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[{"key": "dc.contributor.advisor", "value": "S\u00e4\u00e4kslahti, Arja", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Nikula, Linda", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2017-04-19T17:13:34Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2017-04-19T17:13:34Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2017", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1695188", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/53631", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Nikula, L. 2017. Move! suoritusten tekniikkavirheit\u00e4 luokanopettajaopiskelijoiden havaitsemina. Liikuntatieteellinen tiedekunta, Jyv\u00e4skyl\u00e4n yliopisto, Liikuntapedagogiikan pro gradu \u2013tutkielma, 57 s., 1 liite. \nMove! \u2013fyysisen toimintakyvyn mittaukset toteutetaan valtakunnallisesti kaikille perusopetuksen 5. ja 8. vuosiluokkien oppilaille. Mittaukset tulee toteuttaa 5. vuosiluokan oppilaille elokuun 2016 alusta ja 8. vuosiluokan oppilaille elokuun 2018 alusta l\u00e4htien. Move! -j\u00e4rjestelm\u00e4n tarkoituksena on auttaa oppilaita ja heid\u00e4n huoltajiaan ymm\u00e4rt\u00e4m\u00e4\u00e4n fyysisen toimintakyvyn, terveyden, hyvinvoinnin ja opiskelun yhteys. Jotta voidaan motivoida oppilaita huolehtimaan omasta fyysisest\u00e4 toimintakyvyst\u00e4, v\u00e4ltt\u00e4\u00e4 tuki- ja liikuntaelimist\u00f6n ongelmia ja taata oppilaiden tulosten tarkkuus, opettajan tulee olla hyvin tietoinen n\u00e4iden mittausten oikeista suoritustekniikoista. P\u00e4\u00e4osin luokanopettajat suorittavat 5. vuosiluokkien oppilaiden Move! mittaukset. \nT\u00e4m\u00e4n tutkimuksen tarkoituksena oli selvitt\u00e4\u00e4, mink\u00e4laisia suoritusteknisi\u00e4 virheit\u00e4 luokanopettajaopiskelijat havainnoivat Move!-fyysisen toimintakyvyn videoista. Lis\u00e4ksi, tarkoituksena oli tutkia virheiden l\u00f6ytymisen ja opiskelijan taustan v\u00e4list\u00e4 yhteytt\u00e4. Internet-pohjainen (Webropol 2.0) kyselylomake kehitettiin t\u00e4t\u00e4 tutkimusta varten. Kyselylomake kattoi opiskelijan taustaan liittyv\u00e4t kysymykset opiskelijan harrastuksista, aikaisemmista ja nykyisist\u00e4 liikunnan opinnoista sek\u00e4 aikaisemmasta ammatista. Kyselylomakkeen p\u00e4\u00e4osio sis\u00e4lsi kahdeksan Move! -fyysisen toimintakykymittariston videota, jotka oli kuvattu tutkimusta varten. N\u00e4m\u00e4 videot sis\u00e4lsiv\u00e4t erilaisia suoritusteknisi\u00e4 virheit\u00e4. Opiskelijoiden tuli havainnoida mahdolliset suoritustekniset virheet videoista. Aineiston analyysiin k\u00e4ytettiin IBM SPSS Statistics 24 -ohjelmistoa. Aineiston analysoimiseen k\u00e4ytettiin kuvailevista menetelmist\u00e4 prosenttiosuuksia ja keskiarvo, mediaani, minimi ja maksimi arvoja. Ryhmien v\u00e4lisi\u00e4 eroja analysoitiin kahden riippuvan otoksen t-testill\u00e4, Pearsonin tulomomenttikorrelaatiokertoimella (r), kahden riippumattoman otoksen t-testill\u00e4 ja yksisuuntaisella varianssianalyysill\u00e4 (ANOVA).\nTutkimukseen osallistui 71 opiskelijaa. Opiskelijat havainnoivat keskim\u00e4\u00e4rin 71% kaikista virheist\u00e4 oikein. Eniten virheit\u00e4 opiskelijat l\u00f6ysiv\u00e4t yl\u00e4vartalon kohotus (ka 4.3 pistett\u00e4), alasel\u00e4n ojennus t\u00e4ysistunnassa (ka 4.3 pistett\u00e4) ja olkap\u00e4\u00e4n liikkuvuus (ka 4.1 pistett\u00e4) videoista. V\u00e4hiten suoritusteknisi\u00e4 virheit\u00e4 l\u00f6ytyi heitto-kiinniottoyhdistelm\u00e4 (ka 2.5 pistett\u00e4), vauhditon 5-loikka edest\u00e4 kuvattuna (ka 2.9 pistett\u00e4) ja vauhditon 5-loikka sivusta kuvattuna (ka 2.9 pistett\u00e4) videoista. Kun vertailtiin eri vartalonosia kesken\u00e4\u00e4n, v\u00e4hiten virheit\u00e4 opiskelijat osasivat havainnoida p\u00e4\u00e4n asennosta (ka 4.1 pistett\u00e4). Opiskelijoiden taustoilla ei ollut yhteytt\u00e4 virheiden havainnointiin.\nVideot, joista opiskelijat havaitsivat suoritusteknisi\u00e4 virheit\u00e4 parhaiten, olivat rauhallisia ja sis\u00e4lsiv\u00e4t vain v\u00e4h\u00e4n liikkuvia vartalonosia. Videot, joista opiskelijat havaitsivat v\u00e4hiten tekniikkavirheit\u00e4, olivat nopeatempoisia ja sis\u00e4lsiv\u00e4t useita liikkuvia vartalonosia. Opiskelijat havainnoivat v\u00e4hiten virheit\u00e4 p\u00e4\u00e4n asennosta. Move! koulutuksessa tulisikin keskitty\u00e4 erityisesti n\u00e4ihin mittausosioihin. Fyysisesti aktiivisten suoritusten havainnointitaito on yksi t\u00e4rkeimmist\u00e4 liikunnanopettajan taidoista. Hyv\u00e4 havainnointitaito mahdollistaa my\u00f6nteisen ja korjaavan palautteen antamisen oppilaille. Palautteen avulla oppilas voi parantaa motorisia perustaitojaan, mik\u00e4 antaa p\u00e4tevyyden kokemuksia. P\u00e4tevyyden kokemukset tuovat iloa ja motivoivat oppilaita liikkumaan.