{"id":19516,"date":"2026-05-11T11:01:31","date_gmt":"2026-05-11T09:01:31","guid":{"rendered":"https:\/\/meetplatform.eu\/emocni-parkour-hnev-a-stres\/"},"modified":"2026-08-17T11:05:46","modified_gmt":"2026-08-17T09:05:46","slug":"emocni-parkour-hnev-a-stres","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/cs\/emocni-parkour-hnev-a-stres\/","title":{"rendered":"Emo\u010dn\u00ed parkour: Hn\u011bv a stres"},"content":{"rendered":"\t\t
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\n \n\t\t Emo\u010dn\u00ed parkour: Hn\u011bv a stres<\/span>\n \t\t<\/span>\n <\/h2>\n \t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\u00da\u010del: Mlad\u00ed lid\u00e9 by m\u011bli b\u00fdt podporov\u00e1ni v tom, aby si v\u011bdom\u011b uv\u011bdomovali sv\u00e9 individu\u00e1ln\u00ed dovednosti a zdroje p\u0159i zvl\u00e1d\u00e1n\u00ed stresu a\/nebo hn\u011bvu a aktivn\u011b je rozv\u00edjeli. Tak\u00e9 se dozv\u00eddaj\u00ed o konstruktivn\u00edch alternativ\u00e1ch a strategi\u00edch zvl\u00e1d\u00e1n\u00ed jin\u00fdch mlad\u00fdch lid\u00ed a mohou o nich diskutovat v bezpe\u010dn\u00e9m prost\u0159ed\u00ed.<\/p>

\u0158e\u0161en\u00e1 problematika: Prevence \u0161ikany a n\u00e1sil\u00ed; Zvl\u00e1d\u00e1n\u00ed stresu a relaxace<\/p>

Relevance pro du\u0161evn\u00ed zdrav\u00ed: Dosp\u00edv\u00e1n\u00ed je kl\u00ed\u010dov\u00fdm obdob\u00edm pro rozvoj regulace emoc\u00ed \u2013 schopnosti rozpozn\u00e1vat a konstruktivn\u011b zvl\u00e1dat intenzivn\u00ed emo\u010dn\u00ed stavy. Opakovan\u00e9 vystaven\u00ed zvl\u00e1dnuteln\u00e9mu stresu, po kter\u00e9m n\u00e1sleduje \u0159\u00edzen\u00e1 reflexe, buduje pr\u00e1v\u011b tuto schopnost a posiluje odolnost v\u016f\u010di \u00fazkosti, depresi a probl\u00e9m\u016fm s chov\u00e1n\u00edm.<\/p>

