primary school teachers\u27 attitudes to sport and the quality of teaching sport education

Učitelji imajo pri svojem delu eno pomembnejših vlog pri oblikovanju življenjskega stila učencev, ki jih poučujejo. Zavedati se moramo, da je učenje z zgledom še kako pomembno, saj je prav v zgodnjem otrokovem obdobju mogoče najučinkoviteje vplivati na njegov celostni razvoj. Gibanje, šport in vse, kar je povezano z njim, bi moralo imeti pomembno mesto v našem življenju – tako pri otrocih kot odraslih. Zdrav življenjski slog omogoča krepitev in ohranjanje zdravja, zato mora tudi učitelj najti čas za gibanje in se čim več gibati tudi v svojem prostem času, saj s tem vpliva na kakovost svojega življenja. Vemo, da je pomanjkanje gibanja v današnjem času vse večji dejavnik tveganja, ki ogroža naše zdravje. Telesna neaktivnost in sedeč življenjski slog sta najtesneje povezana z zdravju škodljivo povečano telesno težo, z oslabelostjo srca ter s slabim ožiljem, povišanim krvnim pritiskom, z odvečnimi in neprimernimi maščobami v krvi, zmanjšano dihalno sposobnostjo, s sladkorno boleznijo in splošno zmanjšano odpornostjo proti raznim boleznim. Z ozaveščanjem o zdravem in aktivnem življenju moramo tako pričeti že pri učencih v prvem triletju, še prej seveda tudi v predšolskem obdobju, in to je zagotovo ena od poglavitnih nalog učitelja, ki poučuje pouk športa. Tudi drugi učitelji in vzgojitelji morajo biti zgled učencem, tako v šoli kot zunaj nje. Marsikateri učitelj pa dandanes preživi precejšen preostanek dneva ob računalniku, na izobraževanjih in podobno. Torej, ali učitelji poiščejo čas, da so aktivni tudi na športnem področju in so hkrati vzor mladim? Vse višja pričakovanja družbe do kakovostnega izobraževanja nenehno postavljajo vzgojno-izobraževalne organizacije in tudi učitelje pred nove vloge in zahteve. Tudi vse moderne naprave človeka velikokrat »priklenejo« v sedeč položaj in nemalokrat prihaja do pomanjkanja časa in zaradi vse več preobremenjenega in sedalnega načina življenja posledično tudi do manj vsakodnevnega gibanja. Vsak posameznik mora spoznati, da je športna aktivnost nujno potrebna za zdrav razvoj in ohranjanje lastnega zdravja. Učiteljev vidik o pomenu in koristi gibanja veliko prispeva k prenašanju njegovih stališč na učence. To pomeni, da je učiteljev odnos do športa eden ključnih dejavnikov, ki vplivajo na to, kakšen odnos in stališča bodo učenci razvili do gibanja oziroma do športa. Da bi jim čim bolje predstavili učinke, vplive in posledice sedanjega načina življenja, jim je treba na čim bolj primeren in kakovosten način posredovati informacije tudi v šoli, pri pouku športa. Zaradi zavedanja pomembnosti učitelja pri prenašanju stališč na učence smo se v raziskavi osredotočili na naslednje segmente pouka športa in ugotavljali razlike po posameznih kazalcih kakovosti (načrtovanje in izvajanje pouka, metode poučevanja, oblike poučevanja, preverjanje in ocenjevanje znanja, individualizacija in diferenciacija pouka, stalno strokovno izpopolnjevanje in izobraževanje učiteljev, vključenost v delo šole in zunajšolskih dejavnosti, pogoji za delo, zadovoljstvo z delom) športno-vzgojnega procesa glede na starost razrednih učiteljev, njihov pridobljeni naziv, njihovo okolje bivanja (vas in primestno okolje, mestno okolje) in njihovo delovno dobo. Želeli smo preveriti, ali so v stališčih razrednih učiteljev do športa prisotne razlike glede na starost razrednih učiteljev, njihov pridobljeni naziv, njihovo okolje bivanja (vas in primestno okolje, mestno okolje) ter njihovo delovno dobo. Zanimalo nas je, ali so v stališčih do športa pri razrednih učiteljih prisotne razlike med tistimi, ki so se kdaj ukvarjali s športom ali se zdaj ukvarjajo s kakšnim športom, in tistimi, ki se ne oziroma se niso ukvarjali z nobenim športom. Preverili smo, ali pri razrednih učiteljih obstaja kakšna povezava (in če, kakšna) med stališči do športa in posameznimi kazalci kakovosti (načrtovanje in izvajanje pouka, metode in oblike poučevanja, preverjanje in ocenjevanje znanja, individualizacija in diferenciacija pouka, stalno strokovno izpopolnjevanje in izobraževanje učiteljev, vključenost v delo šole in zunajšolskih dejavnosti, pogoji za delo, zadovoljstvo z delom) športno-vzgojnega procesa. Magistrsko delo je sestavljeno iz teoretičnega dela, kjer so predstavljeni pojmi in izhodišča na osnovi dosedanjih raziskav s področja stališč, kaj vpliva na oblikovanje in spreminjanje stališč, kakšne so njihove funkcije in njihovo korelacijo s kakovostjo športno-vzgojnega procesa. Opredelili smo stališča razrednih učiteljev do športa, preučili pozitivna in negativna stališča do športa ter ugotovili njihov vpliv na realizacijo ter kakovost izvajanja predmeta šport na razredni stopnji osnovne šole. V empiričnem delu smo z uporabo kvantitativne metodologije na vzorcu razrednih učiteljev, ki od 1. do 5. razreda poučujejo in vodijo športno-vzgojni proces, preučili in predstavili rezultate vprašalnika analize osnovne statistike ter rezultate statistično značilnih razlik. Ugotovili smo, da se je slaba tretjina anketiranih učiteljev v preteklosti ukvarjala s športom, danes pa se jih s