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[{"key": "dc.contributor.author", "value": "Ropponen, Jaakko", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2013-10-03T07:28:35Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2013-10-03T07:28:35Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2014", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1311825", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/43123", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Jaakko Ropponen (2014).Yhdeks\u00e4sluokkalaisten fyysinen aktiivisuus, liikkumisen syyt ja esteet sek\u00e4 vapaa-ajan liikuntaharrastukset. Pro gradu -tutkielma. Liikuntakasvatuksen laitos, liikuntapedagogiikka. Jyv\u00e4skyl\u00e4n yliopisto, 68s.\r\n\r\nTausta. Fyysinen aktiivisuus on merkitt\u00e4v\u00e4 tekij\u00e4 nuoren fyysiselle, psyykkiselle ja sosiaaliselle hyvinvoinnille. Tutkimuksen tarkoituksena oli kartoittaa yhdeks\u00e4sluokkalaisten fyysist\u00e4 aktiivisuutta ja siihen liittyvi\u00e4 kysymyksi\u00e4. Onko fyysinen aktiivisuus yhteydess\u00e4 urheiluseuraharrastamiseen tai koulun liikuntakerhoihin ja liikuntap\u00e4iviin osallistumiseen? Mink\u00e4laista liikuntaa nuoret harrastavat koulun ja urheiluseuratoiminnan ulkopuolella? Lis\u00e4ksi selvitettiin eroja liikkumisen motiiveissa sek\u00e4 harrastamisen esteiss\u00e4 aktiivisten ja passiivisten oppilaiden v\u00e4lill\u00e4. \r\n\r\nMetodit. Otokseen kuului 51 koulua, jotka valittiin otosperustaisesti siten, ett\u00e4 koulut edustivat kattavasti eri l\u00e4\u00e4nej\u00e4 sek\u00e4 kunta- ja kieliryhmi\u00e4. Oppilaskyselyyn vastasi yhteens\u00e4 1619 oppilasta, joista poikia oli 819 ja tytt\u00f6j\u00e4 800. \r\n\r\nTulokset. Pojat liikkuivat keskim\u00e4\u00e4rin 3,8 p\u00e4iv\u00e4n\u00e4 viikossa v\u00e4hint\u00e4\u00e4n 60 minuuttia ja tyt\u00f6t keskim\u00e4\u00e4rin 4,1 p\u00e4iv\u00e4n\u00e4 viikossa. Suositusten mukaan liikkui 10 % sek\u00e4 tyt\u00f6ist\u00e4 ett\u00e4 pojista. Suositusten mukaan liikkuvista pojista 70 % ja tyt\u00f6ist\u00e4 63 % osallistui urheiluseuran harjoituksiin usein tai s\u00e4\u00e4nn\u00f6llisesti. Aktiiviset pojat osallistuivat muita poikia useammin koulun liikuntakerhoon. Tyt\u00f6ill\u00e4 ei ollut yhteytt\u00e4 fyysisen aktiivisuuden ja liikuntakerhoon osallistumisen v\u00e4lill\u00e4. Kaiken kaikkiaan osallistuminen kerhoihin oli v\u00e4h\u00e4ist\u00e4. Fyysisesti aktiiviset oppilaat osallistuivat koulun liikuntap\u00e4iviin useammin passiivisten oppilaiden osallistumisen oltua selv\u00e4sti v\u00e4h\u00e4isemp\u00e4\u00e4. Yleisimmin mainitut koulun ja urheiluseuraharjoittelun ulkopuoliset liikuntamuodot olivat lenkkeily k\u00e4vellen tai juosten sek\u00e4 py\u00f6r\u00e4ily. Muita yleisesti mainittuja liikuntamuotoja olivat pojilla voimaharjoittelu, palloilu ja j\u00e4\u00e4pelit. Tyt\u00f6ill\u00e4 yleisi\u00e4 liikuntamuotoja olivat voimaharjoittelu, vesiliikunta sek\u00e4 tanssiharrastukset. Liikunnallisesti passiivisilla oppilailla yleisimmin mainitut koululiikunnan ja urheiluseuratoiminnan ulkopuoliset liikuntamuodot olivat samat kuin kaikilla tyt\u00f6ill\u00e4 ja pojilla. T\u00e4rkeimm\u00e4t liikkumisen syyt olivat sek\u00e4 passiivisille ett\u00e4 aktiivisille oppilaille mahdollisuus saada vartalo hyv\u00e4\u00e4n kuntoon ja halu olla fyysisesti hyv\u00e4ss\u00e4 kunnossa. Passiivisten oppilaiden merkitt\u00e4vimm\u00e4t esteet liikunnalle olivat: \u201dEn ole liikunnallinen tyyppi\u201d sek\u00e4 \u201dV\u00e4syn helposti\u201d. \r\n\r\nJohtop\u00e4\u00e4t\u00f6kset. Nuorten fyysinen aktiivisuus on v\u00e4h\u00e4ist\u00e4. Eniten huomiota tulisi kiinnitt\u00e4\u00e4 passiivisiin oppilaisiin, sill\u00e4 he hy\u00f6tyisiv\u00e4t liikunnasta kaikkein eniten. Heid\u00e4n liikunnallisten esteiden poistaminen olisi t\u00e4rke\u00e4\u00e4. Passiivisten oppilaiden tulisi saada paljon onnistumisen kokemuksia liikunnasta, jotta heid\u00e4n liikunnallinen