| description |
TIIVISTELMÄ
Mikko Ojansuu (2015). Koulukiusaaminen yläkoulun liikuntatunneilla. Liikuntakasvatuksen laitos, Jyväskylän yliopisto, Liikuntapedagogiikan pro gradu -tutkielma, 59s., 3 liitettä.
Tutkimuksen tarkoituksena oli selvittää yläkoulun liikuntatunneilla ja niihin liittyvissä tilanteissa esiintyvän kiusaamisen määrää, mitä kiusaamismuotoja käytetään sekä miltä erilaisten kiusaamismuotojen kohteeksi joutuminen oppilaista tuntuisi. Lisäksi selvitettiin, miten kiusaamista voidaan ehkäistä, millainen oppilas liikuntatunneilla kiusaa, minkälaista oppilasta kiusataan sekä pitääkö kiusaajaa rangaista, ja miten se tulee tehdä. Kiusaamisen määrää vertailtiin luokka-asteiden välillä. Kiusaamismuotojen käyttämistä vertailtiin sukupuolten välillä. Erilaisten kiusaamismuotojen kohteeksi joutumisen aiheuttamia tuntemuksia vertailtiin sukupuolten välillä. Kiusaamisen ehkäisemistapoja sekä kiusaajan että kiusatun piirteitä vertailtiin sukupuolten välillä. Kiusaajan rangaistuksen tarpeellisuutta vertailtiin luokka-asteiden välillä ja rangaistustapoja sukupuolten välillä. Tutkimukseen osallistui 308 yläkoulun oppilasta.
Tutkimusaineisto kerättiin kyselylomakkeella, joka sisälsi sekä strukturoituja että avoimia kysymyksiä, tammikuussa 2012. Tuloksia analysoitiin kuvailevien tietojen avulla. Luokka-asteiden välisiä eroja analysoitiin X²-testin avulla ja sukupuolten välisiä eroja t-testin avulla. Teoreettisen tiedon perusteella sekä Pearsonin tulomomenttikorrelaatiokertoimen avulla tutkimusaineistosta tiivistettiin kiusaamismuodot kolmeksi summamuuttujaksi: 1. Verbaalinen tapa, 2. Epäsuora tapa, 3. Fyysinen tapa. Summamuuttujien Cronbachin alfakertoimet vaihtelivat välillä .71–.93. Kiusatuksi ja kiusaajaksi luokiteltiin oppilaat, jotka ilmoittivat tulleensa kiusatuiksi tai kiusaavan toisia vähintään 2–3 kertaa kuukaudessa tai sitä useammin.
Tutkimuksen tulokset osoittivat, että liikuntatunneilla kiusatuiksi oli joutunut 2,3 prosenttia kaikista oppilaista. Eniten kiusattuja oli 8. luokalla ja vähiten 7. luokalla, mutta tilastollista eroa luokka-asteiden välillä ei ollut. Yleisin kiusatuksi joutumisen muoto oli verbaalinen tapa. Pojat olivat kohdanneet enemmän verbaalista kiusaamista kuin tytöt. Tyttöjen eniten kokema kiusaamismuoto oli epäsuora tapa, joka oli poikien keskuudessa vähiten kokema tapa. Poikien eniten kokema kiusatuksi joutumisen muoto oli fyysinen tapa, joka oli tyttöjen keskuudessa vähiten kokema tapa. Liikuntatunneilla kiusaajiksi luokiteltuja oli 1,3 prosenttia, joista eniten oli 7. luokalla ja vähinten 9. luokalla. Kiusaajan yleisimmin käyttämä kiusaamismuoto oli verbaalinen tapa ja harvinaisin fyysinen tapa. Epäsuora tapa oli tyttöjen yleisin, mutta poikien vähiten käyttämä kiusaamismuoto. Poikien yleisimmin käyttämä kiusaamismuoto oli verbaalinen tapa, joka oli tyttöjen toiseksi yleisin tapa. Erilaisen kiusaamisen kohteeksi joutuminen tuntui oppilaiden mielestä melko pahalta tai pahalta. Tyttöjen ja poikien mielestä kaikkien pahimmalta tuntuva kiusaamismuoto oli epäsuora tapa ja verbaalinen tapa koettiin vähiten pahalta tuntuvaksi. Tytöt kokivat kaikki kiusaamismuodot tilastollisesti pahempana kuin pojat. Parhaimpana kiusaamisen ehkäisemistapana oppilaat pitivät ”valvonta puuttuminen rangaistus” mallia. Liikuntatunneilla toisia kiusaavan oppilaan piirteinä oli ylimielinen käytös, liikunnassa hyvä, persoonallisia ongelmia omaava, kognitiivisesti heikko ja kovista esittävä. Liikuntatunneilla kiusatuksi joutuneen oppilaan piirteiksi mainittiin seuraavat: liikunnassa muita huonompi, persoonaltaan erilainen, itsetunnoltaan heikko, ryhmästä syrjässä oleva ja ylipainoinen. Liikuntatunneilla kiusanneen oppilaan rankaisemista kannatti 93 % vastanneista. Rangaistustapana oppilaat kannattivat eniten jälki-istuntoa.