športom ukvarja manj kot polovica. Med njihovimi tekmovalnimi športi v preteklosti so prevladovali skupinski športi, danes se najpogosteje ukvarjajo s športi v naravi, prevladujeta tek in kolesarstvo. Največ učiteljev se s športom ukvarja 2- do 3-krat tedensko. Tudi njihovi družinski člani se pri slabi polovici anketirancev ukvarjajo s športom. Pri analizi stanja poučevanja športa smo ugotovili, da si učitelji pri načrtovanju dnevnih in letnih priprav za pouk športa najpogosteje pomagajo s cilji športne vzgoje, z učnim načrtom, premalo pa upoštevajo rezultate testiranj športno-vzgojnega kartona ter opisne ocene preteklega šolskega leta. Najpogosteje pri tem sodelujejo s kolegom razrednim učiteljem. Najpogosteje kot učno metodo uporabijo neposredno demonstracijo (učitelj sam), prevladujejo pa učne oblike, kot so vadba po postajah, poligon, štafeta in obhodna vadba. Pri oblikovanju ocene najpogosteje upoštevajo napredek učenca, učencev trud, znanje učenca ter njihovo sodelovanje pri pouku športa. Pri upoštevanju individualizacije in diferenciacije pri pouku športa učitelji najpogosteje pomagajo učencem, ki zaostajajo v znanju, ter vse učence v oddelku upoštevajo enako. Učitelji se redko udeležujejo stalnih strokovnih izpopolnjevanj in sestankov aktivov športnih pedagogov, pogosto pa se udeležujejo sestankov strokovnih aktivov, zelo pogosto pa sodelujejo pri organizaciji, izvedbi in evalvaciji športnih dni ter testiranju za športno-vzgojni karton. Navajajo, da večina poučuje v športni opremi, a športno opremo zelo redko prejmejo v šoli. Najbolj zadovoljni so s sodelovanjem s kolegi razrednimi učitelji na področju poučevanja športa. Ugotovili smo tudi, da med učitelji obstajajo statistično značilne razlike po posameznih kriterijih oziroma kazalcih kakovosti športno-vzgojnega procesa (načrtovanje in izvajanje pouka, metode poučevanja, oblike poučevanja, preverjanje in ocenjevanje znanja, individualizacija in diferenciacija pouka, stalno strokovno izpopolnjevanje in izobraževanje učiteljev, vključenost v delo šole in zunajšolske dejavnosti, pogoji za delo, zadovoljstvo z delom) in prav tako po njihovih stališčih do športa (redno ukvarjanje s športom, šola in šport, novosti v športu in sodelovanje z drugimi) glede na starost, naziv, okolje bivanja in delovno dobo. Vse zastavljene hipoteze smo zavrnili, saj pri tolikšnem številu spremenljivk posamezne hipoteze nismo mogli ne ovreči ne sprejeti s stoodstotno zanesljivostjo − razlike so se namreč pokazale pri manj kot polovici vseh spremenljivk, vključenih v testiranje.Teachers have a very important role in shaping pupils\u27 lifestyle. We must bear in mind that teaching with examples is of upmost importance, as this is the most effective way of influencing a child\u27s development, especially at a very early age. Exercise, sport and everything related with it should have a notable place in our lives – as with children as well as with adults. A healthy lifestyle enables the strengthening and taking care of health. Therefore also teachers must find time for exercise in their free time as this improves the quality of their lives. It is a known fact that the lack of exercise is becoming a major risk factor which endangers our health. Physical inactivity and sedentary lifestyle are very closely connected with health problems such as excessive weight, weakening of the heart and veins problems, high blood pressure, excessive and bad fats, reduced breathing capacity, diabetes and generally reduced resistance to different illnesses. Raising awareness about a healthy and active lifestyle must already start with pupils in the first triad, and even earlier – in the preschool period. This is without a doubt one of the main tasks of a sport education teacher. Also other teachers and childcare workers must set an example to their pupils, as in school as well as outside it. However, many teachers nowadays spend a lot of their free time in front of the computer, on vocational training and the like. Thus the question arises, do teachers take the time to be active also in the field of sport and are they at the same time a role model to the young? Increasing expectations of the society to provide quality education continuously set new roles and demands for educational organizations and teachers. At the same time, new modern devices “force” people into a sedentary positon. Lack of time and excessive amount of work often lead to less daily exercise. Each individual must realize that sports activity is essential for a healthy development and keeping of one’s health. The teacher’s attitude towards the importance and benefits of exercise greatly contributes to the transmitting of his opinion on the pupils. In order to better understand the effects, influences and consequences of a sedentary lifestyle, these have to be presented adequately and in a quality way also in school, during sport education lessons. Due to the awareness of the teachers’ importance in transmitting attitude on the pupils, the focus of the research was on the following segments of sport education lessons and the assessment of differences according to