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[{"key": "dc.contributor.author", "value": "Suominen, Suvi", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2014-08-19T16:15:26Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2014-08-19T16:15:26Z", "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:1444373", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/44054", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Suvi Suominen (2014). Tunteiden s\u00e4\u00e4tely liikuntatunneilla: Oppilaiden kokemuksia kiusaa- mistilanteista ala- ja yl\u00e4koulun siirtym\u00e4vaiheessa. Liikuntakasvatuksen laitos, liikuntapeda- gogiikka ja opettajankoulutuslaitos, kasvatustiede. Jyv\u00e4skyl\u00e4n yliopisto, pro gradu \u2013tutkielma, 95 s., 3 liitett\u00e4.\r\nTutkimuksen tarkoituksena oli saada tietoa 6-7. luokan oppilaiden tunteiden s\u00e4\u00e4telytaidoista liikuntatuntien yhteydess\u00e4 tapahtuvissa kiusaamistilanteissa. Tutkimuksessa selvitettiin, miten kiusaaminen ilmenee liikuntatunneilla ja millaisia kokemuksia 6. luokan oppilailla on kiu- saamisesta. Lis\u00e4ksi selvitettiin miten oppilaat s\u00e4\u00e4telev\u00e4t tunteitaan kiusaamistilanteissa. Tut- kimuksen tarkoituksena oli saada tietoa my\u00f6s siit\u00e4, millaisia muutoksia edell\u00e4 mainituissa osa-alueissa tapahtuu alakoulusta yl\u00e4koulun 7. luokalle siirrytt\u00e4ess\u00e4.\r\nTutkimusaineisto koostui alkutilanteessa kev\u00e4\u00e4ll\u00e4 2013 yhden jyv\u00e4skyl\u00e4l\u00e4isen peruskoulun 6. luokkalaisista. Tutkimukseen osallistuneessa koulussa oli kaksi 6. luokkaa ja kaiken kaikkiaan tutkimukseen osallistui 45 oppilasta, joista tytt\u00f6j\u00e4 oli 20 ja poikia 25. Aineisto ker\u00e4ttiin kyse- lylomakkeella (liite 3) ja haastatteluilla. Kyselylomakkeen kysymykset oli poimittu Liikkuva koulu \u2013hankkeen kyselylomakkeesta, ja siihen vastasi yhteens\u00e4 45 oppilasta. Vastauksista muodostettiin kaverisuhteita mittaava sosiogrammi. Vastausten ja sosiogrammin pohjalta haastateltaviksi valittiin 8 oppilasta; nelj\u00e4 kummastakin luokasta ja nelj\u00e4 molempia sukupuo- lia. Haastatteluun valittiin ensisijaisesti kiusattuja ja sellaisia oppilaita, jotka olivat saaneet sosiogrammissa ulkopuolisen roolin. Kiusattuja oli nelj\u00e4 ja ulkopuolisia yksi. Kaksi haastatel- tavaa olivat kiusaajia ja yksi oli sek\u00e4 kiusaaja ett\u00e4 kiusattu.\r\nTutkimuksen mukaan kaikista tutkimukseen osallistuneista oppilaita 31% ilmoitti joutuneensa kiusatuksi 6. luokan liikuntatuntien aikana. Yleisimm\u00e4t kiusaamismuodot olivat verbaalisia kuten haukkumista ja nimittely\u00e4. Poikien tunneilla pelitilanteissa saattoi esiinty\u00e4 my\u00f6s fyysi- si\u00e4 kiusaamisen muotoja kuten t\u00f6nimist\u00e4. Haastatteluiden perusteella yl\u00e4koulussa liikuntatun- tien aikana tapahtuva kiusaaminen v\u00e4heni ja loppui kokonaan tyt\u00f6ill\u00e4, mutta s\u00e4ilyi pojilla muuttaen muotoaan. Haastatelluista kahdeksasta oppilaasta kiusatut osasivat eritell\u00e4 hyvin tunteitaan ja tunteiden s\u00e4\u00e4telykeinojaan verrattuna kiusaajiin ja ulkopuolisiin. Sukupuolten v\u00e4lill\u00e4 ei ollut merkitt\u00e4vi\u00e4 eroja eri keinojen k\u00e4ytt\u00e4misess\u00e4, sill\u00e4 sek\u00e4 tyt\u00f6t ett\u00e4 pojat k\u00e4yttiv\u00e4t useammin sis\u00e4isi\u00e4 s\u00e4\u00e4telykeinoja. N\u00e4it\u00e4 olivat esimerkiksi vihan pid\u00e4ttely, asian unohtaminen tai v\u00e4litt\u00e4m\u00e4tt\u00e4 oleminen. 7. luokalle siirtymisen j\u00e4lkeen yhden oppilaan kohdalla kiusatun rooli oli s\u00e4ilynyt, mutta muiden kohdalla vaihtunut.\r\nLiikuntatunneilla tapahtuva kiusaaminen oli v\u00e4hentynyt yl\u00e4kouluun siirtymisen j\u00e4lkeen tyt\u00f6il- l\u00e4, mutta jatkunut ja muuttanut muotoaan pojilla. Tulosten perusteella huomiota tulisi kiinnit- t\u00e4\u00e4 poikien liikuntatuntien kilpailuun ja vertailuun perustuvaan ilmapiiriin. Tytt\u00f6jen liikunta- tunneilla olisi hyv\u00e4 huomioida kaveri- ja ryhm\u00e4suhteiden merkitys tuntien toiminnassa. Li- s\u00e4ksi liikuntatunneilla tulisi korostaa avointa, kaikkia hyv\u00e4ksyv\u00e4\u00e4 ilmapiiri\u00e4 ja tukea oppilai- den sosio-emotionaalista kasvua.