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[{"key": "dc.contributor.advisor", "value": "Rintala, Harri", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "P\u00f6nni, Erkka", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2015-08-12T15:03:53Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2015-08-12T15:03:53Z", "language": "", "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:1492541", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/46604", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "TIIVISTELM\u00c4\r\n\r\nP\u00f6nni, Erkka (2015). Oppilaiden kokema kehollisuus koulun liikuntatunneilla \u2013 liikunta avain oppilaiden itsetunnon vahvistamiseen? Liikuntakasvatuksen laitos, Jyv\u00e4skyl\u00e4n yliopisto, lii-kuntapedagogiikan pro gradu -tutkielma, 65 sivua, 1 liite.\r\n\r\nPro gradu -tutkielmani tarkoituksena oli selvitt\u00e4\u00e4 aikuisten ihmisten koululiikuntakokemuksia kehollisuuden n\u00e4k\u00f6kulmasta ja luoda ymm\u00e4rryst\u00e4 kehollisuuden kokemusten merkityksist\u00e4 koululiikunnassa. Tavoitteena oli lis\u00e4t\u00e4 ymm\u00e4rryst\u00e4 siit\u00e4, miten kehollisuus tulee liikuntatunneilla konkreettisesti esiin ja mitk\u00e4 asiat kehollisuuden kokemuksiin vaikuttavat. Tavoitteena oli my\u00f6s luoda ymm\u00e4rryst\u00e4 siit\u00e4, miten kehollisuuden kokemukset koulun liikuntatunneilla vaikuttavat oppilaiden itsetuntoon. Tutkimus on laadullinen ja ty\u00f6n tieteenfilosofinen l\u00e4ht\u00f6kohta on fenomenologis-hermeneuttinen. Tutkimusaineisto koostuu opetus- ja kasvatusalalla ty\u00f6skentelevien ihmisten kirjoittamista esseist\u00e4, joissa he muistelevat omia koululiikuntakokemuksiaan. Esseiden analysoinnit toteutettiin aineistol\u00e4ht\u00f6isell\u00e4 sis\u00e4ll\u00f6nanalyysill\u00e4.\r\n\r\nKehollisuus n\u00e4ytt\u00e4ytyi liikuntatunneilla motorisina perustaitoina, kehon ulkoisena olemuksena ja kehon fyysisin\u00e4 ominaisuuksina. Motoristen taitojen osaamisella oli suuri vaikutus liikuntatunneilla koettuihin p\u00e4tevyyden kokemuksiin ja itsetunnon rakentumiseen sek\u00e4 ik\u00e4tovereiden keskuudessa koettuihin hyv\u00e4ksytyksi tulemisen tunteisiin. Kehon ulkoinen olemus ja fyysiset ominaisuudet olivat my\u00f6s osaltaan vaikuttamassa liikuntatuntien suoritusten onnistumiseen sek\u00e4 oppilaiden kehonkuvan ja itsetunnon rakentumiseen.\r\n\r\nLiikuntatunneilla kehollisuuden kokemisessa tapahtunut kehitys tuli esiin kehon tuntemisen, kehon kokemisen, kehon kuuntelun ja kehon oikean k\u00e4yt\u00f6n oppimisena. Erityismaininnan sai liikuntatuntien yhteis\u00f6llinen merkitys kehon kokemiselle, mik\u00e4 k\u00e4yt\u00e4nn\u00f6ss\u00e4 konkretisoitui kehojen v\u00e4lisen\u00e4 vertailuna niin liikuntatunneilla, pukuhuoneissa kuin uimahallissakin. Vertailun lis\u00e4ksi muilta saatu palaute oli keskeisess\u00e4 asemassa sek\u00e4 kehoa ett\u00e4 liikuntataitoja tarkasteltaessa.\r\n\r\nLiikuntatuntien aikaisilla liikuntakokemuksilla oli sek\u00e4 akuutteja ett\u00e4 pitk\u00e4aikaisia vaikutuksia kehollisuudelle ja itsetunnolle. Kielteisi\u00e4, akuutteja vaikutuksia olivat omaan kehoon ja omaan itseen liittyv\u00e4t h\u00e4pe\u00e4n ja huonommuuden tunteet sek\u00e4 itsetunnon ja -luottamuksen menett\u00e4minen. My\u00f6nteisi\u00e4 vaikutuksia puolestaan olivat liikunnan tuomat onnistumisen kokemukset, jotka vahvistivat itsetuntoa ja my\u00f6nteist\u00e4 suhtautumista omaa kehoa ja kehollisuutta kohtaan. Kielteisin\u00e4 pitk\u00e4aikaisvaikutuksina esiin tulivat liikuntamuistojen nostattama ahdistus sek\u00e4 nyrj\u00e4ht\u00e4nyt asenne omaa kehoa ja liikunnan harrastamista kohtaan. My\u00f6nteisi\u00e4 vaikutuksia olivat elinik\u00e4isen liikuntakipin\u00e4n syttyminen, my\u00f6nteisen itsetunnon rakentuminen sek\u00e4 my\u00f6nteisten liikuntamuistojen her\u00e4tt\u00e4mien mielikuvien ja kehon tuntemusten pysyvyys.\r\n\r\nTutkimuksen perusteella koulun liikuntatunnit tarjoavat hyv\u00e4t mahdollisuudet oppilaiden kehollisuuden kokemusten ja itsetunnon kehitt\u00e4miselle. Turvallisessa ja kannustavassa ilmapiiriss\u00e4 tapahtuvan motoristen taitojen harjoittelun avulla oppilailla on mahdollisuus my\u00f6nteisten kokemusten saamiseen sek\u00e4 omasta kehostaan ett\u00e4 omasta itsest\u00e4\u00e4n. Vastaavasti vertailua ja kilpailua korostavassa ilmapiiriss\u00e4 oppilaiden itsetunto joutuu helposti koetukselle. Liikunnanopettajalla on keskeinen rooli niin turvallisen ilmapiirin luojana kuin monipuolisten liikuntakokemusten mahdollistajana.