Učinki sodelovalnega učenja na gibalna in psihosocialna vedenja mladih atletov : doktorska disertacija

Železnik Mežan, Lea (author), Škof, Branko (mentor), Cecić Erpič, Saša (comentor)

Namen dvodelne študije je bil primerjati učinke sodelovalnega učenja in direktnega poučevanja na gibalne sposobnosti, atletsko znanje, samopodobo ter motivacijsko in skupinsko klimo mladih atletov (9–11 let). V okviru eksperimenta, v katerega smo vključili trenerje in otroke iz 12-ih slovenskih atletskih klubov, smo pred intervencijo in po njej izvedli meritve, ki so vključevale teste gibalnih sposobnosti, snemanje in ocenjevanje atletskega znanja ter standardizirane psihološke vprašalnike. Rezultate smo podkrepili s kvalitativnimi podatki, ki smo jih pridobili z začetnim in s končnim intervjujem s trenerji, z opazovanjem in refleksijami trenerjev ter otrok. Intervencija je trajala 30 vadbenih enot. Šest naključno izbranih klubov (eksperimentalna skupina) je izvajalo vadbene enote po programu sodelovalnega učenja, medtem ko je ostalih šest skupin (kontrolna skupina) še naprej uporabljalo klasični pristop k poučevanju, ki se na treningih mladih športnikov uporablja najpogosteje. Da bi ugotovili, če se rezultati na posttestu razlikujejo med uporabljenima pedagoškima modeloma, smo uporabili enosmerno analizo kovariance. Dokazali smo, da lahko z vpeljevanjem sodelovalnega učenja v tekmovalni šport otroci izboljšajo nekatera atletska praktična znanja, emocionalno samopodobo, odnose z vrstniki in motivacijsko klimo v večji meri kot pri direktnem poučevanju. S pomočjo kvalitativnih podatkov smo podkrepili kvantitativne rezultate, poleg tega pa smo potrdili, da so otroci pri sodelovalnem učenju pogosteje in ustrezneje uporabljali sodelovalne veščine ter razvili boljši odnos do pedagoškega modela kot kontrolna skupina. Študija ima velik pomen za kineziološko znanost in športno prakso. Poleg tega, da je bil to globalno gledano prvi poskus implementacije sodelovalnega učenja v tekmovalni šport, smo razvili/obogatili še nekatere merske inštrumente, ki so nam omogočili preučevanje zastavljenega problema: inštrumenti za ocenjevanje zvestobe modelu sodelovalnega učenja, za ocenjevanje atletskega praktičnega znanja otrok in za opazovanje vedenja otrok ter trenerjev. Doprinos k znanosti je tudi validacija dveh psiholoških vprašalnikov (Vprašalnik o motivacijski klimi učencev pri športni vzgoji in Moj razred), ki sta zdaj primerna za uporabo v tekmovalnem športu otrok.

• Language: Slovenian
• Keywords: sodelovalno učenje, atletika otrok, skupinska klima, motivacija, atletsko znanje
• Work type: Doctoral dissertation
• Typology: 2.08 - Doctoral Dissertation
• Organization: FŠ - Faculty of Sport
• Year: 2024
• PID: 20.500.12556/RUL-155273
• COBISS.SI-ID: 190969091
• Publication date in RUL: 23.03.2024

Secondary language

• Language: English
• Title: Effects of cooperative learning on physical and phychosocial behaviours in youth athletes

Abstract

The aim of the two-phase study was to compare the effects of Cooperative Learning and Direct Instruction on motor skills, track and field knowledge, self-concept, and motivational and group climate of young athletes (9-11 years). We included coaches and children from 12 Slovenian athletics clubs in the pedagogical experiment. Before and after the intervention, we conducted measurements that included motor tests, recording and evaluation of athletics skills and standardised psychological questionnaires. The results were underpinned by qualitative data collected through introductory and final interviews with the coaches, observations, and reflections from the coaches and children. The intervention was conducted in 30 training sessions. Six randomly selected clubs (experimental group) followed the Cooperative Learning programme, while the other six athletics groups (control group) continued to use the classical teaching approach most commonly used in training for children. To find out the differences between the pedagogical models in the posttest, we used a one-way analysis of covariance. We were able to demonstrate that Cooperative Learning had a greater positive impact on specific track and field skills, emotional self-concept, peer relationships, and motivational climate of the young athletes than Direct Instruction. The qualitative data supported the quantitative results and added the finding that the children in the experimental group used cooperative skills more frequently and appropriately than the control group. In Cooperative Learning, the children also developed better attitudes towards the pedagogical model than the control group. The study is very important for the scientific field of kinesiology and sports practise. Apart from being the world's first empirical study on the implementation of Cooperative Learning in youth sport, we developed/extended some instruments that enabled the study of the given problem: instruments to demonstrate fidelity to the Cooperative Learning model, to assess the athletic skills of young athletes, to observe the behaviour of children and coaches. A contribution to science was also the validation of two phychological questionnaires (Learning and Performance Orentations in Physical Education Classes Questionnaire and My Class), which are now suitable for use in youth competitive sport.

• Keywords: cooperative learning, kids' athletics, group climate, motivation, track and field skills