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Varnost pri pouku športa 1. in 2. triletja osnovnih šol savinjske regije
ID Grobelšek, Nina (Author), ID Štemberger, Vesna (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/6536/ This link opens in a new window

Abstract
V magistrskem delu smo raziskovali več vidikov varnosti pri pouku športa v prvem in drugem triletju na osnovnih šolah. V teoretičnem delu smo najprej opredelili varnost in varnostne vidike v šoli na osnovi pravnih podlag, normativov in zakonov. Kasneje smo se osredotočili na varnost pri predmetu šport in športnih aktivnostih v okviru šolskega pouka. Poudarili smo pomen telesne aktivnosti, ki je za otrokov razvoj, napredek in delovanje tako v šoli kot izven nje izredno pomembna. Natančno smo razdelali ter opisali objektivne in subjektivne nevarnosti, ki se pojavljajo pri izpeljavi ure športa in katere moramo upoštevati, v kolikor želimo zagotoviti varno okolje. Poškodbe učencev oziroma vseh vadečih so sestavni del športnih aktivnosti, zato smo pozornost namenili tudi tej vsebini. Pri empiričnem delu naloge je bilo v raziskavo vključenih 14 različnih osnovnih šol in 20 učiteljev, ki izvajajo pouk športa v savinjski regiji. Eksperimentalne podatke o varnosti pri izvajanju pouka smo pridobili z vnaprej pripravljenim opazovalnim listom in anketnim vprašalnikom. Opazovalni list je vseboval razdelana merila, ki se nanašajo na varnost, in je omogočal pridobiti informacije med opazovanjem učnih ur pri predmetu šport. S pomočjo opazovalnega lista smo preverjali ustreznost vadbenih prostorov z vidika objektivnih dejavnikov, prilagojenost razvojni stopnji otrok ter raznolikost uporabljenih pripomočkov, naprav in orodij. Dodatno smo bili pozorni na vadbeno opremo in urejenost učencev in učitelja. Pozornost smo posvetili tudi količini in primernosti ogrevanja pred izvajanjem gibalnih nalog v nadaljevanju ure, nadzoru učitelja, ustreznemu varovanju ter demonstraciji v fazi izvajanja učnega procesa. V drugem sklopu smo se z anketnim vprašalnikom, ki ga je rešilo 36 učiteljev športa, osredotočili na samoevalvacijo. Na 4-stopenjski lestvici smo zbrali mnenja izvajalcev pouka o lastni usposobljenosti oziroma kompetencah, ki se nanašajo na varnost pri poučevanju predmeta šport. Izpostavili smo kompetence usposobljenosti načrtovanja in izvajanja učne ure, poznavanja izstopajočih dejavnikov tveganja pri športu ter ozaveščenosti s stališča prve pomoči. Pridobljeni rezultati z ocenjevalnim listom in anketnim vprašalnikom so bili statistično obdelani, rezultati opisani in korelirani v razpravi ter izsledki zbrani v sklepu. Rezultati, pridobljeni z opazovalnim listom, kažejo na zelo dobre vadbene pogoje z vidika velikosti telovadnic. Velikost vadbenih prostorov matičnih in podružničnih šol je v povprečju ustrezna številu vadečih učencev, pojavlja se le težava združevanja razredov v istem prostoru v isti učni uri. V vadbenih prostorih je večinoma dobro poskrbljeno za objektivne dejavnike tveganja (osvetlitev, temperatura, prezračevanje, pod in stene). Učenci, ki aktivno sodelujejo pri uri športa, v večini nosijo ustrezno športno opremo in so primerno urejeni. Enako velja za učitelje. Med izvajanjem predmeta šport imajo učitelji dober nadzor nad učenci, ti sledijo navodilom, gibalne naloge so jim v veliki večini prilagojene, včasih se pojavlja le premalo raznoliko ogrevanje. Na drugi strani rezultati, pridobljeni z anketnim listom, kažejo na pozitivno mnenje učiteljev o poznavanju učnega načrta. Nasprotno se učitelji čutijo manj kompetentne za pravilno in ustrezno demonstracijo posameznih športnih elementov, kar se v praksi odraža v izogibanju izvajanja potencialno nevarnih športnih elementov (preval nazaj, preskok koze, plezanje po žrdi itd.). Med učitelji, ki poučujejo na matični in podružnični šoli, ne prihaja do statistično pomembnih razlik glede na lastne ocene kompetentnosti na področju varnosti. Obstajajo pa pomembne razlike med učitelji z daljšo dobo poučevanja in njihovimi mlajšimi kolegi. Predvsem tisti z dolgoletnimi izkušnjami navajajo boljšo samooceno pri načrtovanju varnih učnih ur na različnih razvojnih ravneh, usposobljenosti pravilne demonstracije športnih elementov ter pri poznavanju dejavnikov varne vadbe. Z opozarjanjem na morebitne vrzeli pri zagotavljanju varnih pogojev pri poučevanju športa skušamo učiteljem pomagati najti ustrezno ravnovesje med dinamičnim, pestrim, a hkrati varnim športnim udejstvovanjem.