\r\n\r\nAvainsanat: itsetunto, min\u00e4k\u00e4sitys, kehollisuus, kehonkuva, koululiikunta", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "ABSTRACT\r\n\r\nErkka P\u00f6nni (2015). Students\u2019 experiences of embodiment in physical education classes \u2013 is physical education the key to strengthening self-esteem of pupils? The Department of Sport and Sciences, University of Jyv\u00e4skyl\u00e4, Master\u2019s thesis, 65 pp., 1 appendice.\r\n\r\nThe purpose of this Master\u2019s thesis was to examine adults\u2019 physical education experiences from embodiment\u2019s point of view and create understanding of the meanings of embodiment experiences in physical education. The aim was to increase understanding of how embodiment reveals itself in physical education classes and what things affect the experiences of embodiment. The aim was also to understand the affect these experiences of embodiment in PE have on pupils\u2019 self-esteem. The study is qualitative and its scientific background is phenomenological-hermeneutic. The research material consists of essays written by people who work in the field of education. In these essays they reminisce about their own physical education experiences. The essays\u2019 analysis was carried out by means of content analysis.\r\n\r\nEmbodiment appeared in physical education classes as basic motor skills, external appearance of the body and the body's physical characteristics. Expertise on motor skills had a major impact on the experiences of competence and construction of self-esteem in physical education classes. Perceived feelings of being accepted among peers were also essential. Body appearance and physical characteristics were also contributors to the success of the performance in physical education classes, as well as constructing students' body image and self-esteem.\r\n\r\nDevelopment of experiencing embodiment in physical education classes came to light in the form of the knowledge of the body, the body experiencing, listening to the body and the correct use of the body. Special mention received a collective importance of physical education classes in experiencing the body, which became concrete by comparing the bodies both in the physical education classes, in locker rooms and by the swimming pool as well. In addition to comparison the feedback received from the others played a key role on both examining the body and physical skills.\r\n\r\nThe experiences arising from physical education classes had both acute and long-term effects of embodiment and self-esteem. Negative, acute effects were feelings of shame and inferiority related to their own bodies and their own self, loss of self-esteem and self-confidence. Positive effects were brought about by the experience of success in exercise which improved the self-esteem and a positive attitude towards one's own body and embodiment. The negative long-term effects brought by the physical education memories were anxiety and distorted attitude to one's own body and physical activity in general. Positive long-term effects were lifelong physical activity, building of a positive self-esteem, as well as the permanence of positive sports memories brought to mind and body sensations.\r\n\r\nPhysical education classes offer good opportunities for the development of embodiment experiences and the self-esteem of pupils. Pupils have good opportunities to get positive experiences on both their own bodies and their own self by a way of practicing motor skills in a safe and supportive atmosphere. Respectively an atmosphere that supports comparison and competition can prove to be a real test for the students\u2019 self-esteem. Physical education teachers play a key role as a creators of safe and secure environment and diverse physical experiences.\r\n\r\nKeywords: self-esteem, self-concept, embodiment, body image, physical education", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Erkka P\u00f6nni (errijupo) on 2015-08-12 15:03:52.712678. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). 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