Vpliv načina ocenjevanja na uspešnost pri preizkusu 50 metrov kravl stopnje srebrnega delfina : magistrsko delo

Prah, Tjaž (avtor), Kapus, Jernej (mentor)

Učenje plavanja v Sloveniji je vključeno v obvezen program osnoven šole. Z reformo akcije Naučimo se plavati, je leta 2018 namesto kvantitativnega, uvedeno kvalitativno ocenjevanje znanja plavanja pri preizkusu 50 metrov kravl za srebrnega delfina. V magistrskem delu smo želeli raziskati ali je uspešnost teh dveh načinov ocenjevanja povezana, natančneje, ali učenci, ki opravijo preizkus po novem načinu ocenjevanja, tega opravijo tudi po starem. Na vzorcu 113 učencev 4. in 5. razreda, ki so bili deležni 20-urnega plavalnega tečaja v šoli v naravi s plavalnimi dejavnostmi, smo opravili dva preizkusa: prvega z navodilom »plavaj pravilno«, kjer smo ocenjevali kvalitativno, in drugega z navodilom »plavaj hitro«, kjer smo ocenjevali tudi kvantitativno. S Pearsonovim Chi-kvadrat testom smo ugotovili srednjo moč povezanosti novega ocenjevanja s starim, saj je 66,7 % učencev, uspešnih pri navodilu »plavaj pravilno«, preizkus opravilo tudi pri navodilu »plavaj hitro« (kvantitativno). Z McNemarjevim testom smo ugotovili, da se velike napake pri kravlu pojavljajo statistično značilno pogosteje (80,5%) pri starem načinu ocenjevanja (kvantitativno) kot pri novem, kvalitativnem (41,6%). Na podlagi ugotovitev sklepamo, da je nov, kvalitativen način ocenjevanja, s svojim vplivom na vsebino in izvedbo učenja plavanja, spodbuden za učenje pravilne tehnike kravl, ob tem pa tudi zmanjšuje vpliv razlik v gibalnih sposobnostih učencev pri tem preizkusu. Raziskavo smo omejili na stopnjo srebrnega delfina, dodati pa moramo, da nismo preverjali obratne povezave vpliva načina ocenjevanja (uspešnost učencev s starim načinom ocenjevanja pri novem). V prihodnje bi bilo smiselno raziskati tudi to, ter raziskavo razširiti na stopnjo zlatega delfina in preučiti vpliv kvalitativnega ocenjevanja na učitelje ter njihovo prakso učenja plavanja.

• Jezik: Slovenski jezik
• Ključne besede: plavanje, kvalitativno ocenjevanje, srebrni delfin
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: FŠ - Fakulteta za šport
• Leto izida: 2025
• PID: 20.500.12556/RUL-169279
• COBISS.SI-ID: 239869955
• Datum objave v RUL: 22.05.2025

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: The influence of the assessment method on performance in the 50 meter front crawl test at "Srebrni delfin" level

Izvleček

Learning to swim in Slovenia is integrated into the mandatory elementary school curriculum. With the latest reform of the »Naučimo se plavati« initiative in 2018, qualitative assessment replaced previous quantitative assessment for the 50-meter front crawl test at the »srebrni delfin« level. This thesis aimed to investigate whether the performance in this two assessment methods is correlated, specifically whether students who pass the test under new qualitative assessment method would also pass it under the former quantitative method. We used a sample of 113 fourth- and fifth-grade students who were involed in a 20-hour swimming course as a part of school-based nature camp (»šola v naravi«) with swimming activities. We conducted two tests: the first with the instruction »swim with correct form« where students were assessed qualitatively, and the second, with the instruction »swim faster«, which was assessed both qualitatively and quantitatively. Pearson’s Chi-squared test revealed a moderate correlation between the new and the old assessment methods, with 66.7% of students who were successful under the "swim with correct form" instruction also passing the "swim faster" test (quantitative assessment).McNemar’s test indicated that significant errors in the front crawl occurred statistically more frequently (80.5%) under the old, quantitative assessment method than under the new, qualitative method (41.6%). Based on these findings, we conclude that the new qualitative assessment method, used by P.E. teachers, through its influence on the content and implementation of swimming instruction, encourages the learning process of proper front crawl technique. Additionally, it reduces the impact of individual differences in students' motor abilities during the test. This study was limited to the »srebrni delfin« level and also did not examine the reverse relationship between the assessment methods (i.e., whether students successful under the old method would also succeed under the new method). Future research should address this limitation and expand the scope to include the »zlati delfin« level while also examining the impact of qualitative assessment on swimming instructors and their teaching practices.

• Ključne besede: swimming, qualitative assessment, srebrni delfin