbeing of the school as a whole                  Although most texts  dealing with  the impacts  of the COVID-19 pandemic focus on either                students/pupils  or  teachers  as  separate  groups,  the  study  of  O’Toole  and  Simovska  (2021)                 presents  findings  based  on  interviews  with  15  school  professionals  from  Irish  schools                regarding the impact of the pandemic on the wellbeing of students, school staff and school                 communities as  a whole. Although educational  professionals  were deeply engaged in  work                 with  their  students  during  school  closures,  students  were  faced  with  challenges  such  as                isolation,  worry,  loneliness,  self-harm  or  suicide,  and  the  role  of  the  school  as  a place  of                 safety, socialisation and predictability for young people was missing.                  The educational professionals made significant efforts to connect with the students through                various  online  platforms  or  email.  For  vulnerable  and  socially  marginalised  students,  they                 even  used  more  imaginative  ways  of  maintaining  contacts  like  delivery  by  post,  personal                 visits  or  phone  calls.  On  the  other  hand,  this  endeavour  caused  them  increased  stress  and                exhaustion,  and  they  felt  not  adequately  acknowledged  and  supported  by  educational                 authorities.School leaders, who were also under considerable pressure from the new situation,                felt angry and frustrated concerning the state Department of Education due to the lack of good                 governance and collaboration.                  The authors conclude that the principles of wellbeing must extend to all three stakeholders:                 students,  educational  professionals  and  school  leaders,  and  meeting  the  human  needs  for                safety, belonging and social inclusion must be prioritised through whole-school approaches.                  Priority subjects emphasised, health education abandoned                  Some subjects get priority over other subjects. The priority subjects in Czech schools include                 mainly  mathematics,  Czech  and  English  languages,  while  health  education  and  physical                 education together with music and art are perceived as less important. The situation is similar                in  many  countries.  Health  education  had  already  struggled  with  this  problem  before  the                 pandemic, and it became even more pronounced with  the introduction of digital  education                during school closures.                                                                 173","The Methodical Recommendation for Distance Education of the Ministry of Education, Youth                 and Sports (MEYS, 2020) for the distance education implemented by schools recommends                “focusing on priority subjects”, “focusing on key outputs in the Czech language, mathematics                 and foreign language”, which of course has its justification. However, in  a situation where                everyone is primarily concerned with health, we lack any mention of the importance of health                 promotion  (physical,  mental  and  social)  in  this  risky  period.  Physical  education  was                significantly reduced, and there was no time left for school health education.                  Future challenges and development of health and safety education                   Health and safety education and health promotion play an important role in disease prevention                and  health  protection  in  general,  but  their  significance  even  increases  in  times  of  disease                 outbreaks and emergencies. With changes implied by the COVID-19 pandemic in the lives of                individual people and the entire society, health and safety education also needs to undergo                 necessary changes, overcome challenges and advance.                  Support of pupils after school reopening                  In  a thematic  survey,  the  Czech  School  Inspectorate  (CSI)  monitored  the  experiences  of                 primary school pupils and teachers with distance learning. In addition to the findings on the                quality of education (at least 36.5 thousand pupils from 1465 primary schools included in the                 research  after  a long  period  of  distance  learning  have  significant  gaps  in  knowledge  and                 skills), considerable health (primarily psychosocial) problems of pupils related to their long-                term absence from school were revealed. Some students find it challenging to get used to the                 previous routine regime likegetting up in the morning, spending the morning at school, taking                part in lessons, having fun with others during the break, spending the afternoon with hobby                 activities.  Pupils  need  ample  support  from  schoolsto  overcome  challenges  related  to  their                return  to  school.  The  school  environment  should  provide  sufficient  opportunities  for                 promoting  pupils’  health  in  physical,  psychological  and  social  respects.  Pupils  should  feel                 safe  and  have  enough  time  and  space  to  renew  social  ties  and  build  a positive  self-                concept.Therefore, the recommendation for the period after returning to full-time education is:                 “to support schools in the development of all dimensions of pupil personality and targeted                compensation  of  psychological  and  social  deprivation  caused  by  distance  learning  (for                 example,  by  a varied  and  targeted  offer  of  activities  in  schools  that  contribute  to  pupils’                personal and social development)”(CSI, 2021).                                                               