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[{"key": "dc.contributor.advisor", "value": "Kokkonen, Marja", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Lundberg, Laura", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2017-09-22T14:13:10Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2017-09-22T14:13:10Z", "language": "", "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:1724875", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/55432", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n tutkielman tarkoituksena oli selvitt\u00e4\u00e4 yl\u00e4koululaisten kokemuksia v\u00e4lituntiliikunnan vaikutuksesta heid\u00e4n psyykkiseen jaksamiseensa. Toteutin tutkimuksen laadullisena k\u00e4ytt\u00e4en tutkimusmenetelm\u00e4n\u00e4 fenomenologis-hermeneuttista tutkimusotetta. Ker\u00e4sin tutkimusaineiston yhdest\u00e4 pohjoissavolaisesta koulusta k\u00e4ytt\u00e4en aineistonkeruumenetelm\u00e4n\u00e4 seitsem\u00e4n 7.-9.-luokkalaisen (kuusi tytt\u00f6\u00e4 ja yksi poika) oppilaan \u00e4idinkielen tunnilla kirjoittamia ainekirjoituksia aiheesta \u201dKokemuksiani v\u00e4litunnilla liikkumisen merkityksest\u00e4 henkiselle jaksamiselle\u201d. Koska kaksi oppilasta kirjoitti ainekirjoituksen yhdess\u00e4, tutkimusaineisto koostui lopulta kuudesta ainekirjoituksesta, joiden sanam\u00e4\u00e4r\u00e4t vaihtelivat 84\u2013226 sanan v\u00e4lill\u00e4. Yhteens\u00e4 kuuden aineen aineisto oli laajuudeltaan 1142 sanaa. Opettajan n\u00e4k\u00f6kulman mukaan saamiseksi k\u00e4ytin aineistona lis\u00e4ksi kyseisen koulun v\u00e4lituntiliikunnasta vastaavan miesopettajan Sportta-liikuntav\u00e4lituntiin liittyviin avoimiin kysymyksiin kirjallisesti s\u00e4hk\u00f6postin v\u00e4lityksell\u00e4 antamia vastauksia. Analysoin aineiston laadullista aineistol\u00e4ht\u00f6ist\u00e4 sis\u00e4ll\u00f6nanalyysi\u00e4 menetelm\u00e4n\u00e4 k\u00e4ytt\u00e4en. \r\nTutkimukseen osallistuneiden oppilaiden ainekirjoituksista nousi esille kerran p\u00e4iv\u00e4ss\u00e4 j\u00e4rjestett\u00e4v\u00e4n 25-minuuttisen Sportta-liikuntav\u00e4litunnin merkitys v\u00e4lituntiliikunnan ja siten my\u00f6s v\u00e4lituntiliikunnan vaikutusten psyykkiseen jaksamiseen mahdollistajana. V\u00e4lituntiliikunnan koetuista vaikutuksista psyykkiseen jaksamiseen muodostui aineistol\u00e4ht\u00f6isen sis\u00e4ll\u00f6nanalyysin tuloksena 17 alaluokkaa, jotka yhdistyiv\u00e4t seitsem\u00e4ksi yl\u00e4luokaksi. N\u00e4m\u00e4 seitsem\u00e4n yl\u00e4luokkaa puolestaan yhdistyiv\u00e4t edelleen nelj\u00e4ksi p\u00e4\u00e4luokaksi: yl\u00e4koululaiset kokivat v\u00e4lituntiliikunnan vaikuttavan psyykkiseen jaksamiseensa tukemalla mielen hyvinvointia (29 mainintaa), tukemalla koulunk\u00e4ynti\u00e4 (9 mainintaa), tarjoamalla mahdollisuuksia sosiaaliseen vuorovaikutukseen (5 mainintaa) sek\u00e4 mahdollistamalla autonomiaa ja sit\u00e4 tukevia olosuhteita (4 mainintaa). Vaikka oppilaiden kokemuksista l\u00f6ytyi paljon yht\u00e4l\u00e4isyyksi\u00e4, kuten mielen hyvinvointiin liittyvien asioiden pohtiminen kaikissa ainekirjoituksissa, kukin ainekirjoituksen kirjoittaneista yl\u00e4koululaisista painotti kokemuksistaan kertoessaan hieman eri asioita ja piti tiettyj\u00e4 asioita t\u00e4rkein\u00e4. Erilaisia painotettuja n\u00e4k\u00f6kulmia olivat virke\u00e4 mieli, opiskelussa jaksaminen, mielihyv\u00e4, lepo ja vapautuminen, sosiaalinen vuorovaikutus, vireyden s\u00e4\u00e4tely, l\u00e4pi koulup\u00e4iv\u00e4n jaksaminen sek\u00e4 mielek\u00e4s tekeminen. Osa oppilaista nosti my\u00f6s esille uusia n\u00e4k\u00f6kulmia, joita ei pohdittu lainkaan kenenk\u00e4\u00e4n muun oppilaan ainekirjoituksessa: v\u00e4lituntiliikunnan tarjoamat p\u00e4\u00e4t\u00f6ksentekomahdollisuudet, valinnanvapaus, mahdollisuus omatoimiselle liikkumiselle ja aika prosessoida oppitunnin asioita sek\u00e4 liikunnan v\u00e4symyst\u00e4 ehk\u00e4isev\u00e4 ja keskittymist\u00e4 parantava vaikutus. \r\nTutkimuksen tulosten pohjalta voidaan p\u00e4\u00e4tell\u00e4, ett\u00e4 v\u00e4lituntiliikunta saattaa edist\u00e4\u00e4 yl\u00e4koululaisten psyykkist\u00e4 jaksamista erityisesti tukemalla mielen hyvinvointia. Lis\u00e4ksi riippuu kunkin oppilaan henkil\u00f6kohtaisista kokemuksista, mit\u00e4 v\u00e4lituntiliikunnan vaikutuksia h\u00e4n pit\u00e4\u00e4 t\u00e4rkeimpin\u00e4 oman psyykkisen jaksamisensa kannalta.