Yläkoulun liikuntatunneilla esiintyy kiusaamista ja se on saatava pois, jotta kaikilla oppilailla olisi turvalli-nen, kasvua ja oppimista tukeva oppimisympäristö. Kiusaamisen kohteeksi joutuminen tuntuu aina pahalta ja sen takia kiusaamista tulee ehkäistä useilla eri tavoilla. Opettajalla on tärkein rooli kiusaamisen ehkäisemisessä, koska hän voi antaa kiusaajalle rangaistuksen. Lisäksi opettajan tulee organisoida liikuntatunnit siten, että niissä käytetään tehtäväorientoitunutta oppimisilmapiiriä, opetetaan oppilaat kannustamaan ja tukemaan toisiaan sekä keskustellaan säännöllisesti oppilaiden kanssa kiusaamisesta.
ABSTRACT
Mikko Ojansuu (2015). School bullying among secondary school physical education classes. Department of Sport Sciences, University of Jyväskylä, Master's thesis, 59pp.,3 appendices.
The purpose of this study was to investigated secondary school´s physical education classes and are related to the occurrence of bullying, determine what forms of bullying they used and what kind of forms of bullying having been a victim of the students would feel. In addition, find out how to prevent bullying, what kind of student is being bullied in physical education classes, what kind of students is being bullied, whether to punish the bully, and how it should be done. Amount of bullying compared the number of grade levels. The forms of bullying which were used compared between the sexes. If student would get to target with different forms of bullying, how does it feel for about sexes. Methods of preventing bullying and the bully that bullied characteristics were compared between the sexes. Bully's need for punishment were compared between grade levels and the ways of punishment between the sexes. The study involved 308 secondary school students.
The data were collected with a questionnaire, which included both structured and open-ended questions, in January 2012. Results were analyzed by descriptive information. Differences of grade levels were analyzed for the X² -test, and differences of sexes in t -test. The theoretical basis of the information and the Pearson product moment correlation coefficient of the research material forms of bullying were sealed for three sum-mation variable: 1. Verbal way, 2. Indirect way, 3. Physical way. The sum of the variables Cronbach's alpha coefficients ranged from .71 - .93. Bullied and bully were classified those students who reported to have been bullied or bully others at least 2-3 times a month or more often.
The results showed that classes of physical education had been bullied by 2.3 per cent of all students. The most victims were grade 8 and the lowest in the 7th grade, but there weren´t statistical difference between grade levels. The most common form of being bullied was a verbal way. The boys had faced more verbal bullying than girls. Girls' most experienced form of bullying was an indirect way that was the least experi-enced among the boys. Boys' most experienced form of being bullied was a physical way, which was the least experienced among girls. In the Physical education classes classified as a bully was 1.3 per cent, of which most was in the 7th grade, and at least the 9th grade. The most commonly form of bullying that bully used was verbal way, and the rarest was physical way. An indirect way was the most common type of girls, but the boys used that the least. The boys' most commonly used form of bullying was verbal way, which was the second most common way for girls. Being with different way of bullying, that felt rather bad or bad for opinion of students. Girls and boys brought out that the worst feeling form of bullying was an indirect way and verbal way was the least bad. The girls felt all forms of bullying statistically worse than the boys. The best prevention way of bullying students presented to “control interfere punishment” model. Student who bullying in physical education classes has features like: superior behavior, good for sports, having per-sonals problems, cognitively weak and shows the hard. Student who has been bullied in physical education classes has features like: worse for sports than the others, different personalities, low self-esteem, around the edge of the group and overweight. Student who has bullied in physical education classes should have get punishment, that supported by 93 per cent of students. The students suggested most detention the way of punishment.