174","Health teachers as promoters of vaccination and compliance with imposed measures                  Health, which was often taken for granted, is talked about everywhere. Everyone asks how to                protect their health and the health of their loved ones. Pupils cannot overlook the efforts of the                 entire society to find a way to promote and protect health effectively. Health education has                become part of not only the formal but especially the informal curriculum. In teaching health                 issues, it is appropriate to continuously explain to pupils the need to observe valid preventive                measures, the importance of vaccination and provide sufficient space for discussion on current                 health and safety issues (Marádová, 2021).                  Plutzer  and  Warner  (2021)  proposethat  health  teachers  could  become  an  effective                communication  channel  for  providing  students  with  medically  accurate  information  on                vaccination. The authors describe the situation in the United States and demonstrate that little                 attention is given to vaccine literacy in secondary education. Vaccines are mentioned in the                 education  content  standards  of  only  a few  states.  However,  these  standards  are  binding                concerning topics covered in the classes. If the standards changed, teachers could include the                topic  of  vaccination  and  immunisation  in  their  classes,  which  could  improve  vaccination                 uptake and health outcome in the country.                  New educational materials and activities                  The  fundamental  purpose  of  healtheducation  is  to  explain  responsible  behaviour  and                motivation to apply active health promotion to pupils’ everyday lives and provide individual                 assistance  to  pupils  in  developing  their  potential  and  interpersonal  relationships.  Teachers                must make extensiveefforts to manage the pandemic with all the hygienic and social aspects,                 reflect pupils’ experiences fromthe pandemic, and support pupils’ interest in current health                and safety issues. Besides, health and safety teachers use theirexpertise in health education                 and  also  knowledge  of  the  class,  the  social  climate  and  the  atmosphere  in  which  the                educational  process  takes  place  to  design  and  use  new  educational  materials  reflecting  the                current  needs  and  implement  activities  with  regard  to  the  individual  pupils’  abilities  and                 skills.                  According to Gray et al. (2020), materials conveying information on COVID-19 to children                are scarce and often unsatisfactory. The authors call for creating materials that would provide                 accurate information adjusted appropriately to each children’s age group. The materials must                be  attractive  to  children,  so  the  selected  format  is  crucial.  Gray  et  al.  suggest  the  use  of                 cartoons which can reinforce desired behaviour in children better than text-based materials.                                                              175","Role of medicine and health professionals                  In the present pandemic-affected situation, we rely on quality medical care more than ever.                 People admire the work of medical staff and monitor the development of effective drugs or                vaccines with hope. A newly acquired experience must be reflected in the health education                 curriculum. In the event of an emergency, the influence of individual and social factors on the                population’s health status can change significantly, andthe determinant of medical care plays                 a crucial role in such situations.                  Since  people  often  view  and  evaluate  health  from  the  perspective  of  medicine,  the                 involvement  of  health  professionals  in  the  development  of  school  health  seems  logical.                Jourdan et al. (2021) suggest  four areas where health professionals could contribute to the                 promotion  of  health  at  school:  advocacy  for  health  promotion  in  school,  education  and                prevention of health issues, medical contribution to education and learning, development of                 schools’  capacity  to  protect  health.  The  authors  see  the  mutual  cooperation  of  health                 professionals  and  educators  as  essential  for  pupils  and  students  to  develop  skills  and                capabilities for lifelong health and wellbeing.                  Preparation for possible future crisis                  The  COVID-19  pandemic  showed  that  the  Czech  educational  system  was  not  thoroughly                 prepared  for  the  unpredictable  general  health  crisis  and  school  closures,  but  this  is  quite                 understandable. On the other hand, many teachers and school leaders’ expertise, creativity,                effort, and dedication helped facilitate distance learning for pupils, students, and parents. We                 should use the experience gained during the hard times to design systems and strategies for                possible  future  crises  of  similar  character.  In  particular,  the  crucial  role  of  school  health                 promotion in times of health crisis should be pointed out as one of the most important factors                for maintaining the wellbeing of pupils and students.                  Based  on  the  German  education  system  as  an  example  of  school  health  promotion                 significance  during  the  pandemic,  Levin-Zamir  et  al.  (2021)  call  for  redesigning  the                 educational system to provide a more inclusive and health-literate system supporting health                promotion. Students must have the necessary digital infrastructure and skills for participation                 in  digital  learning,  and teachers should  be trained in  an emergency  strategy  for education.                 Educational  approaches  should  use  practical  methods  and  keep  health  promotion  activities                effective.                                                             176","Health literacy as a vital precondition for a healthy life in the 21st century                  Health literacy is a core concept and key priority of health education.  