Analysis of preschool education students\u27 self - efficacy in physical activities

Namen diplomskega dela je raziskati samoučinkovitost študentov na gibalnem področju. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo se osredotočili na dve temiin sicer gibalno področje v vrtcu ter samoučinkovitost. Izpostavili smo pomen gibalne dejavnosti v vrtcu in njen vpliv na razvoj otroka. Opredelili smo značilnosti samoučinkovitosti na splošno ter tudi samoučinkovitost učitelja pri vodenju razreda, sodelovanju z učenci in v organizaciji. V tretjem večjem poglavju teoretičnega dela pa smo predstavili podatke in rezultate treh raziskav o zaznavi samoučinkovitosti pedagoškega osebja pri poučevanju temeljnih motoričnih sposobnosti. V empiričnem delu raziskave smo uporabili kavzalno-neeksperimentalno metodo empiričnega raziskovanja. Podatke smo zbrali s pomočjo kvantitativne tehnike in uporabili lestvico za ocenjevanje samoučinkovitosti učiteljev (Bandura, 2006). V raziskavi je sodelovalo 179 študentov rednega in izrednega študija predšolske vzgoje. Stopnjo samoučinkovitosti študentov smo preverjali na šestih gibalnih področjih. Na podlagi pridobljenih rezultatov smo ugotovili, da imajo v povprečju odgovorov višjo stopnjo samoučinkovitosti študenti tretjih letnikov, študenti s končano srednjo zdravstveno šolo ter študenti rednega študijskega programa.The purpose of this thesis is to research self-efficacy of preschool education students in physical activities. The thesis consists of theoretical and empirical part. The focus of the theoretical part is on physical activity in kindergarten and on self-efficacy. We stressed the importance of physical activity in kindergarten and its influence on child’s development. We described characteristics of self-efficacy in general as well as the teacher’s self-efficacy in classroom management, their collaboration with children and in organisation. In the third chapter of the theoretical part, we presented the data and results of three studies about teachers’ perceptions of self-efficacy in teaching basic motor skills. In the empirical part, we used causal non-experimental method of empirical research. Quantitative data was collected using the Teacher Self-Efficacy Scale (Bandura, 2006). Respondents were 179 students from full-time and part-time programmes of preschool education studies. We evaluated the level of students’ self-efficacy in six different fields of physical activities. The results showed the highest levels of self-efficacy among students in third year of their studies, students with completed secondary school of nursing, and full-time students