Physical education classes of secondary school occurs bullying and it must to removal in order, because every student should have safe, learning environment which supporting growth and learning. Being the victim of bullying always feels bad and that is why bullying should be prevented in several ways. The teacher has the most important role in the prevention of bullying, because he can give punishment to the bully. In addition, teacher should organize physical education classes in such a way that they use task-based learning environment, students will teach to encourage and support each other, and teacher is regularly discussed with students from bullying.
|
| fullrecord |
[{"key": "dc.contributor.advisor", "value": "Nieminen Pipsa", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.advisor", "value": "Rintala Harri", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Ojansuu, Mikko", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2015-02-27T12:36:57Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2015-02-27T12:36:57Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2015", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1467266", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/45414", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "TIIVISTELM\u00c4\n\nMikko Ojansuu (2015). Koulukiusaaminen yl\u00e4koulun liikuntatunneilla. Liikuntakasvatuksen laitos, Jyv\u00e4skyl\u00e4n yliopisto, Liikuntapedagogiikan pro gradu -tutkielma, 59s., 3 liitett\u00e4.\nTutkimuksen tarkoituksena oli selvitt\u00e4\u00e4 yl\u00e4koulun liikuntatunneilla ja niihin liittyviss\u00e4 tilanteissa esiintyv\u00e4n kiusaamisen m\u00e4\u00e4r\u00e4\u00e4, mit\u00e4 kiusaamismuotoja k\u00e4ytet\u00e4\u00e4n sek\u00e4 milt\u00e4 erilaisten kiusaamismuotojen kohteeksi joutuminen oppilaista tuntuisi. Lis\u00e4ksi selvitettiin, miten kiusaamista voidaan ehk\u00e4ist\u00e4, millainen oppilas liikuntatunneilla kiusaa, mink\u00e4laista oppilasta kiusataan sek\u00e4 pit\u00e4\u00e4k\u00f6 kiusaajaa rangaista, ja miten se tulee tehd\u00e4. Kiusaamisen m\u00e4\u00e4r\u00e4\u00e4 vertailtiin luokka-asteiden v\u00e4lill\u00e4. Kiusaamismuotojen k\u00e4ytt\u00e4mist\u00e4 vertailtiin sukupuolten v\u00e4lill\u00e4. Erilaisten kiusaamismuotojen kohteeksi joutumisen aiheuttamia tuntemuksia vertailtiin sukupuolten v\u00e4lill\u00e4. Kiusaamisen ehk\u00e4isemistapoja sek\u00e4 kiusaajan ett\u00e4 kiusatun piirteit\u00e4 vertailtiin sukupuolten v\u00e4lill\u00e4. Kiusaajan rangaistuksen tarpeellisuutta vertailtiin luokka-asteiden v\u00e4lill\u00e4 ja rangaistustapoja sukupuolten v\u00e4lill\u00e4. Tutkimukseen osallistui 308 yl\u00e4koulun oppilasta.\nTutkimusaineisto ker\u00e4ttiin kyselylomakkeella, joka sis\u00e4lsi sek\u00e4 strukturoituja ett\u00e4 avoimia kysymyksi\u00e4, tammikuussa 2012. Tuloksia analysoitiin kuvailevien tietojen avulla. Luokka-asteiden v\u00e4lisi\u00e4 eroja analysoitiin X\u00b2-testin avulla ja sukupuolten v\u00e4lisi\u00e4 eroja t-testin avulla. Teoreettisen tiedon perusteella sek\u00e4 Pearsonin tulomomenttikorrelaatiokertoimen avulla tutkimusaineistosta tiivistettiin kiusaamismuodot kolmeksi summamuuttujaksi: 1. Verbaalinen tapa, 2. Ep\u00e4suora tapa, 3. Fyysinen tapa. Summamuuttujien Cronbachin alfakertoimet vaihtelivat v\u00e4lill\u00e4 .71\u2013.93. Kiusatuksi ja kiusaajaksi luokiteltiin oppilaat, jotka ilmoittivat tulleensa kiusatuiksi tai kiusaavan toisia v\u00e4hint\u00e4\u00e4n 2\u20133 kertaa kuukaudessa tai sit\u00e4 useammin.\nTutkimuksen tulokset osoittivat, ett\u00e4 liikuntatunneilla kiusatuiksi oli joutunut 2,3 prosenttia kaikista oppilaista. Eniten kiusattuja oli 8. luokalla ja v\u00e4hiten 7. luokalla, mutta tilastollista eroa luokka-asteiden v\u00e4lill\u00e4 ei ollut. Yleisin kiusatuksi joutumisen muoto oli verbaalinen tapa. Pojat olivat kohdanneet enemm\u00e4n verbaalista kiusaamista kuin tyt\u00f6t. Tytt\u00f6jen eniten kokema kiusaamismuoto oli ep\u00e4suora tapa, joka oli poikien keskuudessa v\u00e4hiten kokema tapa. Poikien eniten kokema kiusatuksi joutumisen muoto oli fyysinen tapa, joka oli tytt\u00f6jen keskuudessa v\u00e4hiten kokema tapa. Liikuntatunneilla kiusaajiksi luokiteltuja oli 1,3 prosenttia, joista eniten oli 7. luokalla ja v\u00e4hinten 9. luokalla. Kiusaajan yleisimmin k\u00e4ytt\u00e4m\u00e4 kiusaamismuoto oli verbaalinen tapa ja harvinaisin fyysinen tapa. Ep\u00e4suora tapa oli tytt\u00f6jen yleisin, mutta poikien v\u00e4hiten k\u00e4ytt\u00e4m\u00e4 kiusaamismuoto. Poikien yleisimmin k\u00e4ytt\u00e4m\u00e4 kiusaamismuoto