In this thesis we have dealt with the meaning of subject PE and its differences from other subjects. We thoroughly considered the role of a teacher at subject PE, described the characteristics of a successful teacher, methods of leading (theory of situational guidance) and the basis of the teacher’s authority. The central subject of this thesis are pedagogical actions of a teacher. Since the lessons take place in interaction between a teacher and pupils, they all have their influence on one another. Teachers treat pupils with pedagogical actions, therefore they can evaluate their work the easiest through experience and perception of classes. In this thesis we used a quantitative research method to determine how pupils in the 4th and 5th grade of a primary school see their teachers, respectively, their pedagogical actions in the classroom and in the gym, respectively, at PE and what the differences among their opinions are. We obtained the necessary data using a questionnaire for measuring the forms and the manner of behaviour of teachers of sports education (Ambrožič and Cankar, 1991) with some modifications. 317 pupils of 4th and 5th grades from different primary schools from Slovenia participated in research. In one lesson pupils fulfilled two identical questionnaires referring to the same teacher. The first one referred to pedagogical actions of a teacher during classroom lessons and the second one referred to his (or her) pedagogical actions during gym lessons. We addressed the results of the statements according to thematic groups, respectively, dimensions of pedagogic actions. The result showed differences in pupils’ experience and evaluation of the teacher in a classroom and in a gym. Pupils’ confidence in a teacher is more significant in a classroom than in a gym. It turned out that pupils are more enthusiastic about a teacher at PE. Pupils are more satisfied with the teacher’s professional competence in a classroom because they evaluate them better at all statistically significant statements. Results show that teacher’s instructions are more precise, his (or her) understanding of subjects is better and his (or her) outfit is more appropriate in a classroom rather than in a gym. In the classroom, a teacher also repeats more frequently why certain themes or subjects are more useful, what its effective applications are as well as gives more detailed overview of a subject in the beginning of a school year. However, a teacher gives better grades at PE than at other subjects. Pupils feel that the teacher is more helpful, encouraging and gives them more spare time in a gym. In class he (or she) gives more difficult tasks to better pupils and encourages them to think and act independently. We also compared opinions according to the gender. Girls’ confidence in a teacher in a gym is better than boys’. It turned out that a teacher is more helpful to girls in a class and gives them more attention in a class and in a gym, is more encouraging in a class, loves them more, alerts them about their mistakes and deficiencies as well as takes their wishes into account. Boys in contrast to girls feel that a teacher gives more demanding tasks to better pupils in class and pays more attention to worse pupils in a gym. There were also some differences between the 4th and 5th grade. The 4th graders prove themselves to be more critical from the 5th graders concerning teacher’s pedagogical actions in all thematic groups: encouraging personal relationship and understanding, openness in communication, narrower professional competence, teaching strategy and leading.
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