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Nikula, L. 2017. Move! performance technique errors observed by students in teacher education. Faculty of Sport and Health Sciences, University of Jyv\u00e4skyl\u00e4, Master\u2019s thesis, 57 pp., 1 appendix. \nMove! physical functional capacity measurements are implemented in every Finnish school for fifth (since August, 2016) and eighth (since August, 2018) grade students. The purpose of the Move! system is to particularly assist a student and his/her parents to understand the relationship between physical functional capacity, health, well-being and studying. To motivate the children to take care of their own physical functional capacity, to avoid musculoskeletal disorders and to ensure the correct information of the children\u2019s physical functional capacity, the teachers must be extensively aware of the performance techniques of these measurements. The primary school teachers carry out the Move! measurements for fifth graders. \nTherefore, the purpose of this study was to discover what kinds of performance technique errors students in primary school teacher education programme are able to observe from the Move! physical functional capacity videos. In addition, the purpose was to investigate if there is a relationship between the observation of the performance technique errors and the student\u2019s background. A web-based (Webropol 2.0) questionnaire was developed specifically for this study. First questions in the questionnaire were about the background of the participant: their hobbies, previous and current physical education studies and previous professions. The questionnaire included eight videos of Move! physical functional capacity measurements that were specifically recorded for this study. These videos included different performance technique errors. The students\u2019 purpose was to detect the possible performance technique errors in the videos. Data was analyzed with IBM SPSS Statistics version 24. Descriptive analysis included percentages and mean, median, minimum and maximum values. The differences between the groups were analyzed with paired samples t-test, Pearson\u2019s r, independent samples t-test and ANOVA. \nThe total number of participants was 71. Based on the results the students detected on average 71 % of all the errors correct from the Move! physical functional capacity measurement videos. Curl-up (mean 4.3 points), lower back extension (mean 4.3 points) and shoulder mobility (mean 4.1 points) videos were easiest to observe because they reached the highest correct results. Whereas, throw-catch combination (mean 2.5 points), quintuple jump front (mean 2.9 points) and quintuple jump side (mean 2.9 points) videos were the most difficult ones to observe. When comparing the different body parts, students detected the least errors from head positions (mean 4.1 points). There were no statistically significant differences between participants\u2019 backgrounds and observation results, thus the background had no effect on the results in this study. \nThe students detected the errors best from the videos that had a calm pace and included only few moving elements. The errors were detected worst from the videos that were fast-paced and had several moving elements. Least errors were detected from head positions. In Move! education these measurement sections should be at focus. Observation skill is one of the most important skills in the profession of physical education teacher. Good observation skills enable the teacher to give positive and corrective feedback to the students. Through feedback the students are able to improve their fundamental movement skills, which increase their experiences in competence. Experiences in competence bring joy and motivate them to be physically active.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Linda Nikula (likaniku) on 2017-04-19 17:13:34.280628. 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.group@korppi.jyu.fi) on 2017-04-19T17:13:34Z\nNo. of bitstreams: 2\nURN:NBN:fi:jyu-201704192022.pdf: 830637 bytes, checksum: ab8c12c25131b4f3318098b204e4d93b (MD5)\nlicense.html: 4830 bytes, checksum: 47ccb6918368f06ea12414e3f7d12d3e (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2017-04-19T17:13:34Z (GMT). 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