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Suvi Suominen (2014). Emotion regulation in physical education classes: Students\u2019 experien- ces in bullying situations in primary and secondary school transition. Pro gradu thesis. De- partment of Sport Sciences, sport pedagogy and Department of Teacher Education, education. University of Jyv\u00e4skyl\u00e4, 95 pp., 3 appendices.\r\nThe purpose of this study was to obtain information specific to the emotion regulating skills of grade six and seven students, participating in physical education classes, and within the framework of bullying. This study examines how bullying and discrimination occurs in phys- ical education classes, and the experiences these students have had with bullying. Additional- ly, this study also examines how students regulate their emotions in these bullying situations. Utilizing this data brought us to discover the specific changes that occur in the above men- tioned subareas, during the transition from primary school to secondary school.\r\nData collected was acquired from one primary school (6th graders) in Jyvaskyla: two classes with 45 students, 20 of which were girls, and 25 were boys, all of whom participated in inter- views, and filled out questionnaires. (Appendix 3). All 45 students answered questions that were extracted from the Liikuva - Koulu projects questionnaire, and from the answers a soci- ogram was formed, measuring relationships of these students. Based on the answers from the questionnaires and subsequent sociogram, 8 students were selected to be interviewed; four from each class, and four from both sexes. The main objective was identification of students in primary school that were bullied, and bullied students that existed in the external role of the sociogram; these students were then selected to be interviewed. 4 students were bullied; 1 was externally; 2 students were bullies, and 1 student had the dual role of being a bully, and being bullied.\r\nAccording to the study, 31% of all participants stated that they were bullied during sixth- grade physical education classes. In the boys classes, the most common forms of bullying were castigation (berating or chastising), and sometimes physical (pushing). Physical forms were used during the games. The interviews also indicated that bullying actually decreased and stopped altogether for the girls, but still remained in a different form for those boys be- tween primary and secondary school. Bullied students were better able to analyze their feel- ings and emotion regulation skills than those students that were identified as bullies (internal- ly and externally from the sociogram). Additionally, there was no significant difference be- tween genders regarding the use of regulation skills, because girls and boys both utilized in- ternal regulation skills when dealing with bullying or being bullied - holding back their anger, ignoring the situation as it happens, or forgetting the situation entirely. After school transition showed one student remained as a victim, but changed for others.\r\nIn summary: Bullying during physical education classes decreased for girls in the transition from primary to secondary school, but continued and increased for boys. Based on these re- sults, specific attention should be given for boys in a competitive and comparison based at- mosphere, and provide for an open and approving environment that supports students socio- emotional growth in physical education classes.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Suvi Suominen (suhesuom) on 2014-08-19 16:15:25.867821. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). 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"dc.subject.other", "value": "kiusaaminen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "murrosik\u00e4", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "siirtym\u00e4vaihe", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Tunteiden s\u00e4\u00e4tely liikuntatunneilla : oppilaiden kokemuksia kiusaamistilanteista ala- ja yl\u00e4koulun siirtym\u00e4vaiheessa", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.title.alternative", "value": "Oppilaiden kokemuksia kiusaamistilanteista ala- ja yl\u00e4koulun siirtym\u00e4vaiheessa", "language": null, "element": "title", "qualifier": "alternative", "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", 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