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[{"key": "dc.contributor.advisor", "value": "S\u00e4\u00e4kslahti, Arja", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Atabekian, Pakiza", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2019-12-19T06:16:10Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2019-12-19T06:16:10Z", "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/123456789/66958", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkielman tarkoituksena oli selvitt\u00e4\u00e4, miten luotettavasti lasten uimataidon mittaamiseen kansainv\u00e4lisesti kehitett\u00e4v\u00e4ll\u00e4 menetelm\u00e4ll\u00e4 \u201dPictorial Scale Swimming Children aged from 3 to 8\u201d voidaan mitata 6- vuotiaiden lasten uimataidon 16 osa-aluetta. Uimataitomittarin luotettavuutta selvitettiin vertaamalla opettajan ja lasten vanhempien arvioiden yhtenev\u00e4isyytt\u00e4, sek\u00e4 vertailemalla uimakoulun j\u00e4lkeen lasten omaa k\u00e4sityst\u00e4 uimataidostaan opettajan arvioon. Lis\u00e4ksi uimataitomittarin avulla oli tarkoitus saada tietoa siit\u00e4, onko esikoululaisten uimataidon eri osa-alueisiin liittyv\u00e4n arvioinnin avulla mahdollista suunnitella uinninopetusohjelma, jolla voidaan kehitt\u00e4\u00e4 lasten uimataitoa. Tutkimuksessa selvitettiin my\u00f6s poikien ja tytt\u00f6jen v\u00e4lisi\u00e4 eroavaisuuksia. Tutkimusryhm\u00e4ss\u00e4 oli 13 esikoululaista. Lasten uimataitojen testaus tehtiin kaksi kertaa. Uimakoulun alussa lasten vanhemmat ja opettaja arvioivat uimataitoa sanallisella kyselylomakkeella. Uimakoulun (10 kertaa 30 minuuttia) p\u00e4\u00e4ttyess\u00e4 lapset ja opettaja arvioivat uimataidon eri osa-alueet kyselylomaketta vastaavalla kuvallisella uimataitomittarilla. Uimakoulun p\u00e4\u00e4ttyess\u00e4 opettaja arvioi lasten suoritukset viimeisell\u00e4 uintitunnilla kuvatun videon avulla. Vanhempien, lasten ja opettajan arvioinnin tuloksia esitet\u00e4\u00e4n kuvailevina tulostaulukoina, arvioinnin pistem\u00e4\u00e4r\u00e4eroina sek\u00e4 tulosten yht\u00e4pit\u00e4vyysprosentteina.\nKirjallinen versio uimataitomittarista osoittautui kohtalaisen luotettavaksi mittariksi. Lasten vanhempien ja opettajan arvioinnin yht\u00e4pit\u00e4vyys 16 uimataidon osa-alueella vaihteli alueella 46% - 92%, keskiarvon ollessa 68,4%. Lasten itsearviointi ja opettajan arviointi kuvallisen uimataitomittarin avulla osoittautui luotettavammaksi, sill\u00e4 lasten ja opettajan v\u00e4linen arviointi vaihteli 65% ja 100% v\u00e4lill\u00e4, keskiarvon ollessa 85,3%.\nTutkimuksen tulokset osoittivat, ett\u00e4 vanhempien ja opettajan alkuarvioinnin perusteella oppilaat pystytiin jakamaan kahteen eri ryhm\u00e4\u00e4n: taitaviin uimareihin ja v\u00e4hemm\u00e4n taitaviin uimareihin. T\u00e4ll\u00e4 jaolla jokainen oppilas sai mahdollisuuden omaan taitotasoon n\u00e4hden sopivimpaan uinninopetukseen. Alkukyselyiden mukainen ryhm\u00e4jako onnistui siis uimaopettajan n\u00e4k\u00f6kulmasta. Alkuarvioinnissa selvisi my\u00f6s, ett\u00e4 poikien vanhemmat yliarvioivat ja tytt\u00f6jen vanhemmat aliarvioivat lastensa uimataidon. Loppuarviointi perustui lasten itsearviointiin omasta uimataidostaan sek\u00e4 opettajan arviointiin kuinkin lapsen uimataidosta videonauhoituksen perusteella. Sek\u00e4 lasten ett\u00e4 opettajan arviointien perusteella voidaan todeta lasten uimataidon kehittyneen opetusjaksojen aikana. Tulokset osoittavat my\u00f6s, ett\u00e4 tytt\u00f6jen ja poikien v\u00e4lill\u00e4 ei uimataidoissa ollut suuria eroja.\nTutkimuksen johtop\u00e4\u00e4t\u00f6ksen\u00e4 voidaan uimamittaria pit\u00e4\u00e4 hy\u00f6dyllisen\u00e4 apuopetusv\u00e4lineen\u00e4. Lasten taitojen edistyminen uimakoulun aikana viittaa siihen, ett\u00e4 lapset saivat uimaopetuk-sen aikana p\u00e4tevyyden tunteen oppimisesta. Lopputulokset osoittavat, ett\u00e4 oppilaat oppivat arvioimaan omia taitojaan yll\u00e4tt\u00e4v\u00e4n hyvin, sill\u00e4 opettajan ja oppilaiden v\u00e4lill\u00e4 oli arvioinnissa suuri yhtenev\u00e4isyys. Kuvallinen uimataitomittari antaa siis eritt\u00e4in hyv\u00e4n apuv\u00e4lineen lasten uimataidon itsearviointiin, mutta my\u00f6s opettajalle tietoa uimaopetuksen sis\u00e4lt\u00f6jen suunnitteluun. N\u00e4ist\u00e4 syist\u00e4 uimataitomittari voi helpottaa opettajan ty\u00f6t\u00e4.