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[{"key": "dc.contributor.advisor", "value": "Kalaja, Teppo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Repo, Lotta", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Broberg-Ahonen, Jessica", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2019-05-15T05:30:18Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2019-05-15T05:30:18Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2019", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/63934", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n pro gradu -tutkielman tarkoituksena oli selvitt\u00e4\u00e4 kahdeksasluokkalaisten kokemuksia nonlineaarisen pedagogiikan k\u00e4yt\u00f6st\u00e4 liikuntatunnilla. Nonlineaarisessa pedagogiikassa korostetaan oppimisymp\u00e4rist\u00f6n merkityst\u00e4, oppimisteht\u00e4vi\u00e4 ja huomioidaan yksil\u00f6lliset erot sek\u00e4 pyrit\u00e4\u00e4n harjoittelemaan mahdollisimman aidoissa, kokonaisvaltaisissa, virikkeellisiss\u00e4 ja vaihtelevissa tilanteissa. Ryanin ja Decin itsem\u00e4\u00e4r\u00e4\u00e4misteorian mukaan motivaatioon ja viihtymiseen vaikuttavat autonomian, p\u00e4tevyyden ja yhteenkuuluvuuden kokemukset, joita my\u00f6s nykyinen perusopetuksen opetussuunnitelma (2014) painottaa. \nTutkielmassa kokemuksia selvitettiin kyselylomakkeen avulla m\u00e4\u00e4r\u00e4llisin menetelmin. Lis\u00e4ksi avoimia vastauksia tarkasteltiin laadullisesti sis\u00e4ll\u00f6nanalyysill\u00e4. Tutkimus toteutettiin syksyll\u00e4 2018 nelj\u00e4lle tutkimusryhm\u00e4lle, joissa oppilaille opetettiin samaa sis\u00e4lt\u00f6\u00e4 samoilla tavoitteilla kahdella eri opetusmenetelm\u00e4ll\u00e4. Perinteist\u00e4 menetelm\u00e4\u00e4 k\u00e4ytettiin nonlineaarisen l\u00e4hestymistavan rinnalla selvent\u00e4m\u00e4\u00e4n, kuinka nonlineaarinen pedagogiikka poikkeaa perinteisist\u00e4 menetelmist\u00e4. Opetukseen osallistui yli 80 oppilasta, joista kyselyyn vastasi 50. Aineisto analysoitiin ristiintaulukoinnilla, khiin neli\u00f6testill\u00e4 (\u03c72), t-testill\u00e4, Mann-Whitneyn U-testill\u00e4 sek\u00e4 yksisuuntaisella varianssianalyysill\u00e4 (ANOVA). \nTulosten mukaan oppilaiden viihtyvyyden kokemuksessa ei ollut tilastollisesti merkitsev\u00e4\u00e4 eroa opetusmenetelmien v\u00e4lill\u00e4. Nonlineaarisen l\u00e4hestymistavan harjoitukset lis\u00e4siv\u00e4t autonomian ja yhteenkuuluvuuden tunnetta, kun vastaavasti p\u00e4tevyyden kokemus oli parempi perinteisten harjoitusten aikana. Sukupuoli ei vaikuttanut viihtyvyyden kokemukseen tilastollisesti merkitsev\u00e4sti, vaikka tyt\u00f6t olivatkin hieman my\u00f6nteisempi\u00e4. Tilastollinen yhteys (p=0,003) l\u00f6ytyi liikuntasuhteen ja harjoituksissa viihtymisen v\u00e4lill\u00e4 eli ne, jotka yleens\u00e4 viihtyiv\u00e4t liikuntatunnilla hyvin, kokivat nonlineaarisen opetusmenetelm\u00e4n my\u00f6nteisen\u00e4.\nAvoimet vastaukset osoittivat, ett\u00e4 oppilaat olivat l\u00f6yt\u00e4neet nonlineaarisen pedagogiikan ja perinteisen opetusmenetelm\u00e4n v\u00e4liset keskeiset erot. Nonlineaarisella l\u00e4hestymistavalla pidetyt harjoitukset olivat saaneet enemm\u00e4n my\u00f6nteisi\u00e4 ilmauksia. Oppilaat pitiv\u00e4t siit\u00e4, ett\u00e4 toiminta tapahtui pelinomaisesti, sujuvasti ja siin\u00e4 sai ty\u00f6skennell\u00e4 yhdess\u00e4 kavereiden kanssa. Lis\u00e4ksi useat ilmaisivat, ett\u00e4 opetusmenetelm\u00e4 tuntui erilaisuutensa vuoksi mielenkiintoiselta. Jotkut kuitenkin kokivat menetelm\u00e4n haastavana, eiv\u00e4tk\u00e4 l\u00f6yt\u00e4neet siit\u00e4 logiikkaa, koska ei ollut tarkkoja ohjeita, mik\u00e4 on oikein ja mik\u00e4 v\u00e4\u00e4rin.\nJohtop\u00e4\u00e4t\u00f6ksen\u00e4 voidaan todeta, ett\u00e4 vaikka tulokset eiv\u00e4t osoittaneet oppilaiden kokeneen tilastollisesti merkitsev\u00e4\u00e4 eroa opetusmenetelmien v\u00e4lill\u00e4, nonlineaarinen pedagogiikka sopii hyvin yhdeksi l\u00e4hestymistavaksi yl\u00e4kouluik\u00e4isten liikuntatunneille, sill\u00e4 useat olivat kokeneet harjoitusten vaikuttavan my\u00f6nteisesti viihtymiseens\u00e4. Opetusmenetelmi\u00e4 on hyv\u00e4 vaihdella, sill\u00e4 se mink\u00e4 toinen kokee my\u00f6nteisen\u00e4, on juuri se, jonka toinen kokee kielteisen\u00e4.