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[{"key": "dc.contributor.advisor", "value": "Bottas, Reijo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Tiirikainen, Meiju", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2019-05-23T06:18:44Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2019-05-23T06:18:44Z", "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/123456789/64132", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n pro gradu -tutkielman tavoitteena oli selvitt\u00e4\u00e4 oppilaiden kokemuksia ja k\u00e4sityksi\u00e4 liikunnanopettajan yhteydest\u00e4 heid\u00e4n yksil\u00f6llisen liikuntamotivaation muodostumiseen ja taidon oppimisen kehittymiseen. Lis\u00e4ksi tutkimuksessa tutkittiin, ett\u00e4 mitk\u00e4 tekij\u00e4t selitt\u00e4v\u00e4t liikuntamotivaation ja taidon oppimisen kehittymist\u00e4 liikuntatunneilla ja miten oppilaat kokevat motivaatioilmaston tukevan n\u00e4it\u00e4. Tutkimuksen teoreettisen viitekehyksen muodostivat Deci & Ryanin (1985, 1991, 2000) itsem\u00e4\u00e4r\u00e4\u00e4misteoria ja sen kolme psykologista perustarvetta, p\u00e4tevyys, autonomia ja sosiaalinen yhteenkuuluvuus, sek\u00e4 taidon oppimisen ja motivaatioilmaston k\u00e4sitteet. Motivaatioilmastoa tarkasteltiin Nichollsin (1989) tavoiteorientaatioteorian kautta. \nTutkimusaineisto ker\u00e4ttiin kirjallisen teemahaastattelun avulla ja sen toteuttamisessa k\u00e4ytettiin internetpohjaista Google Forms -ohjelmistoa. Tutkimuksen harkinnanvarainen kohdejoukko muodostui er\u00e4\u00e4n it\u00e4suomalaisen kaupunkilukion seitsem\u00e4st\u00e4 opiskelijasta. K\u00e4ytetyn mittarin toimivuus ja luotettavuus testattiin etuk\u00e4teen varsinaisen kohdejoukon ulkopuolisilla henkil\u00f6ill\u00e4. Tutkimus on muodoltaan kvalitatiivinen ja sen aineiston analyysi tapahtui kahden fenomenologis - hermeneuttisen keh\u00e4n avulla teemoittelun sek\u00e4 teorial\u00e4ht\u00f6isen sis\u00e4ll\u00f6n analyysin ja erittelyn kautta. Ensimm\u00e4isen tulkintakierroksen aikana aineistosta etsittiin merkityskokonaisuuksia peilaten tutkimuksen teoriaosuuteen. Toisen tulkintakierroksen aikana aineistosta nostettiin esiin merkityskokonaisuuksia, jotka olivat teorian ulkopuolelta. \nItsem\u00e4\u00e4r\u00e4\u00e4mis- (Deci & Ryan 1985, 1991, 2000) ja tavoiteorientaatioteoriat (Nicholls 1989) osoittautuivat p\u00e4teviksi teorioiksi selitt\u00e4m\u00e4\u00e4n oppilaan liikuntamotivaatiota ja taidon oppimista. Tutkimuksen p\u00e4\u00e4l\u00f6yd\u00f6ksist\u00e4 v\u00e4littyi psykologisten perustarpeiden merkitys liikuntatunneilla. Tuloksissa korostuivat, ett\u00e4 psykologiset perustarpeet m\u00e4\u00e4ritt\u00e4v\u00e4t koko ilmi\u00f6t\u00e4 ja ne ovat edellytys oppilaan oppimisprosessissa. Erityisesti koetun p\u00e4tevyyden merkitys itsearvostuksen ja p\u00e4rj\u00e4\u00e4misen tunteen kokemisessa nousi hyvin t\u00e4rke\u00e4ksi. Taidon oppimisessa oli t\u00e4rke\u00e4\u00e4, ett\u00e4 oppilaat saivat liikunnanopettajalta riitt\u00e4v\u00e4sti oikein kohdistettua, rakentavaa ja positiiviss\u00e4vytteist\u00e4 palautetta. Motivaatioilmastossa korostui teht\u00e4v\u00e4suuntautuneisuus sek\u00e4 turvallinen ja salliva oppimisymp\u00e4rist\u00f6. Pelko ep\u00e4onnistumisesta muiden n\u00e4hden nousi merkitt\u00e4v\u00e4ksi oppimista est\u00e4v\u00e4ksi ja motivaatiota heikent\u00e4v\u00e4ksi tekij\u00e4ksi. P\u00e4tevyyden kokemukset, teht\u00e4v\u00e4suuntautuneisuus ja opettajan my\u00f6nteinen vuorovaikutus oppilaita kohtaan n\u00e4ytt\u00e4v\u00e4t olevan t\u00e4m\u00e4n tutkimuksen p\u00e4\u00e4tulosten mukaan liikuntamotivaation ja taidon oppimisen edist\u00e4ji\u00e4 liikuntatunneilla.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The aim of this thesis was to explain the pupils' experiences and perceptions about the relationship between the physical education teacher and the development of their skill learning and also, their individual exercise motivation. In addition, the study investigated the factors explaining the development of exercise motivation and skills in exercise classes and how pupils felt the motivational climate supported these. The theoretical reference framework for research comprises the theory of the sovereignty of the Deci & Ryan (1985, 1991, 2000) and its three basic psychological needs, qualifications, autonomy and social cohesion, and the skills of learning and motivational climate concepts. The motivational climate was reviewed by the goal orientation theory of Nicholls (1989).\nThe research data were gathered through a written theme interview and the Internet-based Google Forms software was used to implement it. The discretionary target group of the study consisted of seven students from an eastern Finnish high school. The functionality and reliability of the method used was tested beforehand. The study is qualitative in form and the analysis of the material was carried out through phenomenological-hermeneutic analysis in two stages, by categorizing the themes and through analyzing the results using the theories mentioned above. During the first stage of the interpretation, the material was examined for meaningful categories and comparing them to the theoretical part of the study. During the second stage of the interpretation, the material was examined for meaningful categories from outside the theory. \nSelf-determination theory (Deci & Ryan 1985, 1991, 2000) and the objective orientation theories (Nicholls 1989) proved to be valid theories to explain the pupils\u00b4 exercise motivation and skill learning. The main findings of the study conveyed the importance of basic psychological needs in exercise classes. The results underlined the fact that psychological basic needs define the whole phenomenon studied and are a prerequisite for the student's learning process. In particular, the importance of the skills experienced in regards to the experience of self-esteem and coping became pivotal. It was important for the pupils to received positive feedback from the physical education teacher to develop their exercise skills. As regards to the motivational climate task orientation and a safe and permissive learning environment were crucial. Fear of failure in class reduced the pupils\u00b4 learning and motivation significantly. The main findings of this study suggest that the experience of accomplishment, task orientation and positive interaction with the teacher seem to promote exercise motivation and skill learning in PE.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2019-05-23T06:18:44Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2019-05-23T06:18:44Z (GMT). No. of bitstreams: 0\n Previous issue date: 2019", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "137", "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": "liikuntamotivaatio", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "taidon oppiminen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Koululiikunnan ja liikunnanopettajan merkitys oppilaan liikuntamotivaation ja taidon oppimisen kehittymisess\u00e4", "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-201905232746", "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"}, 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