Zam\u00fd\u0161len\u00e1 zm\u011bna: \u00da\u010dastn\u00edci opou\u0161t\u011bj\u00ed parkour s hn\u011bvem a stresem se siln\u011bj\u0161\u00ed schopnost\u00ed rozpozn\u00e1vat vlastn\u00ed emocion\u00e1ln\u00ed a fyzick\u00e9 stresov\u00e9 reakce, tolerovat frustraci bez okam\u017eit\u00e9ho reaktivn\u00edho chov\u00e1n\u00ed a reflektovat, co je k tomu p\u0159ivedlo, a jak\u00e9 existuj\u00ed alternativy.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Kontext implementace pilotn\u00edho projektu<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Tato aktivita byla realizov\u00e1na jako sou\u010d\u00e1st pilotn\u00ed akce prov\u00e1d\u011bn\u00e9 v r\u00e1mci projektu MEET iniciativou Jugenditinative. Triestingtal (JIT, PP9). Tato metoda byla realizov\u00e1na s mlad\u00fdmi lidmi ve \u0161koln\u00edm prost\u0159ed\u00ed, ale tak\u00e9 v poradensk\u00e9m centru pro ml\u00e1de\u017e a v ter\u00e9nn\u00ed pr\u00e1ci, s r\u016fzn\u00fdmi velikostmi skupin. Z\u00fa\u010dastnili se j\u00ed mlad\u00ed lid\u00e9 ve v\u011bku 12\u201316 let. Cvi\u010den\u00ed slou\u017eilo k prohlouben\u00ed t\u00e9matu a k nastartov\u00e1n\u00ed diskuse o regulaci stresu v praxi. Workshop\u016f se v\u017edy z\u00fa\u010dastnili minim\u00e1ln\u011b dva facilit\u00e1to\u0159i, kte\u0159\u00ed metodu spole\u010dn\u011b moderovali. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Teoretick\u00e9 pozad\u00ed<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Parkour zalo\u017een\u00fd na hn\u011bvu a stresu nab\u00edz\u00ed mlad\u00fdm lidem vz\u00e1cnou p\u0159\u00edle\u017eitost setkat se s frustrac\u00ed, tlakem a konflikty v bezpe\u010dn\u00e9m a strukturovan\u00e9m prost\u0159ed\u00ed. To je d\u016fle\u017eit\u00e9 pro du\u0161evn\u00ed zdrav\u00ed na n\u011bkolika \u00farovn\u00edch. Hn\u011bv je \u010dasto myln\u011b ch\u00e1p\u00e1n jako probl\u00e9m, kter\u00fd je t\u0159eba odstranit. Z hlediska du\u0161evn\u00edho zdrav\u00ed je to sign\u00e1l \u2013 poukazuje na nenapln\u011bn\u00e9 pot\u0159eby nebo vn\u00edmanou bezmocnost. Parkour vytv\u00e1\u0159\u00ed prostor pro pro\u017e\u00edv\u00e1n\u00ed hn\u011bvu bez \u0161kodliv\u00fdch n\u00e1sledk\u016f a podporuje p\u0159echod od reaktivn\u00edho vybit\u00ed k reflexivn\u00ed reakci. Proto\u017ee stres a hn\u011bv jsou v prvn\u00ed \u0159ad\u011b t\u011blesn\u00e9 z\u00e1\u017eitky, fyzick\u00e1 v\u00fdzva nen\u00ed vedlej\u0161\u00ed, ale \u00fast\u0159edn\u00ed. Regulaci je t\u0159eba se nau\u010dit prost\u0159ednictv\u00edm t\u011bla, nejen mysli. A kone\u010dn\u011b, kl\u00ed\u010dov\u00fd je soci\u00e1ln\u00ed rozm\u011br. To, jak vrstevn\u00edci reaguj\u00ed na frustraci nebo selh\u00e1n\u00ed mlad\u00e9ho \u010dlov\u011bka, ovliv\u0148uje, zda se tato zku\u0161enost stane integrativn\u00ed nebo hanebnou. Dob\u0159e \u0159\u00edzen\u00e1 diskuse \u010din\u00ed ze skupiny sp\u00ed\u0161e zdroj ne\u017e dal\u0161\u00ed stresor \u2013 a n\u00e1sledn\u00e1 \u0159\u00edzen\u00e1 reflexe je m\u00edstem, kde se u\u010den\u00ed du\u0161evn\u00edho zdrav\u00ed skute\u010dn\u011b uchyt\u00ed. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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C\u00edlov\u00e1 skupina<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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  • V\u011bk: 12 let a v\u00edce<\/li>
  • Profil: jak\u00fdkoli typ ml\u00e1de\u017ee<\/li>
  • Kontext: neform\u00e1ln\u00ed nebo form\u00e1ln\u00ed vzd\u011bl\u00e1v\u00e1n\u00ed, maxim\u00e1ln\u011b v\u0161ak 20 osob.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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    Kontext pou\u017eit\u00ed<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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    M\u00edsto: \u0160kola, nevl\u00e1dn\u00ed organizace, ml\u00e1de\u017enick\u00e1 centra , komunitn\u00ed centra atd. M\u011bl by b\u00fdt zaji\u0161t\u011bn dostatek prostoru pro pohyb.<\/p>

    Typy dovednost\u00ed a \u0159e\u0161en\u00fdch dimenz\u00ed :<\/strong><\/p>

    • Socioemo\u010dn\u00ed dovednosti: empatie a pochopen\u00ed mechanism\u016f stresu a hn\u011bvu<\/li>
    • Vztahov\u00e9 dovednosti : otev\u0159en\u00e1 komunikace, redukce soud\u016f<\/li>
    • Dovednosti seberegulace: emo\u010dn\u00ed seberegulace,<\/li>
    • Dovednosti uv\u011bdomov\u00e1n\u00ed si: uv\u011bdomov\u00e1n\u00ed si vlastn\u00edch emoc\u00ed a mo\u017enost\u00ed jejich regulace.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      \n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Popis aktivity \u2013 krok za krokem<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Krok 1: \u00davod<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      D\u00e9lka: 5 minut<\/p>

