Analiza gibalnih/športnih dejavnosti v vrtcih s športnim pedagogom in brez njega : diplomsko delo

Lapajne, Jošt (author), Videmšek, Mateja (mentor)

Namen diplomskega dela je bil ugotoviti razlike med vrtcem z zaposlenim športnim pedagogom in vrtcem, ki nima športnega pedagoga. Predvsem smo želeli ugotoviti, kako se vrtca razlikujeta v gibalnih/športnih dejavnostih, materialnih dejavnikih, gibalnih sposobnostih in spretnostih otrok, dodatnih športnih znanjih in usposobljenostih vzgojiteljev ter odnosu do športnega pedagoga. Sproti smo iskali tudi vlogo in prednosti slednjega pri izvajanju gibalnih/športnih dejavnosti v vrtcu. Podatke smo zbrali z metodo opazovanja in pogovora ter s pomočjo anketnih vprašalnikov, ki so vsebovali 20 vprašanj in so bili namenjeni vzgojiteljem. Vzorec je obsegal skupno 56 vzgojiteljev iz obeh vrtcev. Podatke smo nato obdelali z računalniškim programom Excel in jih predstavili v obliki grafov in tabel. Raziskava je pokazala, da obstajajo med vrtcema bistvene razlike. Ugotovili smo, da ima vrtec z zaposlenim športnim pedagogom istemu številu oddelkov na voljo tri dobro opremljene športne igralnice, vrtec brez športnega pedagoga pa eno. V povprečju imajo enote tega vrtca približno trikrat večjo okolico vrtca, ki je na voljo za izvajanje gibalnih/športnih dejavnosti. Imajo zelo dobro založenost z raznovrstnimi športnimi pripomočki, ki pa jih v vrtcu brez športnega pedagoga primanjkuje. S pomočjo anketnega vprašalnika smo ugotovili, da je v vrtcu s športnim pedagogom izvajanje gibalnih/športnih dejavnosti v vseh prostorih pogostejše. 64 % vzgojiteljev tega vrtca dejavnosti izvaja tri do petkrat tedensko, z isto pogostostjo pa v vrtcu brez športnega pedagoga le 32 % vseh vzgojiteljev. Velike so tudi razlike v organizacijskih oblikah, saj vrtec brez športnega pedagoga za razliko od prvega vrtca ne izvaja tečajev rolanja, kolesarjenja, zimovanja, taborjenja, veliko redkeje pa izvaja izlete, gimnastične vaje in športne popoldneve. Izrazito slabša je tudi vključenost vzgojiteljev v gibalni/športni program Mali sonček, v katerem sodeluje 49 % manj vzgojiteljev. Vzrok za take razlike je nedvomno tudi delo športnega pedagoga v prvem vrtcu. Ugotovljeno je bilo, da je delež vzgojiteljev z dodatno strokovno usposobljenostjo s področja športa za četrtino večji v vrtcu z zaposlenim športnim pedagogom, pogosteje pa se tudi udeležujejo strokovnih izpopolnjevanj in izobraževanj. Da gibanju pripisujejo večji pomen, priča tudi dejstvo, da je 21 % več takih, ki se pogosto sami ukvarjajo z neorganizirano športno vadbo. Odgovori vzgojiteljev so pokazali, da jih večina meni, da najbolj primeren kader za vodenje gibalnih/športnih dejavnosti v vrtcih sestavljata vzgojitelj in športni pedagog z usposobljenostjo za predšolsko vzgojo. Vzgojiteljem pri sodelovanju s športnim pedagogom največ pomenijo izmenjava izkušenj, lažja uresničitev ciljev ter skupna odgovornost. Večina anketiranih meni, da v njihovem vrtcu obstaja potreba po športnem pedagogu, kar 96 % vseh pa je takega mnenja iz vrtca, ki športnega pedagoga že ima. Sklepamo, da je delo športnega pedagoga za vzgojitelje tega vrtca nepogrešljivo in predstavlja pomemben sestavni del vzgoje otrok. Vzgojitelji vrtca s športnim pedagogom imajo tudi pozitivnejše mnenje o gibalnih sposobnostih in spretnostih otrok v njihovih skupinah. Ugotovili smo torej, da so razlike med vrtcema očitne. Vzrokov za take razlike je več, lahko pa potrdimo, da vključenost športnega pedagoga v skupni proces z vzgojiteljem vsekakor pozitivno vpliva na količino in pestrost gibalnih/športnih dejavnosti ter sposobnosti in spretnosti otrok.

• Language: Slovenian
• Keywords: predšolska športna vzgoja, gibalne/športne dejavnosti, športni pedagog v vrtcu, vzgojitelji, športni pripomočki
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: FŠ - Faculty of Sport
• Year: 2017
• PID: 20.500.12556/RUL-94591
• COBISS.SI-ID: 5169329
• Publication date in RUL: 06.09.2017

Secondary language

• Language: English
• Title: Comparison between physical/sport activities in the kindergarten with PE teacher and in the kindergarten without PE teacher

Abstract

The goal of graduation thesis was to find out the differences between the kindergarten with PE teacher and the kindergarten without PE teacher. Main focus was on physical/sport activities, but we also focused on material factors, physical capabilities of childrens, sport knowledge of kindergarten teachers and their attitude towards PE teachers in kindergarten. Parallel to that, we were also researching the role of PE teacher in kindergarten and benefits of his presence in teaching process. We gathered information through observation, conversation and survey. The sample included 56 teachers from both kindergartens. Data is mainly presented in the form of diagrams and tables. The research found out essential differences between those two kindergartens. The kindergarten with PE teacher offers two more well equipped gyms than the other one. It also offers more than three times bigger surrounding spaces, which can be used for physical/sport activities. It’s very well equipped with various playground and sport materials. Quite the contrary is situation in the kindergarten without PE teacher. Survey analysis showed us more frequent physical/sport activities in the kindergarten with PE teacher. Three to five activities per week are organized by 64 % of all teachers in that kindergarten and only 32 % of teachers in the other one. We noted big differences in organizational forms. Kindergarten with PE teacher offers many more forms which are also more frequently executed. Reason for that can absolutely be found in PE teacher’s involvement. Teachers’ sport knowledge and attitude towards sport is better in the kindergarten with PE teacher. There are 21 % more teachers who are regularly involved in unorganized free time exercise. The research showed that most of teachers think that organizing of physical/sport activities should be done by teacher and PE teacher together. Main number of teachers thinks that collaboration with PE teacher means experience exchange, easier goal reaching and collective responsibility. Most teachers from both of the kindergartens think that there is the need for PE teacher in their kindergarten. It’s concluded that teachers in the kindergarten with PE teacher find his work indispensable and as significant part of child’s education. Besides that, it was interesting to find out that they have better opinion on physical capabilities of children who they work with than teachers in the other kindergarten. As a conclusion, the differences between those two kindergartens are obvious. We have to add that there are many different reasons for such differences but inclusion of PE teacher in teaching process definitely improves frequency and diversity of physical/sport activities and most likely contributes to children’s physical capabilities.

• Keywords: pre-school physical education, physical/sport activities, a PE teacher in kindergarten, kindergarten teachers, sports equipment