In the master's thesis, we found out how the class teachers evaluate their own competence for teaching rhythmic gymnastics at the grade level, how much they know about this sport, and what support the school offers in this area.
In the theoretical part we defined the concept of competence. We have examined different projects that develop frameworks of key competences and compare them. We also wrote about the definition of teachers’ competences in Slovenia. With various lists of teachers’ competences, we have created a list of competences for teaching rhythmic gymnastics.
The empirical work involved ten female classroom teachers from six different elementary schools. We were interested in their relationship to rhythmic gymnastics. We asked them what their idea of rhythmic gymnastics is, what their experiences with this sport are, how they incorporate the contents of rhythmic gymnastics into their sports hours, or whether they feel competent to teach gymnastics at the grade level. In the end, we also asked them questions that showed the attitude of the school, on which they taught, to this sport.
The results obtained show that teachers feel competent to teach gymnastics content in sports. Areas of competence or incompetence do not stand out, nor does any area of desired additional knowledge stand out. After reviewing the answers, literature and curriculum, we found that the school rhythmic gymnastics program is undemanding and can be planned, taught and demonstrated by the class teachers without special additional knowledge or skills.
Teachers acquired most of their rhythmic gymnastics experiences through their female students who train this sport. Teachers' idea of what rhythmic gymnastics actually is, is appropriate. The gymnastics contents taught by teachers in sports are working with a jump rope, a hoop and a ribbon, and also turns, postures, jumps and leaps.
School support in this area is appropriate. Jump ropes and hoops are available to teachers at all schools, as well as some other gymnastics tools. Five out of six schools have rhythmic gymnastics club and, consequently, gymnastic performances at various school events. Participation in gymnastic training is poor (one in ten female teachers), the desire to do so is a little higher (five in ten female teachers).