oli verbaalinen tapa, joka oli tytt\u00f6jen toiseksi yleisin tapa. Erilaisen kiusaamisen kohteeksi joutuminen tuntui oppilaiden mielest\u00e4 melko pahalta tai pahalta. Tytt\u00f6jen ja poikien mielest\u00e4 kaikkien pahimmalta tuntuva kiusaamismuoto oli ep\u00e4suora tapa ja verbaalinen tapa koettiin v\u00e4hiten pahalta tuntuvaksi. Tyt\u00f6t kokivat kaikki kiusaamismuodot tilastollisesti pahempana kuin pojat. Parhaimpana kiusaamisen ehk\u00e4isemistapana oppilaat pitiv\u00e4t \u201dvalvonta \uf0e0 puuttuminen \uf0e0 rangaistus\u201d mallia. Liikuntatunneilla toisia kiusaavan oppilaan piirtein\u00e4 oli ylimielinen k\u00e4yt\u00f6s, liikunnassa hyv\u00e4, persoonallisia ongelmia omaava, kognitiivisesti heikko ja kovista esitt\u00e4v\u00e4. Liikuntatunneilla kiusatuksi joutuneen oppilaan piirteiksi mainittiin seuraavat: liikunnassa muita huonompi, persoonaltaan erilainen, itsetunnoltaan heikko, ryhm\u00e4st\u00e4 syrj\u00e4ss\u00e4 oleva ja ylipainoinen. Liikuntatunneilla kiusanneen oppilaan rankaisemista kannatti 93 % vastanneista. Rangaistustapana oppilaat kannattivat eniten j\u00e4lki-istuntoa.\nYl\u00e4koulun liikuntatunneilla esiintyy kiusaamista ja se on saatava pois, jotta kaikilla oppilailla olisi turvalli-nen, kasvua ja oppimista tukeva oppimisymp\u00e4rist\u00f6. Kiusaamisen kohteeksi joutuminen tuntuu aina pahalta ja sen takia kiusaamista tulee ehk\u00e4ist\u00e4 useilla eri tavoilla. Opettajalla on t\u00e4rkein rooli kiusaamisen ehk\u00e4isemisess\u00e4, koska h\u00e4n voi antaa kiusaajalle rangaistuksen. Lis\u00e4ksi opettajan tulee organisoida liikuntatunnit siten, ett\u00e4 niiss\u00e4 k\u00e4ytet\u00e4\u00e4n teht\u00e4v\u00e4orientoitunutta oppimisilmapiiri\u00e4, opetetaan oppilaat kannustamaan ja tukemaan toisiaan sek\u00e4 keskustellaan s\u00e4\u00e4nn\u00f6llisesti oppilaiden kanssa kiusaamisesta.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "ABSTRACT\n\nMikko Ojansuu (2015). School bullying among secondary school physical education classes. Department of Sport Sciences, University of Jyv\u00e4skyl\u00e4, Master's thesis, 59pp.,3 appendices.\nThe purpose of this study was to investigated secondary school\u00b4s physical education classes and are related to the occurrence of bullying, determine what forms of bullying they used and what kind of forms of bullying having been a victim of the students would feel. In addition, find out how to prevent bullying, what kind of student is being bullied in physical education classes, what kind of students is being bullied, whether to punish the bully, and how it should be done. Amount of bullying compared the number of grade levels. The forms of bullying which were used compared between the sexes. If student would get to target with different forms of bullying, how does it feel for about sexes. Methods of preventing bullying and the bully that bullied characteristics were compared between the sexes. Bully's need for punishment were compared between grade levels and the ways of punishment between the sexes. The study involved 308 secondary school students.\nThe data were collected with a questionnaire, which included both structured and open-ended questions, in January 2012. Results were analyzed by descriptive information. Differences of grade levels were analyzed for the X\u00b2 -test, and differences of sexes in t -test. The theoretical basis of the information and the Pearson product moment correlation coefficient of the research material forms of bullying were sealed for three sum-mation variable: 1. Verbal way, 2. Indirect way, 3. Physical way. The sum of the variables Cronbach's alpha coefficients ranged from .71 - .93. Bullied and bully were classified those students who reported to have been bullied or bully others at least 2-3 times a month or more often.\nThe results showed that classes of physical education had been bullied by 2.3 per cent of all students. The most victims were grade 8 and the lowest in the 7th grade, but there weren\u00b4t statistical difference between grade levels. The most common form of being bullied was a verbal way. The boys had faced more verbal bullying than girls. Girls' most experienced form of bullying was an indirect way that was the least experi-enced among the boys. Boys' most experienced form of being bullied was a physical way, which was the least experienced among girls. In the Physical education classes classified as a bully was 1.3 per cent, of which most was in the 7th grade, and at least the 9th grade. The most commonly form of bullying that