The intention of this master's thesis is to establish professional and educational appropriacy of annual online lesson plans for Physical Education (PE) and to learn about teachers' opinions about already prepared online material. In the theoretical part we defined meaning of motion and meaning of PE in school, but in particular we focused on planning of this subject. We exposed significance, levels, and basis of planning and presented the role of a teacher in planning.
The internet today provides us with access to numerous web pages which contain already prepared lesson materials, including materials for PE. We wanted to find out more about that material in our research. We focused on annual lesson plans for PE. Mostly we were interested in finding out, whether the lesson plans were written according to the rules of writing of lesson plans and according to annual curriculum for PE. We included 15 annual lesson plans and we analysed them according to the given criteria. In the second part of our research we were interested in teachers' opinions about already prepared online material. Questionnaire was solved by 46 teachers who teach PE in the first and the second triad. We wanted to find out if teachers are using online materials and, when and how often do they use them. We wanted to know if they review the materials, before they use them, make any changes and if they adapt them to the pupils. Teachers were also answering questions about already made lesson materials only for PE. We wanted to find out about their usage of these materials, about their usefulness, and about teachers' expert opinions about online materials. They were also asked how competent they think they are for planning and teaching of PE.
In the first part of our research the results showed us following findings: most of the online preparations included in our analysis didn't include all components that are required for certain level of planning. In annual lesson plans for PE the analysis of condition is completely left out. The following parts are also missing: the number of hours for a specific thematic unit, standards of knowledge according to the curriculum, and the type and method of knowledge testing. Most of the analysed materials had written objectives, but almost a third of operational objectives weren't written according to the lesson planed weren't in line with objectives of the curriculum. There was a better situation in compliance of contents with annual plan.
The questionnaire showed us that most of the respondents are using online materials. They also know many web pages that contain materials that can be easily and quickly obtained. They use that material mostly as supplement or when they run out of ideas. Teachers are most frequently using materials for Mathematics, Environmental studies, and Slovenian language. On fourth place, there are materials for PE. The most frequently used materials are hour lesson plans and worksheets. Results of the questionnaire showed that most of the respondents think that online material for PE is rather useful and professionally written. Big part of respondents (72,1%) always reviews the material before use, 83,7% of them eliminate errors which are present. 72,7% of teachers thinks that they have enough knowledge for teaching and planning PE.
|