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this Master\u2019s thesis is to determine how eight graders experience a nonlinear teaching approach during Physical Education in Secondary school. Nonlinear pedagogy highlights the meaning of learning environment and learning tasks and it acknowledges the individual differences. It aims to do exercises in as authentic, comprehensive, inspiring and variable situations as possible. According to the Self-Determination theory by Ryan and Deci experiences of autonomy, competence and relatedness have an influence on enjoyment and motivation. Autonomy, competence and relatedness are also emphasized by the current curriculum (2014). \nThe experiences of the pupils were examined by questionnaires. In addition to the quantitative method the open answers were examined by a qualitative content analysis. The research was executed autumn 2018 during four different PE lessons. The same lesson content with the same lesson goals were thought by two different teaching approaches. Both the traditional and the nonlinear approach were used to clarify the difference between these approaches to the pupils. Over 80 pupils participated in the PE lessons. 50 pupils participated in the questionnaire. The data was analyzed in crosstables, by qhi square test, by t-test, by Mann-Whitney\u2019s U-test and by a one-way variance analysis (ANOVA).\nAccording to the results there was not a statistically relevant difference in experiences of enjoyment during these two teaching approaches. The nonlinear exercises increased the feeling of autonomy and togetherness, then again the traditional exercises increased the feeling of competence. The gender factor did not have a statistically relevant difference on the experience of enjoyment, although the girls\u2019 answers were slightly more positive. We did find a statistically relevant difference (p=0,017) between the teaching approaches and the pupils\u2019 relationship towards exercise. The ones who enjoyed PE lessons in general seemed to be more positive towards the nonlinear approach. The open answers in the questionnair indicated that the pupils had noticed and understood the differences between the nonlinear and the traditional approach. The nonlinear exercises did receive more positive expressions in the questionnaire. The pupils liked the authentic action and the chance to collaborate together with friends. In addition, many answers expressed, that the nonlinear method felt different and therefore interesting. Others experienced the nonlinear method difficult and didn\u2019t see the logic in it as there was not any specific instructions.\nIn conclusion we would like to say, that despite the statistically inrelevant results, the nonlinear method is a suitable approach to be used in Physical Education in Secondary school. Many of the pupils did find the nonlinear exercises to have a positive impact on their enjoyment. We view that it is good to vary teaching methods since no single teaching method is the only correct one.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2019-05-15T05:30:18Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2019-05-15T05:30:18Z (GMT). No. of bitstreams: 0\n Previous issue date: 2019", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "89", "language": "", "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": "nonlineaarinen pedagogiikka", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "itsem\u00e4\u00e4r\u00e4\u00e4misteoria", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "liikunnanopetus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Kahdeksasluokkalaisten kokemuksia nonlineaarisen pedagogiikan vaikutuksesta viihtyvyyteen liikuntatunnilla", "language": "", "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-201905152576", "language": "", "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": "Liikunta- ja terveystieteet", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "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": "yvv.contractresearch.funding", "value": "0", "language": "", "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": null, "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": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "liikuntakasvatus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "motivaatio", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "pedagogiikka", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "oppilaat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opetusmenetelm\u00e4t", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "viihtyvyys", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "yhteenkuuluvuus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "motivointi", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "oppitunnit", "language": null, "element": "subject", "qualifier": 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