Näytä suppeat kuvailutiedot

dc.contributor.authorHuovinen, Terhi
dc.date.accessioned2019-09-20T12:36:50Z
dc.date.available2019-09-20T12:36:50Z
dc.date.issued2019
dc.identifier.isbn978-951-39-7851-8
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65591
dc.description.abstractPurpose: The purpose of this study was to examine pupils’ participation and physical activity, and teachers' behavior in heterogeneous, primary-school physical education classes. Methods: The study was a mixed-methods research case study. Its participants included a large third grade class (28 pupils) taught by a female class teacher and a small class of 11 seventh grade pupils taught by a male physical education teacher. The groups were selected using appropriate selection. Both groups were comprised of pupils with excellent learning abilities and learners who needed support. The research data was collected by observing physical education classes for several weeks. The classes were videotaped with two cameras. Pupils and teachers filled out a feedback form after every lesson. The teachers and seventh grade pupils were also interviewed. The research data were analyzed by using systematic observation and qualitative content analysis. Results: The results indicated that the pupils participated in physical education largely in accordance with the objectives of the lessons. However, this high degree of participation did not directly correlate with the high level of physical activity in the pupils. The teachers’ personal interactions with individual pupils, and support of pupils’ initiative proved to be important factors in preventing non-attendance and misbehavior in the PE classes. The results indicated that the groups’ size were related to the teacher's ability to meet students individually. A variety of different methods were found to promote pupils’ participation and physical activity in the heterogeneous groups. These methods can be divided into five main categories: individualizing instructional communication, modifying the physical learning environment, adapting the content of exercises, having a flexible the lesson plan, and supporting the pupils’ involvement. The results of the study confirmed the theoretical notion of physical education as an ecological and didactic system. However, contrary to ecological theory, the initiative of a pupil proved to be more of a stimulant than a preventative factor in studying physical education.en
dc.format.mimetypeapplication/pdf
dc.language.isofin
dc.publisherJyväskylän yliopisto
dc.relation.ispartofseriesJYU dissertations
dc.rightsIn Copyright
dc.titleOppilaiden osallistumista ja fyysistä aktiivisuutta edistävä liikunnanopetus perusopetuksen heterogeenisessa oppilasryhmässä
dc.typeDiss.
dc.identifier.urnURN:ISBN:978-951-39-7851-8
dc.audience
dc.relation.issn2489-9003
dc.rights.copyright© The Author & University of Jyväskylä
dc.rights.accesslevelopenAccess
dc.type.publicationdoctoralThesis
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en


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