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About TE IS

The TE IS Program (In School Physical Activity) is a complex in school exercise concept, where physical activity is introduced in a new way. It focuses on the harmony of body and mind, promoting volunteering in schools and providing opportunities for students with disadvantaged backgrounds. TE IS Program’s main objective is to create mutually supportive communities among the participating schools involving physical activities and by that, strengthening the relationships between the participants. The essence of this exercise program is to involve local students in organizing – and maintaining – of these extracurricular school activities.

TE IS shall be a methodology to improve physical activity outside of the class. The nation-wide representative pre-research had a major role in the planning process. In order to maintain professional accuracy, we explored the main characteristics of the everyday operation of schools, which provided with substantial basis for the development process before setting the goals for the TE IS program. The research focused on the culture of the school, particularly on values, preferences, norms and interactions.

The TE IS Concept

The first milestone of the TE IS development process was the formation of the concept, which determined the program’s professional and policy position, underlined its scientific policy, highlighted its basic principles, criteria and adjoining points. The TE IS Methodology was created following the development of the Concept and a social dialogue, supporting schools in the implementation of the program with practical solutions.

The TE IS Methodology

Similarly to the concept, the TE IS Program’s methodology also contains basic theoretical principles, but with a stronger focus on the school’s everyday operation in practice. Beyond the compulsory regulation, school operation has its own specific values, similarly to any other organization. These special values strongly characterize school culture and social relations.

Besides the characteristics of school culture, we also used another “handrail” when forming the concept, which has been the lifecycle of a school program as general dynamic model. This lifecycle diagram helped determining the methodological elements for TE IS, and it also supports the appropriate implementation for schools.

Although our methodology contains the description of the steps from the program, it also provides the flexibility necessary for each school to create their own TE IS program based on their own values and characteristics.

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