**4. Previous empirical results**

The aim of this chapter is to present some previous results obtained in empirical research conducted by the author. Three empirical works with different samples and tasks were selected. The first research shows the actual situation in health-oriented knowledge in graduates of elementary school education (15 years old children) and effectiveness of teaching health education as full-bodied school subject in contrast to previous form of teaching some health-oriented topics in more other subjects. These results should support the new form of gaining necessary knowledge related to desirable lifestyle. The second research deals with existing lifestyles in university students, there represent the best educated groups of the population. Therefore, we can take them as representatives of our society, there will have opportunity to form attitudes and habits of future generations. We can see strong and weak points in lifestyles of young adults (graduates of our educational system). The last research results document contribution of active lifestyle for some health, mental and physical aspects of life in adult population. We have to know benefits of physical activity for the life and these inventions should endorse education for health, not only in schools. The founded results are very important for a positive change in the health behavior—changes in physical activity, nutrition and health-oriented habits.

#### **4.1 Health education in school**

There are many objectives in children's schooling, among them include development of intellect, economic purposes of job preparation and social purposes such as social standards and morality as well and health education. In terms of health education, schools serve as a platform for students to learn and access necessary

knowledge, skills, and attitudes for them to develop healthy interests and practices related to health as they navigate through the decision making in their teenage years.

Health education is currently taught as an independent subject with at least 2 lessons per week within the school educational programme by 76% of schools. 53% of schools use lessons with teacher and lectures with experts (policemen for addiction theme, firemen for topics about behavior in danger) for health education. Health education was presently implemented by most of the surveyed primary schools (as an independent school subject in at least three grades in the primary school = 6–9th grade) [33].

We made a set of didactic manuals on the topic of body care, self-concept, physical self-concept and physical activity in our research study and promoted by them lessons of health education in experimental classes [34]. We applied this didactic material in the seventh classes in regularly subject Health Education (2 h per week) in duration half-year and we check out their effectiveness. The final questionnaire survey verified knowledge and the comparison with the knowledge of pupils from the ninth classes came after (old teaching model - pupils got health oriented information in other subjects as biology, family education…).

The main objective of this research at primary school was the elaboration and subsequent verification of the effectiveness of didactic manuals for the subject health education (analysis of their contribution to improving the knowledge and skills of pupils. The research project searched for the answer to the question: Can the quality of pupil's knowledge be increased in connection with the teaching form (regular lessons with the help of new didactic manuals)?

The experimental group was constituted by seventh-grade pupils (average age of 12.5 years) of the Second primary school in Plzen (n = 53 children). All of them completed the input and output questionnaire survey. Personal interviews were successively conducted with selected pupils. The closing questionnaire was also completed in control group in ninth grade in age 14.7 years (n = 34 pupils) and, lastly, the knowledge was compared.

We used as the main method for evaluation of health-oriented knowledge the questionnaire with 17 questions, 12 of them were formulated as closed (answers on a 5-point scale), other five questions were open (pupils expressed their opinion and attitude). We collected the data twice - first, before the start of teaching, the second time, 6 months later. The second used questionnaire was composed of seven open questions.

Our research according to eating habits of boys and girls shows a lot of limits. The boys are eating and drinking more often sweets, smoked products, and sweet drinks. The eating habits of girls are different they drink more water and eat more vegetable and fruit than boys. Interestingly, 18% of boys and 8% of girls do not eat meat.

Also in physical activity of our samples, we founded reserves. Recommended 7 h per week (together with two lessons of physical education) completing 53% of children. Very low physical activity demonstrated 22% of children (20% with 1–2 h and 2% with 1 and less hours of individual physical activity).

The knowledge in all monitored aspects of health was significantly better in the experimental classes (with health education as a separate school subject) in contrast to control classes (with information about health-oriented knowledge in other subjects according to previous teaching model).

In summary the research confirmed the effectiveness of regular lessons of Health education - pupils' knowledge significantly improved during this form of education (the most the area of self-concept and benefits of physical activities). The knowledge of the seventh-grade pupils was significantly better in all aspects than those of the ninth-grade pupils. It is more effective to teach health-oriented themes in the separate school subject, not as less important part in other school subjects. It is better to teach and practice skills through physical tasks and practical goals. Memory is enhanced when a skill is performed physically and visually and when

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majors.

*Health Education and Lifestyles in the Czech Republic DOI: http://dx.doi.org/10.5772/intechopen.77364*

**4.2 University students' lifestyles**

difficult to live a healthy lifestyle.

their usefulness to improve health. (1) Hypochondriac (22.5%)

(2) Conscientious people (20.3%)

between 18 and 29 years, answered a questionnaire.

neuroticism, "Questionnaire to Life-satisfaction" [38].

they attach emotions (such as competition and stress of deadlines) to a task, in

The purpose of this empirical investigation [35] was to determine the relationship between selected personality characteristics and health-supporting behavior in university students in the Czech Republic. In addition, an analysis of decision making in their lifestyles was conducted. The underlying assumptions of developmental stages of adolescence and the dynamics of young adults were based upon the importance of a hierarchical value system and the relations to responsible behavior, focusing individual and societal influences. The requirement of the important part of health and its values in that phase of development can open the opportunity for a desirable behavior in the same way as for a disciplined individual lifestyle in the future. If basic principles of quality of life are not valued early, it will be very

The sample included students at three major universities in the Czech Republic: Charles University, Prague; Masaryk University, Brno; and Palacky University, Olomouc. Students constitute one of the best-educated groups in every society. We can, therefore, consider them as representatives of our country, taking part in the formation of attitudes and habits of future generations. Students (N = 4292), aged

The research project was conducted using the following measuring instruments: Questionnaire "Health, Sport and Body Concepts in Middle- and Eastern-Europe" [36] and "Scale of schematic body silhouettes" (Modification of Fallon and Rozin, 1985), "NEO Personality-questionnaire" with five factors [37] about basic personality factors: openness to experience, dutifulness, extroversion, kindness, and

Questionnaire, "Health, Sport and Body-concepts in Middle- and East- Europe" with 40 items for body- and health-supporting behavior - main-component analysis with oblique rotation Promax (value Kappa = 4). Results revealed 11 factors explaining 65% of the common variance: physical activity, personal hygiene and care of appearance, weight- and figure- control, optimal habits of healthy lifestyle, enjoyment of smoking, alcohol, drug and/or drug use, taking medicine, satisfaction with own body, attention to health issues, including prevention, alternative treatments, regular physi-

Through a cluster analysis (method K-Means), the types of lifestyles were determined under use of the 11 factors, presented above, of health- and body-related behaviors. We identified six different types of lifestyles and qualified them based on

These people paid immoderate attention for their bodies (appearance care, hygiene, and medicine). They assumed the responsibility for prevention and possible health challenges, often visited physicians, did not smoke and drink alcohol. Women were clearly more focused than men (9.3% men, 90.7% women) in this group. Exponents of this lifestyle were relatively often discovered in all faculties—the most we found were medical students, with many students also in social sciences. The outstanding hypochondriacs were represented as sport science-related

Many factors were evidenced in this group—physical activities were part of their lives, they focused on their lifestyle, and sought preventative measures to improve. They were interested in their health and, while critiquing their bodies, accepted

cian visits, and avoiding of body-contact and presentation of own nakedness.

comparison to simply writing notes down in front of a blackboard.

they attach emotions (such as competition and stress of deadlines) to a task, in comparison to simply writing notes down in front of a blackboard.