min\u00e4kuvansa voisi muuttua positiivisemmaksi. Toisaalta liikuttajien tulisi huomioida passiivisten oppilaiden huonompi kunto sopivan tasoisilla teht\u00e4vill\u00e4 ja pit\u00e4m\u00e4ll\u00e4 taukoja fyysisten harjoitteiden v\u00e4liss\u00e4. Fyysisen kunnon parantamiseen tulisi keksit\u00e4 tapoja, jotka innostavat oppilaita ja ovat kaikkien oppilaiden toteutettavissa. Negatiiviset tunteet est\u00e4v\u00e4t liikuntaharrastuksen jatkamisen nopeasti. Koulujen liikuntap\u00e4ivist\u00e4 ja kerhoista tulisi l\u00f6yty\u00e4 sopivaa tekemist\u00e4 my\u00f6s passiivisille oppilaille ja heid\u00e4n mielipiteit\u00e4\u00e4n liikuntap\u00e4ivien ja liikuntakerhojen sis\u00e4ll\u00f6ist\u00e4 olisi syyt\u00e4 kuunnella.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Jaakko Ropponen (2014). Physical activity, motives and barriers for physical activity and leisure-time physical activity in Finnish adolescents. Pro gradu thesis. Departmen of Sport Science, sport pedagogy. University of Jyv\u00e4skyl\u00e4, 68 pp.\r\n\r\n\r\nBackround. Physical activity (PA) is a key factor for comprehensive health in youth. The purpose of this study was to investigate how physically active Finnish ninth-graders are, does PA affect attendance in school\u2019s sport club or sport days and how participation in sport club practices affect overall PA. Furthermore, the purpose was to study, what forms of PA adolescent boys and girls are involved in outside of school and sports clubs, and what are the main PA motives and barriers for active and inactive students. \r\n\r\nMethods. Fifty one Finnish schools were selected to participate in the study so, that the sample represented the whole country. Total 1619 students answered the questionnaire (boys=819, girls=800).\r\n\r\nResults. On average boys did 60 minutes of PA on 3,8 days a week. Girls were physically more active than boys and accumulated 60 minutes of PA on 4,1 days a week on average. Only 10 % of girls and boys met physical activity recommendations (60 minutes daily). From those who did, most (70 % of boys, 63 % of girls) were exercising regularly in sport clubs. Physically active boys attended schools sport club more often than their inactive peers. PA did not affect girls\u00b4 participation. PA had clear effect on sports day participation in both girls and boys. Inactive students skipped school\u2019s events most often. Walking, jogging and cycling were the most common forms of PA outside school and sport clubs. The next most common was gym workout, ballgames, ice-skating and bandy for boys and gym workout, group fitness, water sports and dance for girls. Activities of inactive students did not differ from those mentioned above. The most important reasons for PA were possibility to get body in good shape and to become physically fit. For inactive students the main barriers were, that they did not think they are athletic and that they were getting tired easily. \r\n\r\nConclusions. Physical activity of Finnish ninth-graders is insufficient. The main attention should be focused on inactive students and helping overcome their barriers for PA. Success should be made possible for inactive students so that self-image could develop to more positive direction: \u201cI can do sports\u201d. Consideration should also be made on how to prevent inactive students getting tired too easily and how to motivate children to improve their physical fitness. After all, exercise should be fun and age-appropriate. Schools should also ask inactive students\u2019 views on school\u2019s sport clubs and sport days, so that they could motivate inactive students to participate.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Jaakko Ropponen (jakrropp) on 2014-04-01 07:28:34.281677. Form: Pro gradu -lomake (1 tekij\u00e4) (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake-1-tekijae). 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