Poučevanje smučanja v temeljni in športni gibalni fazi

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[E. Berus]
UDK:	373.2.016:796.92(043.2)
COBISS:	9917001
Št. ogledov:	735
Št. prenosov:	233
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Teaching skiing at the fundamental and sports-related movement phase
Sekundarni povzetek:	In the undergraduate thesis we focused on the differences in teaching skiing during different movement phases. The methods we use in the teaching process have to be adapted to the developmental level of the individuals that we teach. Gallahue and Ozmun (2006) followed the developmental characteristics and created phases that are divided into: reflexive, rudimentary, fundamental and sports-related movement phase. In this thesis we discuss the differences in teaching during the fundamental and sports-movement phase. In early childhood the child’s development is whole meaning that the locomotors, emotional, physical, mental and cognitive development are simultaneous. A change in one of these areas results in a change in all other areas. For school-aged children development is still considered multidimensional, but it is increasingly focused on one area at a time. Different authors have discussed various definitions of development. In this thesis, we based the development phase as summarized by Gallahue and Ozmun (2006). On the basis of indicative ages, the preschool child during the first possible enrolment age is in the Rudimentary Movement Phase and at the end passes through the three stages of the Fundamental Movement Phase. School children at the earliest school enrolment age are predominantly in the last stage of the Fundamental Movement Phase and then move into the Specialized Movement Phase or the Sports-Related Movement Phase. Indicative milestones allow us to determine general findings, but it is necessary when teaching to base our understanding on concrete groups. For this reason, in this undergraduate thesis, we emphasize movement phases rather than age and the resulting differences in teaching. We studied the differences in the individual phases and suggest different approaches to teaching. We focused on teaching skiing, as such; the examples given are for physical activity, where suggestions provided also can serve for other physical activities.
Sekundarne ključne besede:	motion;pre-school child;šport;gibanje;predšolski otrok;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo/naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	41 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Teaching skiing at the fundamental and sports-related movement phase
Ključne besede (ePrints):	smučanje
Ključne besede (ePrints, sekundarni jezik):	skiing
Povzetek (ePrints):	V diplomskem delu smo se osredotočili na razlike v poučevanju smučanja v različnih gibalnih fazah. Metode dela, ki jih uporabimo v učnem procesu, moramo prilagoditi razvojni stopnji oseb, ki jih poučujemo. S sledenjem razvojnih značilnosti sta Gallahue in Ozmun (2006) izoblikovala faze, ki sta jih poimenovala: refleksna, rudimentalna, temeljna in športna gibalna faza. V tem diplomskem delu bomo govorili o razlikah v poučevanju v temeljni in športni gibalni fazi. Za predšolskega otroka velja, da je njegov razvoj celosten, to pa pomeni, da poteka istočasno na gibalnem, čustvenem, telesnem, duševnem in kognitivnem razvoju. Sprememba na enem od teh področij pomeni spremembo na vseh ostalih področjih. Za šolskega otroka velja, da je razvoj še vedno večrazsežen, a je čedalje bolj usmerjen na eno področje naenkrat. Različni avtorji so razvoj različno opredeljevali. V tem diplomskem delu smo se naslonili na razvojne faze, povzete po Gallahue in Ozmun (2006). Na podlagi okvirnih starostnih obdobij se predšolski otrok nahaja ob prvem možnem vpisu v vrtec v rudimentalni fazi, ob zaključku pa preide skozi tri stopnje temeljne gibalne faze. Šolski otrok pa se ob prvem možnem vpisu v šolo nahaja pretežno v zadnji stopnji temeljne gibalne faze, nato pa preide v specializirano oziroma športno gibalno fazo. Okvirni mejniki nam omogočajo splošno določitev, vseeno pa je treba pri poučevanju izhajati iz konkretne skupine, zato v tem diplomskem delu bolj kot leta poudarjamo gibalne faze in zaradi njih razlike v poučevanju. Preučujemo, kakšne so razlike v posameznih fazah, in predlagamo drugačne pristope v poučevanju. Osredotočamo se na poučevanje smučanja, zato so primeri podani za to gibalno dejavnost, ideje pa lahko služijo tudi za druge gibalne dejavnosti.
Povzetek (ePrints, sekundarni jezik):	In the undergraduate thesis we focused on the differences in teaching skiing during different movement phases. The methods we use in the teaching process have to be adapted to the developmental level of the individuals that we teach. Gallahue and Ozmun (2006) followed the developmental characteristics and created phases that are divided into: reflexive, rudimentary, fundamental and sports-related movement phase. In this thesis we discuss the differences in teaching during the fundamental and sports-movement phase. In early childhood the child’s development is whole meaning that the locomotors, emotional, physical, mental and cognitive development are simultaneous. A change in one of these areas results in a change in all other areas. For school-aged children development is still considered multidimensional, but it is increasingly focused on one area at a time. Different authors have discussed various definitions of development. In this thesis, we based the development phase as summarized by Gallahue and Ozmun (2006). On the basis of indicative ages, the preschool child during the first possible enrolment age is in the Rudimentary Movement Phase and at the end passes through the three stages of the Fundamental Movement Phase. School children at the earliest school enrolment age are predominantly in the last stage of the Fundamental Movement Phase and then move into the Specialized Movement Phase or the Sports-Related Movement Phase. Indicative milestones allow us to determine general findings, but it is necessary when teaching to base our understanding on concrete groups. For this reason, in this undergraduate thesis, we emphasize movement phases rather than age and the resulting differences in teaching. We studied the differences in the individual phases and suggest different approaches to teaching. We focused on teaching skiing, as such; the examples given are for physical activity, where suggestions provided also can serve for other physical activities.
Ključne besede (ePrints, sekundarni jezik):	skiing
ID:	8311930