Športna aktivnost razrednih učiteljev v povezavi s kakovostjo športne vzgoje

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Language:	Slovenian
Year of publishing:	2014
Source:	Ljubljana
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[J. Vodovnik]
UDC:	79:373.3(043.3)
COBISS:	10107209
Views:	960
Downloads:	201
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Primary school teacher's sports activity in connection with the quality of physical education
Secondary abstract:	In today's environment and society, modern technology is present everywhere. This so-called modern era offers so many healthy as well as unhealthy alternatives for physical exercise that the amount of it is dangerously diminishing. It is something we must stand up to. Every individual must realize that physical exercise is necessary. Each physical activity leads us over the cliffs that are called diseases of contemporary times. Illnesses like diabetes type 2, osteoporosis, arteriosclerosis, heart and veins illnesses, high cholesterol and excessive body weight can be avoided by adequate, everyday, at least one hour long sport activity. In order to introduce the effects of ‘modern’ society and era to children, we have to use appropriate and qualitative methods of presenting information throughout the whole teaching process, especially in Physical Education. In the process of physical education pupils develop their movement skills. We have to start building an appropriate attitude towards sport activities in pupils, starting very early, in pre-school period in order to engage them in sports in their later lives. If our aim is to make exercising an important personal value of people, we have to build a positive attitude towards it in children. Parents and the primary environment play a significant role here, since it is very important that exercising and active free time start in the child’s family. In the child’s secondary environment, that is school, the teachers are the ones who influence the individuals the most, especially in Physical Education, that is why they have to offer them as many sport activities as possible during the lessons as well as in other out-of-school activities. Therefore, sports education should start at a very early age. On account of the influences of modern society and technology we decided to investigate and focus on Physical Education and the teacher’s sports activity in this research, since the teacher is the one who can offer sports to children and make them integrate sports as an important part of their everyday lives. In addition, the teacher is the one who can plan and execute qualitative Physical Education lessons. The subjects of our research were: • the present situation in Physical Education through separate quality indicators (lesson planning and execution, teaching methods and forms, checking and evaluation, student motivation, individualisation and differentiation, constant teacher professional development and training, inclusion in school as well as out-of-school activities, work conditions and satisfaction with one’s own work, frequency of sport activities, types of sport activities, participating in sport activities in one’s free time); • differences according to separate criteria (lesson planning and execution, teaching methods and forms, checking and evaluation, student motivation, individualisation and differentiation, constant teacher professional development and training) for Physical Education quality as regards the teachers’ age, education, work experience and title; • differences in the frequency and ways of engaging in sports according to the teachers’ age • types of sports activities that teachers engage in; • does the teacher’s own sport activity have a positive influence on teaching Physical Education. In presented Master’s Thesis there are a theoretical part and an empirical part. The first part describes facts and research results in the sports field, sports education and engaging in sports. The second part introduces the results of a basic statistic analysis questionnaire in the first part and results of a questionnaire of performed statistically important differences in the second part. The analysis of the present situation indicates that the teachers usually develop schemes of work and lesson plans in line with curriculum objectives of Physical Education. However, they also tend to cooperate with their fellow colleagues, the class teachers. The most commonly used teaching method is direct demonstration; most common teaching forms are circuit training, all-round exercising, obstacle courses and relay races. When forming a learner’s grade, teachers usually consider the progress the learner makes, their effort, cooperation during the lessons and their gained knowledge. The teachers’ most important components of motivation are stimulative words and setting realistic aims, as well as praising the learners for their achievements. When considering differentiation and individualisation, teachers most commonly talk about helping learners when they feel that they are falling behind and paying attention to all learners equally. Teachers rarely take part in permanent professional development seminars. They usually get involved in school activities at professional work group meetings and at Physical Fitness Report testing. Teachers never receive their own personal sport equipment (52, 6%) in school. The analysis of the situation has shown that the teachers are physically active two or three times a week. The teachers usually choose unorganised types of physical activity, for example: swimming, walking, running in nature, mountaineering (Alpine climbing) and street cycling. The analysis of the questionnaires has indicated that there are statistically important differences considering separate criteria/indicators (lesson planning and execution, teaching methods and forms, checking and evaluation, student motivation, individualisation and differentiation, constant teacher professional development and training) for Physical Education quality as regards the teachers’ age, education, work experience and title. Moreover, we found out that there are no statistically important differences among teachers when examining their age and frequency of their sport activity as well as the ways of engaging in sports (organised/unorganised). However, the results of our analysis have confirmed that there are some statistically important differences among teachers, according to age and the chosen sport activity, with certain sports, for example fitness (group training), volleyball, orientation sport, rollerblading, ski touring and riffle practice.
Secondary keywords:	sport;teacher;šport;učitelj;
File type:	application/pdf
Type (COBISS):	Master's thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak.
Pages:	280 str.
ID:	8678155