      Postup: Workshop za\u010dn\u011bte brainstormingem, po\u0159izov\u00e1n\u00edm momentek k odpov\u011bdi na ot\u00e1zku: \u201eV jak\u00fdch situac\u00edch za\u017e\u00edv\u00e1m stres, jsem na\u0161tvan\u00fd\/\u00e1?\u201c Varianta, pokud je dostatek \u010dasu: p\u0159edem se p\u0159iprav\u00ed karty s obr\u00e1zky symbolick\u00fdmi nebo stresuj\u00edc\u00edmi situacemi. \u00da\u010dastn\u00edci si mohou vybrat jednu kartu a stru\u010dn\u011b ji prezentovat s vysv\u011btlen\u00edm, pro\u010d si vybrali pr\u00e1v\u011b tento obr\u00e1zek nebo text k uveden\u00ed t\u00e9matu. <\/p>

      Tabulka 1. Akce \u2013 Krok 1. <\/strong><\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      \u010cinnosti facilit\u00e1tora<\/strong><\/th> \nAkce \u00fa\u010dastn\u00edk\u016f <\/strong><\/th>\n<\/tr>\n
      Vyzv\u011bte \u00fa\u010dastn\u00edky, aby se zamysleli nad typy situac\u00ed, ve kter\u00fdch jsou ve stresu nebo na\u0161tvan\u00ed.<\/td>\nZa\u010dn\u011bte p\u0159em\u00fd\u0161let o tom, kdy, jak a pro\u010d jsou ve stresu a na\u0161tvan\u00ed, zejm\u00e9na se zamyslete nad situac\u00ed\/prost\u0159ed\u00edm.<\/td>\n<\/tr>\n
      (Voliteln\u00e9) Po\u017e\u00e1dejte \u00fa\u010dastn\u00edky, aby si vybrali kartu symbolizuj\u00edc\u00ed pro n\u011b stresov\u00e9 situace nebo situace s hn\u011bvem, a aby sd\u011blili, pro\u010d si ji vybrali. <\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Reflexe:<\/strong><\/p>

      Toto cvi\u010den\u00ed pom\u00e1h\u00e1 \u00fa\u010dastn\u00edk\u016fm identifikovat situace, kter\u00e9 vyvol\u00e1vaj\u00ed stres nebo hn\u011bv, a reflektovat kauz\u00e1ln\u00ed mechanismy.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Krok 2: \u201eParkour\u201c<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      D\u00e9lka: 30 minut<\/p>

      Postup: \u201eParkour\u201c je hlavn\u00ed \u010d\u00e1st\u00ed workshopu a je strukturov\u00e1n do r\u016fzn\u00fdch kol, b\u011bhem kter\u00fdch si \u00fa\u010dastn\u00edci sami vyzkou\u0161\u00ed r\u016fzn\u00e1 cvi\u010den\u00ed. V\u0161ichni \u00fa\u010dastn\u00edci by si m\u011bli b\u00fdt schopni vyzkou\u0161et ka\u017ed\u00e9 cvi\u010den\u00ed, kter\u00e9 se pohybuje od n\u00edzk\u00e9 po vysokou intenzitu emoc\u00ed a akc\u00ed. To umo\u017e\u0148uje dozv\u011bd\u011bt se o alternativ\u00e1ch reakce ve stresov\u00fdch situac\u00edch nebo roz\u0161\u00ed\u0159it sv\u00e9 mo\u017enosti. Po ka\u017ed\u00e9m kole vyzkou\u0161en\u00ed cvi\u010den\u00ed je podporov\u00e1no kolo reflexe, ve kter\u00e9m mlad\u00ed lid\u00e9 mohou popsat, jak se p\u0159i n\u011bm c\u00edtili, a tak\u00e9 diskutovat o p\u0159\u00edpadn\u00fdch drobn\u00fdch individu\u00e1ln\u00edch vylep\u0161en\u00edch a \u00faprav\u00e1ch jednotliv\u00fdch cvi\u010den\u00ed. Aby tato aktivita usp\u011bla a motivovala \u00fa\u010dastn\u00edky k \u00fa\u010dasti, mus\u00ed lektor zajistit otev\u0159enou a stimuluj\u00edc\u00ed, ale tak\u00e9 d\u016fv\u011bryhodnou atmosf\u00e9ru. <\/p>

