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[{"key": "dc.contributor.advisor", "value": "Hirvensalo, Mirja", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Lehtinen, Jukka", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2015-05-18T16:28:27Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2015-05-18T16:28:27Z", "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:1473906", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/45935", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "TIIVISTELM\u00c4\n\nJukka Lehtinen (2015). Ojentamisen ja kurinpitomenettelyn merkitys turvallisen oppimisymp\u00e4rist\u00f6n luomisessa perusopetuksen yl\u00e4luokkien liikunnanopetuksessa. Liikuntakasvatuksen laitos, Jyv\u00e4skyl\u00e4n yliopisto, liikuntapedagogiikan pro gradu \u2013tutkielma, 66 s., 2 liitett\u00e4.\n\nPro gradu -tutkielman tarkoituksena oli selvitt\u00e4\u00e4 koulun rehtorin ja liikunnanopettajan n\u00e4k\u00f6kulmasta oppituntien turvallisuuteen vaikuttavia tekij\u00f6it\u00e4. Lis\u00e4ksi selvitettiin, mink\u00e4laista h\u00e4iri\u00f6k\u00e4ytt\u00e4ytymist\u00e4 tunneilla esiintyy, ja mink\u00e4laisilla keinoilla sit\u00e4 pyrit\u00e4\u00e4n ehk\u00e4isem\u00e4\u00e4n. \n\nTutkimusmenetelm\u00e4n\u00e4 k\u00e4ytettiin puolistrukturoitua teemahaastattelua. Tutkimukseen valittiin harkinnanvaraisesti kolme L\u00e4nsi-Suomen l\u00e4\u00e4nin eri kokoisissa kunnissa sijaitsevaa yhten\u00e4iskoulua. Haastattelut toteutettiin yksil\u00f6haastatteluina niin, ett\u00e4 kustakin koulusta haastateltiin yl\u00e4koulun poikien liikuntaa opettava opettaja sek\u00e4 rehtori. \n\nT\u00e4m\u00e4n tutkielman perusteella voidaan todeta, ett\u00e4 liikuntatuntien turvallisuuteen vaikuttavat tilojen ja v\u00e4lineiden turvallisuus ja kunnossapito, oppimisymp\u00e4rist\u00f6st\u00e4 toiseen liikkuminen sek\u00e4 oppilaiden oma toiminta ja mahdollinen h\u00e4iri\u00f6k\u00e4ytt\u00e4ytyminen. Liev\u00e4\u00e4 h\u00e4iri\u00f6k\u00e4ytt\u00e4ytymist\u00e4 esiintyy liikuntatunneilla p\u00e4ivitt\u00e4in tai l\u00e4hes p\u00e4ivitt\u00e4in. Vakavampia tapauksia esiintyy harvoin. H\u00e4iri\u00f6k\u00e4ytt\u00e4ytymist\u00e4 syntyy koulussa usein, koska lapset tarvitsevat enemm\u00e4n tukea koulunk\u00e4yntiin. Erityisen tuen tarpeessa olevia lapsia on integroitu luokkiin aikaisempaa enemm\u00e4n. K\u00e4rjistyneet ongelmat ratkaistaan kouluissa p\u00e4\u00e4asiassa kevyill\u00e4 menetelmill\u00e4, kuten nuhtelulla tai j\u00e4\u00e4hylle laittamisella. J\u00e4lki-istuntoa pidettiin yleisesti tehottomana rangaistusmuotona, sen sijaan kasvatuskeskustelua pidettiin hyv\u00e4n\u00e4 mallina. Oppilaiden v\u00e4lisiin kiistoihin soveltuva vertaissovittelu jakoi mielipiteet. Hyvist\u00e4 tuloksista huolimatta vertaissovittelua kritisoitiin siit\u00e4, ett\u00e4 se antaa oppilaille liikaa vastuuta. \n\nLiikunnanopettajat pitiv\u00e4t k\u00e4yt\u00f6ss\u00e4 olevia ojentamis- ja kurinpitotoimenpiteit\u00e4 riitt\u00e4vin\u00e4. Rehtorit taas olivat osin eri mielt\u00e4 erityisesti toistuvasti j\u00e4rjestyss\u00e4\u00e4nt\u00f6j\u00e4 rikkovien oppilaiden kohdalla. Vastaajat olivat yht\u00e4 mielt\u00e4 siit\u00e4, ett\u00e4 paras tapa ratkaista ongelmia on puuttua niihin heti tai mieluiten ehk\u00e4ist\u00e4 ongelmia ennakolta. Rehtorit painottivat opettajan ammattitaitoa ja tietynlaisia ryhm\u00e4nhallintataitoja eri muodoissaan. N\u00e4it\u00e4 olivat muun muassa opettajan oma persoona ja oma opettajuus, huumori, opettajuudessa ja kasvattajana pysyminen sek\u00e4 oman k\u00e4ytt\u00e4ytymisen hallinta, keskustelu sek\u00e4 fyysisesti v\u00e4liin meneminen. V\u00e4kivaltatilanteisiin reagoiminen oli \u00e4\u00e4nen korottamista ja fyysisesti v\u00e4liin menemist\u00e4.