Vpliv timskega poučevanja razrednega učitelja in športnega pedagoga na kakovost izvedbe prevala naprej pri učencih razredne stopnje

Keber, Leja (author), Štemberger Vučko, Vesna (mentor)

Preval naprej predstavlja eno izmed temeljnih gimnastičnih prvin, ki jo učenci usvajajo v okviru pouka športa na razredni stopnji osnovne šole. Njegova uspešna izvedba je povezana z razvitostjo različnih gibalnih sposobnosti ter z ustreznim procesom gibalnega učenja. Na kakovost izvedbe lahko vplivajo različni dejavniki, med drugim spol, starost in način organizacije pouka. Posebno pozornost v sodobnem vzgojno-izobraževalnem procesu namenjamo tudi timskemu poučevanju, ki vključuje sodelovanje razrednega učitelja in športnega pedagoga. V empiričnem delu magistrskega dela smo izvedli kvantitativno raziskavo med učenci od 2. do 5. razreda slovenskih osnovnih šol. Učenci so izvedli gibalno nalogo preval naprej, njihova izvedba je bila videodokumentirana in kasneje ocenjena na podlagi vnaprej določenih opisnih kriterijev. V raziskavo je bilo vključenih 2521 učencev iz 29 slovenskih osnovnih šol. Z uporabo statistične analize smo preverili razlike v kakovosti izvedbe prevala naprej glede na spol, razred in prisotnost timskega poučevanja ter ugotavljali, ali se vpliv timskega poučevanja razlikuje glede na spol in razred učencev. Rezultati so pokazali, da deklice statistično značilno kakovostneje izvajajo preval naprej kot dečki. Ugotovljene so bile tudi statistično značilne razlike med razredi, saj so učenci višjih razredov praviloma dosegali boljše rezultate kot učenci nižjih razredov. Statistično značilnih razlik med učenci, ki so bili deležni timskega poučevanja, in tistimi, ki ga niso bili deležni, nismo ugotovili. Prav tako nismo ugotovili statistično značilnih razlik v kakovosti izvedbe prevala naprej glede na prisotnost timskega poučevanja znotraj skupin dečkov in deklic. Pri primerjavi glede na razred smo statistično značilne razlike ugotovili pri učencih 2. in 3. razreda, medtem ko pri učencih 4. in 5. razreda razlik glede na prisotnost timskega poučevanja nismo ugotovili. Ugotovitve raziskave prispevajo k boljšemu poznavanju kakovosti izvedbe prevala naprej pri slovenskih učencih razredne stopnje ter k razumevanju dejavnikov, ki nanjo vplivajo. Predstavljajo pomembno izhodišče za načrtovanje in izvajanje pouka športa ter za nadaljnje raziskovanje vpliva timskega poučevanja na usvajanje gibalnih spretnosti.

• Language: Slovenian
• Keywords: preval naprej, spol, starost, timsko poučevanje, športni pedagog, razredna stopnja, gibalne spretnosti
• Work type: Master's thesis/paper
• Organization: PEF - Faculty of Education
• Year: 2026
• PID: 20.500.12556/RUL-184691
• Publication date in RUL: 12.07.2026

Secondary language

• Language: English
• Title: Impact of Team Teaching by Classroom Teachers and Sports Teachers on the Quality of Primary School Students’ Forward Rolls

Abstract

The forward roll is one of the fundamental gymnastic skills that students learn in physical education classes during the elementary school years. Its successful execution is linked to the development of various motor skills and to an appropriate motor learning process. Various factors can influence the quality of performance, including gender, age, and the way classes are organized. In the modern educational process, we also pay special attention to team teaching, which involves collaboration between the classroom teacher and the physical education teacher. In the empirical part of the master’s thesis, we conducted a quantitative study among students in grades 2 through 5 of Slovenian elementary schools. The students performed a forward roll motor task, and their performance was video-recorded and later assessed based on predetermined descriptive criteria. The study included 2,521 students from 29 Slovenian elementary schools. Using statistical analysis, we examined differences in the quality of forward roll performance based on gender, grade level, and the presence of team teaching, and determined whether the effect of team teaching varies by gender and grade level of the students. The results showed that girls performed the forward roll statistically significantly better than boys. Statistically significant differences were also found between grade levels, as students in higher grades generally achieved better results than those in lower grades. We did not find any statistically significant differences between students who received team teaching and those who did not. Likewise, we did not find any statistically significant differences in the quality of forward rolls based on the presence of team teaching within the groups of boys and girls. When comparing by grade level, we found statistically significant differences among 2nd and 3rd-grade students, while we did not find any differences based on the presence of team teaching among 4th and 5th-grade students. The findings of this study contribute to a better understanding of the quality of forward roll performance among Slovenian elementary school students and of the factors that influence it. They provide an important basis for planning and implementing physical education instruction and for further research into the impact of team teaching on the acquisition of motor skills.

• Keywords: forward roll, gender, age, team teaching, physical education teacher, elementary school level, motor skills