      Mo\u017enosti cvi\u010den\u00ed pro parkour:<\/p>

      • Po\u010d\u00edt\u00e1n\u00ed zp\u011bt : \u00da\u010dastn\u00edci intern\u011b po\u010d\u00edtaj\u00ed zp\u011btn\u011b od 10 do 0.<\/li>
      • Dechov\u00e9 cvi\u010den\u00ed : \u00da\u010dastn\u00edci se nadechuj\u00ed 4 sekundy, zadr\u017euj\u00ed dech 4 sekundy, vydechuj\u00ed 4 sekundy, zadr\u017euj\u00ed dech 4 sekundy atd. (d\u00e9lku dechu lze dle pot\u0159eby m\u011bnit v z\u00e1vislosti na individu\u00e1ln\u00edm objemu plic, doporu\u010duje se za\u010d\u00edt s n\u00edzk\u00fdm tlakem).<\/li>
      • Tanec : \u00da\u010dastn\u00edci tan\u010d\u00ed spole\u010dn\u011b na p\u00edse\u0148 (nap\u0159\u00edklad George Harrisona \u201eWhat is Life\u201c) https:\/\/www.youtube.com\/watch?v=fiH9edd25Bc<\/li>
      • Stresov\u00e9 m\u00ed\u010dky : \u00da\u010dastn\u00edci pou\u017e\u00edvaj\u00ed ruce a ma\u010dkaj\u00ed stresov\u00e9 m\u00ed\u010dky k sob\u011b, alternativn\u011b lze tak\u00e9 \u201et\u00e1hnout\u201c ut\u011brky (zkrout\u00ed se a pot\u00e9 se konce odd\u011bl\u00ed; c\u00edlem je maximalizovat fyzick\u00e9 nap\u011bt\u00ed, kter\u00e9 se pot\u00e9 uvoln\u00ed; lze to prov\u00e9st s t\u00e9m\u011b\u0159 jakoukoli l\u00e1tkou).<\/li>
      • K\u0159ik : \u00da\u010dastn\u00edci uvoln\u00ed svou energii k\u0159ikem; v z\u00e1vislosti na m\u00edst\u011b a slo\u017een\u00ed workshopu mohou bu\u010f hlasit\u011b k\u0159i\u010det spole\u010dn\u011b ka\u017ed\u00fdch 10 sekund, nebo ti\u0161e k\u0159i\u010det do pol\u0161t\u00e1\u0159e\/had\u0159\u00edku\/svetru.<\/li>
      • \u00dadery : \u00da\u010dastn\u00edci mohou ude\u0159it vhodn\u00fdm prost\u0159edkem (bramborov\u00fd pytel napln\u011bn\u00fd vatou, \u00fadery p\u011bst\u00ed). <\/li><\/ul>


        Tabulka 2. Akce \u2013 Krok 2. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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        \u010cinnosti facilit\u00e1tora<\/th> <\/strong>Akce \u00fa\u010dastn\u00edk\u016f <\/strong><\/th><\/tr>

        Vysv\u011btlete ka\u017edou mo\u017enost cvi\u010den\u00ed cel\u00e9 skupin\u011b.<\/p><\/td>

        V ka\u017ed\u00e9m kole prov\u00e1d\u011bjte jin\u00fd cvik.<\/p><\/td><\/tr>

        Po\u017e\u00e1dejte \u00fa\u010dastn\u00edky, aby si ka\u017ed\u00fd vybral jin\u00fd cvik, kter\u00fd bude d\u011blat s\u00e1m. Mohou si tak\u00e9 vybrat stejn\u00fd cvik ve stejnou dobu a v ka\u017ed\u00e9m kole. <\/p><\/td>

        		Zamyslete se nad t\u00edm, jak se c\u00edt\u00ed p\u0159i ka\u017ed\u00e9m cvi\u010den\u00ed a jak se zlep\u0161ili nebo adaptovali na pocity stresu nebo hn\u011bvu.<\/td><\/tr>
        Ohlaste za\u010d\u00e1tek kola.<\/td> <\/td><\/tr>

        Ohlaste konec kola a zeptejte se \u00fa\u010dastn\u00edk\u016f, jak se c\u00edt\u00ed po vyzkou\u0161en\u00ed cvi\u010den\u00ed.<\/p><\/td>