The term “literacy” is                frequently  used  in  the  contemporary  world,  usually  in  connection  with  abilities  and  skills                 acquired at school (for example, writing and reading) or other skills necessary for life, such as                digital or financial literacy. Like the other literacies, health literacyhas all-life importance, but                apart  from  that,  it  can  make  all  the  difference  between  our  life  or  death.  Vamos  and                 McDermott  (2021)  point  out  the  fundamental  significance  of  health  literacy  for  gaining                control over one’s life, which becomes even more pronounced during a global health crisis                 like the COVID-19 pandemic.                  According to the findings of Kučera, Pelikan and Šteflová (2016), nearly 60% of the Czech                population  show  limited  general  health  literacy.  This  strikingly  high  number  calls  for                 immediate action and presents a fundamental challenge for health and safety education in the                Czech Republic.                  Challenges of the school year 2021-2022 in Czech schools                  During  pupils’  return  to  full-time  education,  health  promotion  (in  a holistic  sense)  and                protection of pupils’ safety are indispensable. In the school year 2021-2022, it is essential in                 health  education  to  lead  each  pupil  to  find  their  path  to  life  satisfaction  based  on  vibrant                health, good relationships and responsibility to oneself and other people. Pupils should have                 the possibility to know the benefits of a healthy and safe life, learn to protect health in all its                components  (physical,  mental,  social), to  make decisions  in  favour of  health and safety in                 everyday situations. It is essential to acquire practical skills based on personal experience and                apply  acquired  behaviours  in  everyday  life.  At  the  same  time,  the  current  society-wide                situation and pupils’ personal needs must be taken into account.                  Significance of health and safety education                  The COVID-19 pandemic and the more frequent occurrence of other extraordinary events (of                 a natural  or  climatic  character)  threatening  the  health  and  lives  of  people  in  the  Czech                Republic were reflected in a society-wide approach to health and safety with an emphasis on                 ensuring  the  necessary  readiness  of  all  citizens  for  life  in  difficult  situations.  This  fact  is                reflected in the increased importance of health education in the primary and lower secondary                education curriculum. It opens a new perspective on the choice of the educational content of                 health education and raises the need to provide teachers with a sufficient number of lessons                for its implementation at school.                                                              177","Fundamental topics of health and safety education                  In the school  year 2021-2022, health  education  should significantly  respond to  the current                 epidemiological situation and the set preventive measures. At the same time, it should make                a significant  contribution  to  the  smooth  return  of  pupils  to  the  regular  daily  routine  of                 schooling.  Therefore,  the  following  topics  can  be  considered  essential:  infectious  diseases,                their transmission and prevention; principles of physical and mental hygiene, daily routine,                 healthy living, daily health and safety; appropriate use of digital technologies; participation in                dealing with ordinary and extraordinary events. Topics that are directly related to the current                 epidemiological situation and managing the consequences of emergencies and topics that are                 part of the active support of health and safety during the return of pupils to school lifeare of                utmost importance for the school year 2021-2022.                  New educational content                  In addition, there is a need to expand the educational content in some topics in line with the                 current  requirements.  In  particular,  this  applies  to  the  actual  content  of  topics  concerning                 behaviour  in  emergencies,  behaviour  in  connection  with  communicable  diseases,  and                responsibility for health. These topics relate to the occurrence of a pandemic, compliance with                 pandemic measures, managing the impact of the pandemic on everyday life, the origin and                consequences of natural disasters (tornadoes, floods).                   Conclusion                  The COVID-19 pandemic undoubtedly influenced societal attitudes towards the inclusion of                health promotion and safety protection in school education in the Czech Republic and abroad.                 It turned out that health and safety issues have an irreplaceable place in the primary and lower                secondary education curriculum and form essential readiness for life. The currently planned                 revisions of the framework educational  programs  in  the Czech Republic should reflect  the                “experience with COVID”, include health and safety issues in the core educational content,                 provide  schools  with  sufficient  space  to  implement  health  promotion  and  safety  in  direct                 connection with school life and culture.                                                                      178","References                  Ashikkali, L., Carroll, W., \& Johnson, C. (2020). The indirect impact of COVID-19 on child                 health. Paediatrics and Child Health, 30(12), 430–437.                  CSI [ČESKÁ ŠKOLNÍ INSPEKCE] (2021) Tematická zpráva. Distanční vzdělávání                v základních a středních školách [Thematic Report. Distance Education in primary and                 secondary schools] [online]. 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