The problem of the master's thesis focuses on researching the integration of movement into the pedagogical and work processes in primary schools. The emphasis is on examining whether and to what extent teachers implement breaks intended for physical activity, how they incorporate them, and how frequently this occurs. It is also important to understand the reasons influencing teachers' decisions regarding the implementation or non-implementation of such breaks, both within their teaching and their own work process.
The master's thesis employs a quantitative research approach, with data collected through a survey questionnaire. Descriptive and causal research methods were used for the study. The sample is non-random and purposive, consisting of 222 teachers from Slovenian primary schools.
The following statistical procedures were applied: frequency and percentage distribution, Chi-square test (Pearson’s Chi-square test), Kullback’s 2Ȋ test, as well as calculations of mean, arithmetic mean, minimum, and maximum values.
The research results indicate:
− that most teachers provide students with physically active breaks, while 10% do not;
− that two-thirds of teachers also incorporate movement breaks into their own work routine, primarily for relaxation and to reduce the negative effects of prolonged sitting;
− that the main reasons for not implementing movement breaks include lack of time, the belief that they do not belong in the academic setting, and the absence of support from superiors;
− that primary school teachers implement movement breaks more frequently than subject teachers;
− that the positive effects of movement include increased student concentration, stress reduction, improved productivity, and enhanced social dynamics;
− that the most common barriers to implementing movement breaks are a lack of material support, the need for additional training, and a lack of awareness about the importance of movement.
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