Analiza izvajanja programa dejavnosti v naravi na Fakulteti za šport : magistrsko delo

Mavrič, Marjeta (author), Jereb, Blaž (mentor), Tominec, Domen (comentor)

Začutiti sonce, dež, veter v laseh, videti divje živali in podobno so za marsikoga nove izkušnje v tej urbanistični družbi. Dejavnosti v naravi zagotavljajo veliko čutnih izkušenj, lahko pa so tudi prostor, kjer poteka kvalitetno učenje. Zaradi hitrega naraščanja števila doživljajskih programov, ki uporabljajo izziv na prostem kot sestavni in ključni del svoje izobraževalne metode, se je vredno vprašati o njihovi učinkovitosti. Podoben pristop se izvaja tudi na Fakulteti za šport, kjer se v okviru predmeta Dejavnosti v naravi izvaja tabor, ki temelji na primerljivi metodi dela. Namen tega dela je bil raziskati razlike pred in po terenskih vajah, ki zajemajo oceno vidikov ravni motivacije, samozavesti, prilagodljivosti, strahu, adrenalina idr. V raziskavo je bilo vključenih 52 študentov Fakultete za šport, generacije 2022/23. Za analizo vpliva izvajanja tabora smo uporabili anketni vprašalnik zaprtega tipa. Razlike pred in po koncu izvajanja tabora smo preverili z Wilcoxonovim testom. Naša temeljna ugotovitev je, da tabor v okviru predmeta Dejavnosti v naravi ni povzročil statistično značilnih sprememb v samoporočanih stopnjah motivacije, samozavesti, prilagodljivosti, premagovanju strahu idr. Rezultati kažejo, da so študenti FŠ že pred taborom izkazovali visoko raven teh lastnosti, kar nakazuje na možen stropni učinek. Pomembno je poudariti, da je tabor pri udeležencih učinkovito ohranjal in utrjeval že prisotne pozitivnih lastnosti – visoko motivacijo za aktivnosti v naravi, občutek samoučinkovitosti ter pozitiven odnos do izzivov. Deloval je kot stabilizacijski dejavnik, ki je dodatno podkrepil njihov že oblikovan odnos do pouka na prostem in izkustvenega učenja. Poleg tega so študenti izrazili močno podporo vključevanju pouka na prostem v kurikulum ter visoko pripravljenost, da bodo takšne pristope uporabljali tudi v svoji prihodnji pedagoški praksi. Tabor teh stališč ni bistveno spremenil, temveč jih je dodatno utrdil, saj so bila prepričanja o pomenu dejavnosti v naravi že predhodno izrazito ugodna. Ugotovitve nakazujejo, da je bil tabor pomemben predvsem kot vzor dobre prakse in spodbuda za poklicno uporabo dejavnosti v naravi, ne pa kot sredstvo za doseganje izrazitih osebnostnih sprememb.

• Language: Slovenian
• Keywords: doživljajska pedagogika, izkustveno učenje, dejavnosti na prostem, Fakulteta za šport, tabor
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: FŠ - Faculty of Sport
• Year: 2025
• PID: 20.500.12556/RUL-170568
• COBISS.SI-ID: 250071043
• Publication date in RUL: 10.07.2025

Secondary language

• Language: English
• Title: Analysis of the implementation of the outdoor activities course at the Faculty of sport

Abstract

To feel the sun, the rain, the wind in your hair, to see wild animals, etc. are new experiences for many people in this urban society. Nature activities provide many sensory experiences, but they can also be a place where quality learning takes place. The rapid increase in the number of adventure programmes that use outdoor challenge as an integral and crucial part of their educational method makes it worth questioning their effectiveness. A similar approach is being taken at the Faculty of Sport, where a camp based on a comparable method of work is being run as part of the outdoor activities course. The aim of this work was to investigate the differences before and after the field exercises, covering the assessment of aspects such as motivation levels, self-confidence, flexibility, fear, adrenaline, etc. The study involved 52 students of the Faculty of Sport, generation 2022/23.A closed-ended questionnaire was used to analyse the impact of the camp. Differences before and after the camp were tested using Wilcoxon test. Our main finding is that the camp did not lead to statistically significant changes in self-reported levels of motivation, self-confidence, resilience, overcoming fear, etc. The results show that the PE students already showed high levels of these traits before the camp, suggesting a possible ceiling effect. It is important to note that the camp effectively maintained and reinforced the positive traits already present in the participants – high motivation for outdoor activities, a sense of self-efficacy and a positive attitude towards challenges. It acted as a stabilising factor, further reinforcing their already formed attitudes towards outdoor and experiential learning. In addition, students expressed strong support for the integration of outdoor learning into the curriculum and a high willingness to apply such approaches in their future teaching practice. The camp did not significantly change these attitudes, but rather reinforced them, as beliefs about the importance of outdoor activities were already strongly favourable. The findings suggest that the camp was important mainly as a model of good practice and as an incentive for the professional use of outdoor activities, rather than as a means to achieve distinctive personal change.

• Keywords: adventure education, experiential learning, outdoor activities, Faculty of sport, camp