        		 <\/td><\/tr>

        Po\u017e\u00e1dejte \u00fa\u010dastn\u00edka, aby zm\u011bnil cvi\u010den\u00ed a zah\u00e1jil dal\u0161\u00ed kolo.<\/p><\/td>

        		 <\/td><\/tr>
        Opakujte tolik kol, aby si ka\u017ed\u00fd \u00fa\u010dastn\u00edk mohl vyzkou\u0161et v\u0161echny r\u016fzn\u00e9 cviky.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
        \n\t\t\t\t\t\t\t\t\t

        Reflexe: Toto cvi\u010den\u00ed d\u00e1v\u00e1 \u00fa\u010dastn\u00edk\u016fm p\u0159\u00edle\u017eitost zapojit se, zlep\u0161uje jejich schopnost zapamatovat si mo\u017enosti a roz\u0161i\u0159uje individu\u00e1ln\u00ed v\u00fdhody a pou\u017eitelnost pro mlad\u00e9 lidi.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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        Krok 3: Rozbor a hodnocen\u00ed (pokud je to nutn\u00e9):<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        D\u00e9lka: 10 minut<\/p>

        Postup: Po dokon\u010den\u00ed parkouru, pokud je to pot\u0159eba, lze vytvo\u0159it prostor k reflexi, v n\u00ed\u017e mlad\u00ed lid\u00e9 mohou sd\u011blit, jak se c\u00edtili b\u011bhem aktivity a jak\u00e9 dal\u0161\u00ed mo\u017enosti zvl\u00e1d\u00e1n\u00ed hn\u011bvu\/stresu se nau\u010dili a jak\u00e9 dal\u0161\u00ed mo\u017enosti znaj\u00ed. Tato reflexe by m\u011bla prob\u00edhat pokud mo\u017eno v bezpe\u010dn\u00e9m a nen\u00e1tlakov\u00e9m prost\u0159ed\u00ed, kde se od \u00fa\u010dastn\u00edk\u016f neo\u010dek\u00e1v\u00e1, \u017ee budou poskytovat \u201espr\u00e1vn\u00e9\u201c odpov\u011bdi. Lektor m\u016f\u017ee na konci workshopu poskytnout dal\u0161\u00ed mo\u017enosti (mo\u017enosti lze dle pot\u0159eby roz\u0161\u00ed\u0159it): <\/p>

        • Opus\u0165te situaci, pokud \u00fa\u010dastn\u00edci pot\u0159ebuj\u00ed klid a odpo\u010dinek<\/li>
        • Jd\u011bte na proch\u00e1zku, ide\u00e1ln\u011b do p\u0159\u00edrody. Sami nebo ve dvojic\u00edch a v tichu \u010di s rozhovorem, v z\u00e1vislosti na individu\u00e1ln\u00edch pot\u0159eb\u00e1ch. To umo\u017e\u0148uje odpo\u010dinek a dal\u0161\u00ed emocion\u00e1ln\u00ed regulaci po intenzivn\u00ed aktivit\u011b. <\/li><\/ul>

          Lektor zd\u016fraz\u0148uje, \u017ee ka\u017ed\u00fd m\u00e1 jin\u00e9 strategie pro zvl\u00e1d\u00e1n\u00ed stresu a hn\u011bvu, ale tak\u00e9 to, \u017ee se lze nau\u010dit strategie pro regulaci sebe sama v n\u00e1ro\u010dn\u00fdch situac\u00edch.<\/p>


          Tabulka 3. Akce \u2013 Krok 3. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

          \n\t\t\t\t\t\t\t\t\t\n\n\n\n\n\n
          \u010cinnosti facilit\u00e1tora <\/strong><\/th>\nAkce \u00fa\u010dastn\u00edk\u016f <\/strong><\/th>\n<\/tr>\n
          Vyzv\u011bte \u00fa\u010dastn\u00edky, aby se zamysleli a pod\u011blili se o sv\u00e9 pocity b\u011bhem parkouru a po n\u011bm.<\/td>\nZamyslete se nad touto zku\u0161enost\u00ed.<\/td>\n<\/tr>\n
          Reflexi mohou zah\u00e1jit n\u00e1sleduj\u00edc\u00ed ot\u00e1zky:\n\nJak ses c\u00edtil\/a b\u011bhem parkouru? Zm\u011bnilo se to se zm\u011bnou cviku? Jak cvi\u010den\u00ed ovlivnilo tv\u016fj stres\/hn\u011bv? <\/td>\n<\/td>\n<\/tr>\n
          Po\u010d\u00edtejte s mo\u017enostmi na z\u00e1klad\u011b individu\u00e1ln\u00edch pot\u0159eb.<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
          \n\t\t\t\t\t\t\t\t\t