Language:Slovenian
Keywords:predmet šport
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2020
PID:20.500.12556/RUL-122389 This link opens in a new window
COBISS.SI-ID:41021955 This link opens in a new window
Publication date in RUL:15.12.2020
Views:733
Downloads:184
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Secondary language

Language:English
Title:Safety in physical education in the first and second triads of primary schools in the Savinjska region
Abstract:
In a master's thesis, we explore more points of view of safety in Sports class in first and second triad in Primary Schools. In the theoretical part, we first determine safety and safety points of view in school, based on gist, norms and laws. Later we focused on safety in Sports and other sports activities in school. We emphasise the meaning of physical activities, that is very important for a child's development, progress and activity, in school and also outside. We carefully work out and describe objective and subjective dangers, that can appear in Sports and we have to comply with if we want to ensure a safe environment. Injuries of pupils or all people that practice are a basic part of sports activities, and that is why we put attention also to that. In the empirical part of my work, I included 14 different Primary Schools and 20 teachers, that do Sports in the Savinja region. Experimental data about safety in class we gained with advanced ready observational lists and questionnaires. The observational paper included criteria, that apply on safety and has allowed gaining information between observing lessons in Sports. With the help of observation paper, we check compliance of sport places from the view of objective factors, adaptedness of phase of development of child and diversities of used supplies and devices. We paid extra attention to sports equipment and how pupils and teachers are arranged. We also paid attention to the amount and appropriate of warming up before doing exercises in continuing the lesson, control of a teacher, appropriate protection and demonstration in a phase of a learning process. In the second part, we focused on self-evaluation of 36 teachers that solved the questionnaire. On the 4-rate chart, we gather opinions of performers of lessons about their qualification or competences, that apply on safety in teaching Sports. We emphasise the competences of qualification in planning and doing a lesson, in knowing salient risk factors in sport and knowing the first aid. Results we gained with observational lists and questionnaire were statistically worked, results were described and correlated in debate and findings are gathered in resolution. Results gather with observational list shows on very good training conditions from the view of the size of a gymnasium. The size of training places of main and branch schools is on average suitable for the number of training pupils. The problem appears when more classes are in the same place at the same time. In training, places is mostly well-taking care of objective risk factors (lighting, temperature, ventilation, floor and walls). Most pupils that are active in sports lesson have suitable sports equipment and are suitably arranged. Same goes to the teachers. During the lesson, teachers have good supervision on pupils. They follow the instructions, movement exercises are adapted, sometimes only warming up is less diverse. On the other hand, the results gained with the questionnaire shows the positive opinion of teachers about knowing the curriculum. Teachers feel less competent for correct and suitable demonstration of sports elements. That is shown in avoiding potentially dangerous sports elements (rollback, climbing the rope, leap the goat). Between teachers who teach in main and branch schools, there are no statistically important differences in their evaluation of competence in the area of safety. However, there are important differences between teachers who teach for a long time and younger colleagues. Teachers with long teaching experiences list better self-evaluation in planning safe lessons on different development phases, in qualification for correct demonstration of sports elements and in knowing the factors of safe training. With the warning on possible gaps in insuring the safe conditions in teaching sports, we try to help teachers to find a suitable balance between dynamic, varied and safe sport participation.

Keywords:sports

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