bully used was verbal way, and the rarest was physical way. An indirect way was the most common type of girls, but the boys used that the least. The boys' most commonly used form of bullying was verbal way, which was the second most common way for girls. Being with different way of bullying, that felt rather bad or bad for opinion of students. Girls and boys brought out that the worst feeling form of bullying was an indirect way and verbal way was the least bad. The girls felt all forms of bullying statistically worse than the boys. The best prevention way of bullying students presented to \u201ccontrol \uf0e0 interfere \uf0e0 punishment\u201d model. Student who bullying in physical education classes has features like: superior behavior, good for sports, having per-sonals problems, cognitively weak and shows the hard. Student who has been bullied in physical education classes has features like: worse for sports than the others, different personalities, low self-esteem, around the edge of the group and overweight. Student who has bullied in physical education classes should have get punishment, that supported by 93 per cent of students. The students suggested most detention the way of punishment.\nPhysical education classes of secondary school occurs bullying and it must to removal in order, because every student should have safe, learning environment which supporting growth and learning. Being the victim of bullying always feels bad and that is why bullying should be prevented in several ways. The teacher has the most important role in the prevention of bullying, because he can give punishment to the bully. In addition, teacher should organize physical education classes in such a way that they use task-based learning environment, students will teach to encourage and support each other, and teacher is regularly discussed with students from bullying.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Mikko Ojansuu (mimaojan) on 2015-02-27 12:36:56.834764. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). JyX data: [jyx_publishing-allowed (fi) =True]", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija@noreply.fi) on 2015-02-27T12:36:57Z\nNo. of bitstreams: 2\nURN:NBN:fi:jyu-201502271387.pdf: 492260 bytes, checksum: 321a3673117d4d7a3d43eece64069cc6 (MD5)\nlicense.html: 4801 bytes, checksum: d48c3883fa09fa904c96238cc687dddf (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2015-02-27T12:36:57Z (GMT). No. of bitstreams: 2\nURN:NBN:fi:jyu-201502271387.pdf: 492260 bytes, checksum: 321a3673117d4d7a3d43eece64069cc6 (MD5)\nlicense.html: 4801 bytes, checksum: d48c3883fa09fa904c96238cc687dddf (MD5)\n Previous issue date: 2015", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "1 verkkoaineisto (59 sivua)", "language": null, "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "koulukiusaaminen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "yl\u00e4koulu", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "kiusaamisen muodot", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "koulukiusaamisen ehk\u00e4iseminen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Koulukiusaaminen yl\u00e4koulun liikuntatunneilla", "language": null, "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201502271387", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Liikuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Liikuntakasvatuksen laitos", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Department of Sport Sciences", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Liikuntapedagogiikka", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Physical Education Teacher Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.date.updated", "value": "2015-02-27T12:36:58Z", "language": null, "element": "date", "qualifier": "updated", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": null, "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": "fi", "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "502", "language": null, "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "koulukiusaaminen", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "yl\u00e4koulu", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "kiusaaminen", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.format.content", "value": "fulltext", "language": null, "element": "format", "qualifier": "content", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}, {"key": "dc.type.okm", "value": "G2", "language": null, "element": "type", "qualifier": "okm", "schema": "dc"}]
|