          Reflexe: Tento krok pom\u00e1h\u00e1 \u00fa\u010dastn\u00edk\u016fm integrovat fyzick\u00fd z\u00e1\u017eitek na kognitivn\u00ed a emocion\u00e1ln\u00ed \u00farovni. \u00da\u010dastn\u00edci si mohou v\u0161imnout, \u017ee hn\u011bv a stres jsou norm\u00e1ln\u00ed, zvl\u00e1dnuteln\u00e9 reakce, sp\u00ed\u0161e ne\u017e zn\u00e1mky slabosti nebo ztr\u00e1ty kontroly. Jejich t\u011blo tak\u00e9 vys\u00edl\u00e1 v\u010dasn\u00e9 varovn\u00e9 sign\u00e1ly, kter\u00e9 lze rozpoznat a pou\u017e\u00edt jako vod\u00edtka pro seberegulaci, jejich reakce pod tlakem odhaluj\u00ed osobn\u00ed vzorce \u2013 a \u017ee se tyto vzorce mohou m\u011bnit. Samotn\u00e1 reflexe je dovednost: schopnost zastavit se, pojmenovat a pochopit intenzivn\u00ed z\u00e1\u017eitek je n\u011bco, co se lze nau\u010dit a pos\u00edlit. <\/p>

          Pot\u0159ebn\u00e9 materi\u00e1ly: <\/strong><\/p>

          antistresov\u00e9 m\u00ed\u010dky (nebo ut\u011brky); hudba; pol\u0161t\u00e1\u0159e \/ ru\u010dn\u00edky; pytel od brambor napln\u011bn\u00fd vatou (nebo n\u011b\u010d\u00edm podobn\u00fdm).<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

          \n\t\t\t\t\t\t\t
          \n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
          \n\t\t\t\t\t

          Mo\u017en\u00e9 adaptace:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
          \n\t\t\t\t\t\t\t\t\t

          Ne ka\u017ed\u00e1 alternativa je vhodn\u00e1 pro ka\u017edou situaci a ne ka\u017ed\u00e1 alternativa je vhodn\u00e1 pro ka\u017ed\u00e9ho \u010dlov\u011bka. Mlad\u00ed lid\u00e9 by se m\u011bli sezn\u00e1mit s vhodn\u00fdmi metodami n\u00edzkoprahov\u00fdm zp\u016fsobem, reflektovat je a spole\u010dn\u011b hovo\u0159it o alternativ\u00e1ch a mo\u017enostech v situac\u00edch, kter\u00e9 jim zp\u016fsobuj\u00ed vysokou m\u00edru stresu a hn\u011bvu. Varianta, dopl\u0148ky pro vizualizaci mo\u017enost\u00ed, pokud je dostatek \u010dasu, nap\u0159\u00edklad v r\u00e1mci \u0161koln\u00edho workshopu: Metoda modelu klav\u00edru podle Geralda Kollera . 30 minut. V modelu klav\u00edru symbolizuj\u00ed jednotliv\u00e9 kl\u00e1vesy r\u016fzn\u00e9 mo\u017enosti, kter\u00e9 lze vyu\u017e\u00edt k p\u0159ekon\u00e1n\u00ed n\u00e1ro\u010dn\u00fdch situac\u00ed a pocit\u016f. Pokud hr\u00e1\u010d na klav\u00edr dok\u00e1\u017ee pou\u017e\u00edt jen n\u011bkolik kl\u00e1ves, melodie se st\u00e1v\u00e1 st\u00e1le monot\u00f3nn\u011bj\u0161\u00ed. \u010c\u00edm pest\u0159ej\u0161\u00ed je va\u0161e osobn\u00ed kl\u00e1vesnice, t\u00edm v\u00edce mo\u017enost\u00ed m\u00e1te pro p\u0159ekon\u00e1n\u00ed ka\u017edodenn\u00edch v\u00fdzev. Pro p\u0159ipomenut\u00ed, ka\u017ed\u00fd mlad\u00fd \u010dlov\u011bk si m\u016f\u017ee vyplnit pr\u00e1zdn\u00fd klav\u00edrn\u00ed list (ti\u0161t\u011bnou \u0161ablonu) sv\u00fdmi mo\u017enostmi a tak si navrhnout kl\u00e1vesy. Nakonec si tyto mo\u017enosti m\u016f\u017ee vz\u00edt s sebou jako p\u0159ipom\u00ednku sv\u00fdch osobn\u00edch mo\u017enost\u00ed a strategi\u00ed zvl\u00e1d\u00e1n\u00ed. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