individual quality indicators (lesson planning and execution, teaching methods and forms, checking and evaluation, individualisation and differentiation, constant teacher professional development and training, inclusion in school as well as out-of-school activities, work conditions and satisfaction with one’s own work) of the teaching sport education in relation to the teachers’ age, their title, residential environment (rural and partly rural, urban environment) and their years of service. One of the research goals was to find out, whether there are differences regarding primary school teachers’ attitudes in relation to their age, title, residential environment (rural and partly rural, urban environment) and their years of service. Furthermore, we wanted to know whether there are differences in attitudes regarding sport between primary school teachers who have been involved in a sport or are now, and the teachers who have never done any sport. We also tried to establish if there is a correlation (if yes, of what kind) between the attitudes regarding sport and individual quality indicators (lesson planning and execution, teaching methods and forms, checking and evaluation, individualisation and differentiation, constant teacher professional development and training, inclusion in school as well as out-of-school activities, work conditions and satisfaction with one’s own work) of teaching sport education. The MA consists of two parts – theoretical and empirical. In the theoretical part, concepts and starting points on the basis of previous research in relation to attitudes are presented: what influences the formation and modification of attitudes, what are their functions and the correlation to the quality of teaching sport education. The primary school teachers’ attitudes towards sport were defined, positive and negative attitudes towards sports were closely examined, and their influence on the realisation and quality of sport education lessons in the lower grades of primary school was established. In the empirical part, using quantitative method, the results of a questionnaire regarding the basic statistics were examined and presented, as well as the results of statistically significant differences. The questionnaire was filled in by primary school teachers who teach sport education in grades one to five. It was established that a third of the surveyed teachers was involved in sport in the past, however less than a half of them are involved now. In the past competitive team sports prevailed, whereas now they prefer sports in the nature such as running and cycling. The majority of teachers do sports 2-3 times a week. Also about a half of their family members are involved in sports. The analysis of the state of teaching sport education showed that teachers in preparing daily and yearly lesson plans most frequently use sport education objectives and the syllabus, but tend to put less focus on the results of the Physical Fitness Report testing and descriptive grades from the previous school year. They most commonly cooperate with their colleague primary school teacher. The most commonly used teaching method is direct demonstration (the teacher himself), the most common teaching forms are circuit training, obstacle courses, relay races and all-round exercising. When forming a learner’s grade, teachers usually consider the progress the learner makes, their effort, cooperation during the lessons and their gained knowledge. When considering differentiation and individualisation, teachers most commonly talk about helping learners when they feel that they are falling behind and paying attention to all learners equally. Teachers rarely take part in permanent professional development seminars and meetings of professional work groups. However they frequently attend in-school professional work group meetings and take part at organizing, realization and evaluation of sport days and Physical Fitness Report testing. The majority of teachers work in sport equipment but they very rarely receive their own personal equipment in school. They are satisfied the most with the cooperation of primary school teacher colleagues in the field of teaching sport education. It was also established that there are statistically significant differences between teachers regarding individual criteria or quality indicators of teaching sport education (lesson planning and execution, teaching methods and forms, checking and evaluation, individualisation and differentiation, constant teacher professional development and training, inclusion in school as well as out-of-school activities, work conditions and satisfaction with one’s own work). The same applies for their attitudes towards sport (regular exercise, school and sport, innovations and cooperation with others) in relation to their age, title, residential environment and years of service. All the set hypotheses were rejected as due to the sheer amount of variables individual hypotheses could not be confirmed nor rejected with a 100% certainty – the differences emerged with less than half of all the variables included in the testing