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this study was to find out how reliably internationally developed method \u201dPictorial Scale Swimming Children aged from 3 to 8\u201d can be applied for assessment of 16 areas of swimming skills among children of 6 years. The reliabilty of the method was evaluated by comparing the commonality of reviews by teacher and child parents. After swimming school, children's own perception was compared to the teacher's perception. The method was also intended to provide information on whether the assessment of the swimming skills of preschoolers would make it possible to design a tutorial to develop children's skills. Differences between boys and girls were also examined. Swimming skills of 13 preschool pupils were tested twice. At the beginning of the school, children's parents and teachers assessed their bathing skills with a verbal questionnaire. At the end of the bathing school (10 times 30 minutes), the children and the teacher assessed the different aspects of the bathing skill with a corresponding pictorial scale questionnaire. At the end of the bathing school, the teacher evaluated children's performances using the video shot in the last swim hour. The results of the evaluation of parents, children and teachers are presented as descriptive tables, as differences in the evaluation score and the percentage of the commonality.\nThe written version of the questionnaire proved to be a moderately reliable instrument. The consistency of the parental and teacher evaluation in 16 areas of bathing skills ranged from 46% to 92%, averaging 68.4%. The self-assessment of children and the evaluation of the teacher with the help of the pictorial scale proved to be more reliable, as the assessment between the children and the teacher varied between 65% and 100%, averaging 85.3%.\nThe results of the study showed that, on the basis of the parent's and teacher's initial assessment, pupils could be divided into two different groups: the skilled swimmers and the less skilled swimmers. Every student was so given the opportunity to have a swim teaching in relation to his/her own skill level. Therefore, the group division succeeded from a teacher's perspective. The initial assessment also revealed that boys' parents overestimate and girls' parents underestimate their children's bathing skills. The final evaluation was based on the self-assessment of children on their own bathing skills and on the assessment of the teacher based on video recording. On the basis of both children's and teacher's assessments, it is noted that children's bathing skills are developed during educational periods. The results also show that there were no major differences in bathing skills between girls and boys.\nIn summary, the method can be considered as a useful tool for teaching. The progress of children's skills during the swimming school suggests that children were given a sense of proficiency in learning during education. The results show that students learned to evaluate their own skills surprisingly well, as the assesments of the teachers and the pupils were very consistent. The Pictorial Scale method gives a very good help to self-assessment of the children's bathing skills, but also to the teacher about the design of the swimming education. For these reasons, the Pictorial Scale Swimming method can facilitate the teacher's work.\nKey words: Bathing skills, Pictorial Scale Swimming, swimming school", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2019-12-19T06:16:10Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2019-12-19T06:16:10Z (GMT). No. of bitstreams: 0\n Previous issue date: 2019", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "109", "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": "Uimataidon mittari", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Uimataitomittarin luotettavuus lasten vesitaitojen arvioimisessa", "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-201912195433", "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": "uimakoulut", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "uimataito", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "esikoululaiset", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "lasten kehitys", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.format.content", "value": "fulltext", "language": null, "element": "format", "qualifier": "content", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}, {"key": "dc.type.okm", "value": "G2", "language": null, "element": "type", "qualifier": "okm", "schema": "dc"}]
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