          \n\t\t\t\t\t

          Reakce pozorovan\u00e9 b\u011bhem pilotn\u00ed aktivity:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
          \n\t\t\t\t\t\t\t\t\t

          Facilit\u00e1to\u0159i zm\u00ednili, \u017ee mlad\u00ed lid\u00e9 p\u0159ijali a otestovali n\u00e1pady a v diskus\u00edch tak\u00e9 vyj\u00e1d\u0159ili, kde by cht\u011bli nov\u00e9 metody zvl\u00e1d\u00e1n\u00ed hn\u011bvu aplikovat. T\u00e9mata prob\u00edrali hravou formou a hodn\u011b se bavili; u\u010den\u00ed je v tomto kontextu snaz\u0161\u00ed. Doch\u00e1zelo k v\u00fdm\u011bn\u011b n\u00e1pad\u016f (u\u010den\u00ed se od ostatn\u00edch) o tom, co ji\u017e bylo vyzkou\u0161eno a co fungovalo nebo ne, co\u017e metody mo\u017en\u00e1 u\u010dinilo prakti\u010dt\u011bj\u0161\u00edmi. Parkoury typu hn\u011bv-stres probouzej\u00ed v dosp\u00edvaj\u00edc\u00edch obrovskou touhu zapojit se, ale tak\u00e9 d\u00e1t pr\u016fchod sv\u00fdm emoc\u00edm. Byly tak\u00e9 rozpoznateln\u00e9 paralely s v\u00fdzvami, s nimi\u017e se mlad\u00ed lid\u00e9 pot\u00fdkaj\u00ed, a objevila se empatie a pochopen\u00ed pro situace mlad\u00fdch lid\u00ed, kte\u0159\u00ed se b\u011bhem workshopu a cvi\u010den\u00ed otev\u0159eli. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

          \n\t\t\t\t\t

          Rizika a varov\u00e1n\u00ed:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
          \n\t\t\t\t\t\t\t\t\t
          • Pros\u00edm, berte v \u00favahu (mo\u017en\u00e1 siln\u00e9) nadch\u00e1zej\u00edc\u00ed pocity ve skupin\u011b nebo u jednotlivc\u016f. Metodu by m\u011bli vysv\u011btlit dva lekto\u0159i a b\u00fdt p\u0159\u00edtomni. <\/li>
          • Nenu\u0165te se ke sd\u00edlen\u00ed osobn\u00edch zku\u0161enost\u00ed.<\/li>
          • N\u00e1stroj se nezab\u00fdv\u00e1 traumatem, ale zam\u011b\u0159uje se na zvy\u0161ov\u00e1n\u00ed pov\u011bdom\u00ed.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

            Emo\u010dn\u00ed parkour: Hn\u011bv a stres \u00da\u010del: Mlad\u00ed lid\u00e9 by m\u011bli b\u00fdt podporov\u00e1ni v tom, aby si v\u011bdom\u011b uv\u011bdomovali sv\u00e9 individu\u00e1ln\u00ed […]<\/p>\n","protected":false},"author":1,"featured_media":18057,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[244,259,447,247,270,254],"tags":[],"class_list":["post-19516","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-10-19-let","category-interaktivni-hry-a-aktivity-na-hrani-roli","category-konec","category-obecna-mladeznicka-populace","category-prevence-sikany-a-nasili","category-zvladani-stresu-a-relaxace"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/posts\/19516","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/comments?post=19516"}],"version-history":[{"count":5,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/posts\/19516\/revisions"}],"predecessor-version":[{"id":20334,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/posts\/19516\/revisions\/20334"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/media\/18057"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/media?parent=19516"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/categories?post=19516"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/cs\/wp-json\/wp\/v2\/tags?post=19516"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}