Učenje prilagajanja na vodo po ustaljeni metodi in metodi z vključevanjem ustvarjalnega giba

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[T. Žakelj]
UDK:	373.2.016:797.2(043.2)
COBISS:	9652041
Št. ogledov:	1568
Št. prenosov:	284
Ocena:	0 (0 glasov)
Metapodatki:

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Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Learning adapting to wather according to the established method and by inclouding method of creative movement
Sekundarni povzetek:	The aim of the thesis is to research and analyse swimming lessons for preschool children based on a common teaching method and to compare it with a method that involves creative movement. The theoretical part presents the notions of movement, creativity and play, all of which are crucial for comprehensive development of a child. It also defines swimming as a form of movement in the water, describes swimming lessons in Slovenia and draws a connection between the two teaching methods. Creative movement was used as a teaching method to resolve a recurrent issue I have been dealing with during swimming lessons, i.e. how to successfully introduce the children to the water and offer them a pleasant experience. The method used in the research was an experiment. I instructed two groups of preschool children. The control group was instructed by the common teaching method, while the experimental group followed the swimming programme involving creative movement. In the process, I was taking into account my own experience in teaching swimming as well as classical theoretical models about swimming, the opinion of my thesis advisor, swimming instructors and teachers, and both domestic and foreign literature. Prior knowledge of all 15 children classified them to be non-swimmers not used to the water. After every lesson, I evaluated the level of motivation and loss of fear of the water by using a grading scale. In addition, I assessed the swimming knowledge of the children and determined whether they were becoming more used to water after each lesson. To do so, I used a table containing descriptive assessments. Almost all results had been anticipated. All hypotheses of the research except for one were confirmed. The experimental group was more motivated for becoming comfortable in the water; at the end of the course, the group almost completely lost the fear of the water. However, after the course, swimming knowledge of both groups was similar, which suggests that creative movement can become an integral part of swimming lessons.
Sekundarne ključne besede:	pre-school child;swimming;predšolski otrok;plavanje;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Razredni pouk
Strani:	VII, 80 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Learning adapting to wather according to the established method and by inclouding method of creative movement
Ključne besede (ePrints):	ustvarjalni gib
Ključne besede (ePrints, sekundarni jezik):	creative movement
Povzetek (ePrints):	Namen diplomskega dela je raziskati in analizirati tečaje plavanja predšolskih otrok po ustaljeni metodi učenja plavanja in jo primerjati z metodo poučevanja, ki temelji na vključevanju ustvarjalnega giba. V teoretičnem delu sem predstavila gib, ustvarjalnost in igro, ki imajo velik pomen in vpliv na celosten razvoj otroka. Prav tako sem opisala plavanje kot gibanje v vodi, slovenske tečaje plavanja ter ugotovila povezavo med izbranima učnima metodama. Ustvarjalni gib sem uporabila kot učno metodo, s katero rešujem problem, ki se mi pojavlja pri tečajih plavanja. Gre za težavo, kako uspešno prilagoditi učence na vodo, hkrati pa jim omogočiti prijetno izkušnjo. Metoda, ki sem jo uporabila v raziskovalnem delu je eksperiment. Poučevala sem dve skupini predšolskih otrok. Kontrolno skupino po ustaljeni metodi plavanja in eksperimentalno skupino po programu plavanja z vključevanjem ustvarjalnega giba. Pri tem sem se opirala na lastne izkušnje poučevanja plavanja, znane teoretične modele plavanja, mnenje mentorice, vaditeljev plavanja, vzgojiteljic ter na domačo in tujo literaturo. Vseh petnajst otrok je po stopnji plavalnega predznanja spadalo med neplavalce neprilagojene na vodo. Po vsaki uri tečaja sem, z beleženjem v ocenjevalno lestvico, preverjala stopnjo motiviranosti in izgube strahu pred vodo. Prav tako sem, na različne načine, po vsaki uri, preverjala učenčevo plavalno znanje in stopnjo prilagojenosti na vodo. Tu mi je bila v pomoč preglednica z opisno oceno. Skoraj vsi rezultati so bili pričakovani. Razen ene, sem lahko potrdila vse hipoteze svoje raziskave. Eksperimentalna skupina je bila bolj motivirana za učenje prilagajanja na vodo ter ob koncu plavalnega tečaja skoraj popolnoma izgubila pridobljen strah pred vodo. Plavalno znanje obeh skupin je bilo ob koncu tečaja enako, s čimer sem ugotovila, da lahko ustvarjalni gib vključimo v vse ure plavalnega tečaja.
Povzetek (ePrints, sekundarni jezik):	The aim of the thesis is to research and analyse swimming lessons for preschool children based on a common teaching method and to compare it with a method that involves creative movement. The theoretical part presents the notions of movement, creativity and play, all of which are crucial for comprehensive development of a child. It also defines swimming as a form of movement in the water, describes swimming lessons in Slovenia and draws a connection between the two teaching methods. Creative movement was used as a teaching method to resolve a recurrent issue I have been dealing with during swimming lessons, i.e. how to successfully introduce the children to the water and offer them a pleasant experience. The method used in the research was an experiment. I instructed two groups of preschool children. The control group was instructed by the common teaching method, while the experimental group followed the swimming programme involving creative movement. In the process, I was taking into account my own experience in teaching swimming as well as classical theoretical models about swimming, the opinion of my thesis advisor, swimming instructors and teachers, and both domestic and foreign literature. Prior knowledge of all 15 children classified them to be non-swimmers not used to the water. After every lesson, I evaluated the level of motivation and loss of fear of the water by using a grading scale. In addition, I assessed the swimming knowledge of the children and determined whether they were becoming more used to water after each lesson. To do so, I used a table containing descriptive assessments. Almost all results had been anticipated. All hypotheses of the research except for one were confirmed. The experimental group was more motivated for becoming comfortable in the water; at the end of the course, the group almost completely lost the fear of the water. However, after the course, swimming knowledge of both groups was similar, which suggests that creative movement can become an integral part of swimming lessons.
Ključne besede (ePrints, sekundarni jezik):	creative movement
ID:	8311415