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Upper comprehensive school pupils\u2019 experiences of the impact of physical activity during recess on psychological hardiness.\r\nThe purpose of this study was to find out upper comprehensive school pupils\u2019 experiences of the impact of physical activity (PA) during recess on their psychological hardiness. The research was carried out qualitatively using a hermeneutic phenomenological research mehtod. The data was gathered using seven 7th-9th graders\u2019 (six girls and one boy) essays of topic \u201dMy experiences of the meaning of physical activity during recess for mental hardiness\u201d written during a Finnish lesson. Because two of the pupils wrote the essay together the data finally consisted of six essays the word count of which varied between 84 and 226 words. Altogether the word count of the six essays was 1142 words. To include a teacher\u2019s point of view, also a male teacher responsible for recess sports of the school answered to some open ended questions about the sports recess called Sportta via e-mail. The data was analysed using qualitative content analysis.\r\nAccording to the pupils\u2019 essays, the 25-minute sports recess Sportta was important enabling PA during recess and this way the impacts of PA on psychological hardiness. The pupils\u2019 experiences of the impact of PA during recess on psychological hardiness formed 17 subcategories and these subcategories formed seven upper categories. These seven upper categories eventually formed four main categories: the pupils felt that PA during recess affected their psychological hardiness by promoting mental wellbeing (29 mentions), supporting studying (9 mentions), offering possibilities for social interaction (5 mentions) and making autonomy and circumstances supporting autonomy possible (4 mentions). Although there were many similarities in the pupils\u2019 experiences, like writing about things related to mental well-being in every essay, every pupil emphasized slightly different things and considered certain things important. Different emphasized points of view were alert mind, hardiness in studying, pleasure, rest and process of being more relaxed, social interaction, vitality regulation, hardiness through the school day and meaningful activities. Some of the pupils also had some new point of views that the other pupils did not write about: PA during recess promoting decision making, option, possibilities for self-acting PA and having time to process the things learned during lessons, preventing tiredness and improving concentration. \r\nBased on this study it can be argued that PA during recess might promote upper comprehensive school pupils\u2019 psychological hardiness escpecially by promoting their mental wellbeing. Further-more, it depends on every pupil\u2019s personal experiences which impacts of PA during recess he / she considers the most important for his / her psychological hardiness. \r\nKey words: psychological hardiness, physical activity during recess, upper comprehensive school, essay", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Laura Lundberg (lalokalu) on 2017-09-22 14:13:09.764923. 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 2017-09-22T14:13:10Z\r\nNo. of bitstreams: 2\r\nURN:NBN:fi:jyu-201709223803.pdf: 1520816 bytes, checksum: caf40d3d2a3b1936185a500eb1780d1f (MD5)\r\nlicense.html: 4843 bytes, checksum: 0e1120742b2659dd6ec3577b671f4db1 (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2017-09-22T14:13:10Z (GMT). No. of bitstreams: 2\r\nURN:NBN:fi:jyu-201709223803.pdf: 1520816 bytes, checksum: caf40d3d2a3b1936185a500eb1780d1f (MD5)\r\nlicense.html: 4843 bytes, checksum: 0e1120742b2659dd6ec3577b671f4db1 (MD5)\r\n Previous issue date: 2017", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "1 verkkoaineisto (113 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": "psyykkinen jaksaminen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "v\u00e4lituntiliikunta", "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": "ainekirjoitus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Yl\u00e4koululaisten kokemuksia v\u00e4lituntiliikunnan vaikutuksesta psyykkiseen jaksamiseen", "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-201709223803", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, 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