\n\nAvainsanat: h\u00e4iri\u00f6k\u00e4ytt\u00e4ytyminen, ojentaminen, kurinpito, turvallisuus, perusopetus, yl\u00e4luokat.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "ABSTRACT\n\nJukka Lehtinen (2015). The meaning of scolding and disciplinary actions in creating a safe learning environment in physical education in lower secondary education. Department of Sport Sciences, University of Jyv\u00e4skyl\u00e4, Master\u2019s thesis, 66 pp., 2 Appendices.\n\nThe aim of this Master\u2019s thesis was to find out factors that affect the safety of lessons from PE teachers\u2019 and principals\u2019 point of view. In addition, the aim was to find out what type of disrupting behavior occurs in physical education classes and what means are used in pre-venting it.\n\nThe study method used was a semi-structured theme interview. Three schools with integrated primary and lower level secondary education located in different size cities in Western Fin-land were selected for the study using discretion. The teacher of boys\u2019 PE and the principal of each school were interviewed separately.\n\nAccording to this study the main factors that affect the safety of PE lessons include the safety and maintenance of premises and equipment, transitions from one learning environment to another and the pupils\u2019 own actions and possible disrupting behavior. Minor disruptive behav-ior is present in PE lessons on a daily basis or almost daily basis. Major disruptive behavior is rare. Disruptive behavior in schools usually originates from children\u2019s own need for support in studying. Children with special needs have been integrated in classes more and more. Re-acting to disruptive behavior in schools usually means using light methods such as reprimand-ing or using penalties that serve as time-outs. Detentions were considered inefficient whereas educational conversations were considered as a good model of punishment. Peer mediation, suited for solving conflicts amongst pupils, received mixed opinions. Despite good results peer mediation was criticized for giving pupils too much responsibility.\n\nPE teachers thought that the existing scolding and disciplinary actions at their disposal were sufficient. Principals on the other hand disagreed especially when it came to pupils who con-stantly break the school\u2019s regulations. The respondents agreed that the best way to solve con-flicts was to react immediately or, preferably, to prevent conflicts in advance. The principals emphasized teachers\u2019 professional skills and certain types of group management skills in var-ious forms. These included for example the teacher\u2019s own persona and own teacherhood, hu-mor, staying in one\u2019s teacherhood and educatorship and controlling one\u2019s own behavior, dis-cussing and physical intervention. Reacting to violent situations consisted of raising one\u2019s voice and physical intervention.\n\nKeywords: disruptive behavior, scolding, discipline, safety, basic education, lower secondary education.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Jukka Lehtinen (jupeleht) on 2015-05-18 16:28:27.135235. 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 2015-05-18T16:28:27Z\nNo. of bitstreams: 2\nURN:NBN:fi:jyu-201505181889.pdf: 313015 bytes, checksum: 45afea03a7c202103ac8522120ab3d16 (MD5)\nlicense.html: 4893 bytes, checksum: 9b2034a2829b3e7cd4c8edfe1269c898 (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2015-05-18T16:28:27Z (GMT). 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