Teacher\u27s beliefs on the importance and use of physical activities in special education

Redno izvajanje gibalnih dejavnosti pozitivno vpliva na posameznikovo zdravje, socialno in čustveno področje delovanja, prav tako pa vpliva tudi na učenje, saj spodbuja učni proces in procese mišljenja. V magistrskem delu smo se osredotočili na uporabo gibalnih dejavnosti pri poučevanju v prilagojenem programu z nižjim izobrazbenim standardom, v katerega se vključujejo osebe z lažjimi motnjami v duševnem razvoju. Osebe z lažjimi motnjami v duševnem razvoju imajo težave na področju gibalnega razvoja, zato je pri poučevanju te populacije otrok spodbujanje in vključevanje gibanja še posebej pomembno. Z vključevanjem gibalnih dejavnosti v poučevanje oseb z lažjimi motnjami v duševnem razvoju lahko učitelj poleg učenčevih motoričnih spretnosti in sposobnosti razvija tudi kognitivno, čustveno in socialno področje učencev. Vključevanje gibalnih dejavnosti v poučevanje pa je lahko odvisno tudi od učiteljevih prepričanj o pomenu gibanja. Prav zato smo v magistrskem delu raziskali, kakšna so prepričanja učiteljev o pomenu gibanja v vsakodnevnem življenju ljudi in pri poučevanju učencev v prilagojenem programu z nižjim izobrazbenim standardom, v kolikšni meri in na kakšen način učitelji vključujejo gibalne dejavnosti v poučevanje učencev z lažjimi motnjami v duševnem razvoju ter kakšne učinke gibalnih dejavnosti prepoznavajo pri učencih. V raziskavi je sodelovalo 97 učiteljev, ki poučujejo v prilagojenem programu z nižjim izobrazbenim standardom. Podatke za raziskavo smo zbrali preko anketnega vprašalnika. Rezultati so pokazali, da ima večina učiteljev pozitivna prepričanja o gibanju in uporabi gibanja pri poučevanju. Večina učiteljev pogosto in na različne načine vključuje gibalne dejavnosti v poučevanje. Učitelji gibalne dejavnosti izvajajo pri različnih predmetih, prav tako jih pogosto vključujejo v vse dele učne ure in skoraj vse etape učnega procesa. Med učitelji, ki poučujejo na razredni stopnji, in tistimi, ki poučujejo na predmetni stopnji, prihaja do razlik v pogostosti vključevanja gibalnih dejavnosti v njihovo poučevanje učencev. Prav tako so rezultati pokazali razlike v pogostosti vključevanja gibalnih dejavnosti v pouk med učitelji, ki poučujejo v kombiniranem oddelku, in učitelji, ki poučujejo v homogenem oddelku z enim razredom. Učitelji opažajo pozitivne učinke gibalnih dejavnosti na motoričnem, čustvenem, kognitivnem in socialnem področju delovanja učencev. Pri vključevanju gibalnih dejavnosti v poučevanje večina učiteljev nima težav, nekateri navajajo težave na področju vedenja učencev (učenci se težje umirijo, postanejo razposajeni, prej pride do nepredvidenih situacij), težave s prostorsko in časovno stisko ter težave zaradi poučevanja v kombiniranih oddelkih. Rezultati raziskave torej kažejo, da imajo učitelji, ki poučujejo v prilagojenem programu z nižjim izobrazbenim standardom, pozitivna prepričanja o gibanju in uporabi gibalnih dejavnosti pri poučevanju, gibalne dejavnosti v poučevanje pogosto vključujejo, opažajo pa tudi njihove pozitivne učinke na učence.Regular implementation of physical activities has a positive effect on our health, on both social and emotional area of operation as well as learning since it supports the learning and thinking processes. In the master’s thesis we focused on the implementation of physical activities in teaching in adapted basic education programme of a lower educational standard, attended by children with mild mental disabilities. These children face difficulties in the field of motoric development therefore it is of great importance to promote and implement physical activities. In doing so the teacher can help developing the student’s cognitive, emotional and social fields along with the motoric skills. In some cases the implementation of physical activities in the teaching process depends on the teacher’s beliefs on the importance of being physically active. Therefore we examined the teachers’ beliefs on the importance of physical activities both in everyday life and teaching children in adapted basic education programme of a lower educational standard, to what measure and in what way do they implement physical activities when teaching children with mild mental disabilitiesand what effects they have noticed with their pupils. 97 teachers who teach in the adapted basic education programme of a lower educational standard took part in our research. The research data was acquired through a questionnaire. The results have shown that most teachers have positive beliefs on physical activities and their implementation in the teaching process. The majority of teachers often and in diverse ways include physical activities while teaching. They also implement physical activities at different school subjects, in all parts of the lessons and at almost all stages of the learning process. There are however some differences in the frequency of implementing physical activities between teachers who teach in the first, second or the third educational cycle. Furthermore the frequency of implementing physical activities is different with teachers who teach in homogenous or multi-grade classes. The teachers have indicated positive effects of physical activities on the students’ motoric, emotional, cognitive and social areas of operation. Most teachers do not have any problems with the implementation of physical activities in their teaching process although some report problems with the children’s behaviour (some students become more difficult to calm down or too lively and thus unpredictable situations arise more quickly), some face time or space constraints or problems connected to teaching in multi-grade classes. The results have shown that teachers who teach in adapted basic education programme of a lower educational standard have positive beliefs on physical activities and their use in teaching. They often implement physical activities in their teaching process and they have indicated positive effects of physical activities on their students