PUPIL\u27S KNOWLEDGE AT PRIMARY SCHOOL SWIMMING COURSE

Namen diplomskega dela je bil ugotoviti, kakšno je plavalno znanje učencev na plavalnem tečaju ob koncu prvega triletja osnovne šole. Diplomsko delo je sestavljeno iz teoretičnega in empiričnega dela. Empiričen del temelji na Tabeli za ocenjevanje znanja plavanja v Sloveniji, v katero smo uvrstili otroke prvi in zadnji dan tečaja. Testirali smo učence stare od osem do deset let. Kot smo pričakovali, so otroci s slabšim začetnim predznanjem bolj napredovali, otroci, ki so na tečaj prišli že kot dobri plavalci, pa so napredovali počasneje. Pri nekaterih napredek teoretično oz. v tabeli ni bil viden, vendar o njem v praksi vseeno lahko govorimo. Tabela za ocenjevanje znanja plavanja je sestavljena iz natančno določenih mej, ki jih morajo otroci dosegati. Postavljene so zelo visoko in vsebujejo določene časovne norme, zato je prehod med stopnjami težak in ga je kljub vidnemu napredku težko doseči. Večina otrok je ob koncu šole v naravi dosegala temeljni cilj znanja plavanja po veljavnem učnem načrtu. Bistvenih razlik med deklicami in dečki nismo opazili. Otroci so bili s tečajem in šolo v naravi zelo zadovoljni. Ta oblika dela jim je omogočila veliko novih izkušenj, znanja in spoznanj, zato smo mnenja, da je smiselno, da šola v naravi, čeprav neobvezna, ostane stalnica slovenskih osnovnih šol.The purpose of my diploma paper was to find out the nature of the students’ swimming skills at the swimming course by the end of the first triad of the primary school. The diploma paper consists of two parts, i.e. of a theoretical and an empirical part. The empirical part is based on the Slovenian standards for assessing swimming skills. According to these standards, children were placed into a table on their first and last day of the course. Students who were tested are eight to ten years old. As we expected, the children with a poorer starting prior knowledge advanced more than the children that have already entered the course as good swimmers, and who advanced more slowly. Some children did not progress in theory or their improvement was not seen in the assessment table, but it could still be noticed in practice. The table for assessing swimming skills is composed from accurately set limits that children have to achieve. These limits are highly set and contain certain time norms, so the transition between the levels is difficult, and despite visible progress, very hard to achieve. The majority of children have, by the end of the nature school, reached the basic level of swimming skills, as it is dictated by the valid syllabus. There were no essential differences between girls and boys. Children were very pleased with the course and nature school. This method of work allowed them to acquire a lot of new experiences, knowledge and discoveries, so we believe that it is sensible that nature school, although it is optional, remains regularity in Slovenian primary schools