The purpose of the Master’s thesis was to analyse the conduct and organisation of sports days during distance learning for subject level students. The first and second wave of the covid-19 epidemic were observed. The research included 381 physical education teachers, which represents 30 % of the entire population. We collected the data using an online questionnaire and processed them with the software SPSS. In addition to the basic statistics, the Wilcoxon test, Kruskal-Wallis test, sign test, Friedman’s test, two-way chi-square test or Fisher’s exact test in case of a smaller sample were also used.
The research showed that 90 % of teachers conducted at least one sports day, but mostly teachers conducted two sports days, one during the first and one during the second wave of epidemic covid-19, therefore there were no major differences in the number of sports days between the two waves. Concerning the content, teachers mostly offer hiking, basic movement activities and strength exercises, and during the second wave they also added winter activities. Sports days could be a combination of several contents, but they also included theoretical contents and cross-curricular issues. We found that they most often took place outside or outside and at home. Teachers approached their organisation in different ways, where there were no differences between the waves. For the majority of teachers the organisation took more time, but just for half the organisation was easier compared to a classic sports day. Teachers had the most trouble with safety assurance during independently performed sports days, as well as with checking the completion of activities. Implementation of sports days during distance learning cannot be compared with the classic form. Despite the fact that they were not long enough and did not reach all the objectives of sports days according to the curriculum, they were of significant importance. With sports days, teachers encouraged students to move and relieved them of pressure, which was crucial during distance schooling.
We formed guidelines for conducting a sports day during distance learning and added possible improvements to the already well-conducted examples of sports days, which can help teachers with their own organisation of a sports day and warn them of possible mistakes or shortcomings. This will make it easier for teachers to choose the appropriate content (considering the weather, environment, age and ability of the students) and to organise the sports day effectively, sufficiently intense and safe. In doing so, they will be able to use various materials, pedagogical approaches and information and communication technology.
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