Movement characteristics of elementary school second graders with integration of creative movement into lessons

V današnjem času postaja vse večja težava prekomerna teža otrok in s tem povezane zdravstvene težave, ki so poleg nezdrave prehrane tudi posledica pomanjkanja gibanja. Tehnološki razvoj, ki je sicer olajšal živjenje na veliko področjih, je namreč povzročil upad gibalne aktivnosti med otroki (in odraslimi) in tako vplival na porast sedečega načina življenja. Ker pa otroci velik del dneva preživijo v šoli, je pomembno, da poskuša šola v čim večji meri vplivati na otrokov zdrav življenjski slog in pri učencih spodbujati gibanje. Učitelji v razredu lahko gibanje spodbudijo tudi z uporabo učnega pristopa, imenovanega ustvarjalni gib, ki omogoča integracijo ustvarjalnosti in gibanja v učne ure. V magistrskem delu so nas zanimale značilnosti gibanja pri učencih drugega razreda ob integraciji ustvarjalnega giba v učne ure matematike. V raziskavo smo vključili 116 otrok, ki so obiskovali 2. razred različnih osnovnih šol v Ljubljani in okolici. Učenci so bili iz petih različnih razredov, v sklopu raziskave pa smo jih poučevali geometrijo (geometrijske like in telesa, simetrijo ter črte in točke) trikrat tedensko po dve šolski uri. V treh razredih smo z učenci izvajali učne ure z uporabo ustvarjalnega giba (eksperimentalna skupina), v dveh pa učne ure brez uporabe ustvarjalnega giba (kontrolna skupina). V raziskavi smo najprej analizirali učne priprave za izvajanje ur v eksperimentalni in kontrolni skupini, pri analizi pa smo uporabili tri kriterije, ki so bili pomembni za izvedbo učnih ur: uporabo različnih učnih oblik, ponazarjanje učne snovi s telesom in uporabo različnih pripomočkov. Rezultati so pokazali, da so učne priprave za eksperimentalno skupino vključevale raznolike učne oblike (individualno, frontalno, skupinsko učno obliko in delo v paru), veliko gibalnih aktivnosti z gibi večjih delov telesa (npr. raztegovanje, upogibanje in kroženje) in z uporabo različnih elementov plesa ter različne učne pripomočke. Učne priprave za kontrolno skupino so predvidevale manj raznolikih učnih oblik (prevladovalo je frontalno delo), učenci pa so v večini uporabljali le gibe fine motorike (npr. pisanje, obkroževanje sličic ipd.) in učitelja opazovali pri uporabi učnih pripomočkov (npr. opazovanje kotaljenja geometrijskih teles). V nadaljevanju nas je zanimala poraba energije učencev, vključenih v eksperimentalno in kontrolno skupino, med izvajanjem učnih ur. Rezultati analize podatkov iz merilnih zapestnic Armband, ki so jih učenci nosili med izvajanjem učnih ur, so pokazali, da so učenci eksperimentalne skupine, v času izvajanja vseh učnih ur, porabili 15,3 % več energije kot učenci kontrolne skupine, razlike med skupinama pa so bile statistično pomembne. V raziskavi smo pred izvebo učnih ur preverili, ali se učenci eksperimentalne in kontrolne skupine razlikujejo v splošnem znanju iz matematike. Rezultati pomembnih razlik v splošnem znanju iz matematike niso pokazali. Prav tako smo ugotovili, da se učenci eksperimentalne in kontrolne skupine niso pomembno razlikovali v pridobljenem znanju iz geometrije, ki smo ga preverjali po izvajanju učnih ur. Zaključimo lahko, da ustvarjalni gib kot učni pristop poleg drugega pripomore k temu, da učenci učno snov spoznavajo preko gibanja in se učijo na nekoliko bolj raznolike načine kot učenci, ki tega učnega pristopa niso deležni, prav tako pa je poraba energije z uporabo omenjenega učnega pristopa večja kot brez njega.Nowadays the issue of children being overweight and thus having medical problems due to a lack of physical activity in addition to unhealthy diet is becoming greater and greater. Technological advance, which has on the one hand facilitated many aspects of life, has on the other hand caused physical activity among youth (and adults) to decline. It has also increased sedentary behaviour. But as children spend a huge part of the day in school it is important that the school tries to encourage a healthy lifestyle and physical activity among them as much as possible. Teachers can encourage physical activity in class also by using teaching approach called creative movement, which allows the integration of creativity and physical activity into the lessons. In our master\u27s thesis we were interested in the characteristics of movement with the integration of creative movement in second grade math lessons. A total of 116 children attending the second grade in different schools in Ljubljana and its surroundings were included in the research. The pupils came from five different classes and we taught them geometry as part of the research (geometric shapes and solids, symmetry, lines and points) for 2 lessons three times per week. We were giving lessons with the use of creative movement in three classes (test group) and without the use of creative movement in two classes (control group). In the research we first analyzed teaching preparations to carry out the lessons in both groups. Three factors significant to these lessons were considered: using different learning forms, illustrating the lessons with bodyand using different accessories. The results showed that lesson preparations for the test group included diverse learning forms (individual, frontal, group learning and working in pairs), a lot of physical activities involving the movement of larger body parts (for example stretching, bending and circling), the use of different dancing elements and different learning accessories. Learning preparations for the control group estimated less diverse learning forms (mostly frontal work) and the pupils mostly used movement of smaller body parts only (for instance writing, encircling pictures etc.) and observed the teacher using teaching accessories (for instance watching the rolling of geometric solids). Later on we were interested in energy consumption of the pupils in both groups during our lessons. The analysis results from Armband bracelets the pupils wore in the lessons showed that the pupils in the test group consumed 15.3% more energy than their peers in the control group. The differences between the groups were statistically significant. As a part of the research we verified if there were any differences in general math knowledge with the pupils from the test and the control group before performing the lessons. The results showed no significant differences in terms of general math knowledge. In addition to that no major differences were observed in the acquired geometry knowledge, which was tested after the lessons. We can conclude that creative movement as a teaching approach among other things contributes to the acquisition of new knowledge of the pupils via movement and thus offers a more diverse learning process than without such an approach. Moreover, energy consumption in this kind of a teaching approach is higher than without using creative movement