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[{"key": "dc.contributor.advisor", "value": "Soini, Markus", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Nieminen, Aleksi", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2020-05-18T12:03:11Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2020-05-18T12:03:11Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2020", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/69026", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Koululiikunnassa on Suomessa k\u00e4yt\u00f6ss\u00e4 p\u00e4\u00e4asiassa kahdenlaisia opetusryhmi\u00e4: sukupuolen mukaan jaettuja erillisryhmi\u00e4 sek\u00e4 sekaryhmi\u00e4. Aikaisemmin yl\u00e4kouluissa erillisryhm\u00e4t on m\u00e4\u00e4r\u00e4tty k\u00e4ytett\u00e4v\u00e4ksi, mutta nyky\u00e4\u00e4n opetusryhmien muodostaminen on opetuksen j\u00e4rjest\u00e4j\u00e4n toimivallassa. Sekaryhm\u00e4t ovat yleistyneet huomattavasti viimeisten vuosien aikana, nyky\u00e4\u00e4n monet kunnat ja koulut ovat siirtyneet kokonaan sekaryhm\u00e4opetukseen. Molempien ryhm\u00e4jakojen k\u00e4ytt\u00e4miseen on perusteita niin puolesta kuin vastaan. \nT\u00e4m\u00e4n tutkimuksen tarkoituksena oli selvitt\u00e4\u00e4 yl\u00e4kouluik\u00e4isten oppilaiden toiveita koululiikunnan ryhm\u00e4jaoista. Erityisesti tarkoituksena oli selvitt\u00e4\u00e4 toiveita oppilailta, joilla oli aikaisempaa kokemusta sek\u00e4 erillis- ett\u00e4 sekaryhmiss\u00e4 liikkumisesta. Toiveisiin mahdollisesti yhteydess\u00e4 olevina tekij\u00f6in\u00e4 tarkasteltiin nykyist\u00e4 liikuntaryhm\u00e4\u00e4, aikaisempia kokemuksia liikuntaryhmist\u00e4 sek\u00e4 sukupuolta. Lis\u00e4ksi selvitettiin, olisiko oppilailla muita ehdotuksia liikuntaryhmien muodostamiseen. Tutkimusaineisto ker\u00e4ttiin kyselylomakkein 389 oppilaalta kolmesta eri pirkanmaalaisesta koulusta. M\u00e4\u00e4r\u00e4llisen aineiston analysoinnissa k\u00e4ytettiin ristiintaulukointia, khiin neli\u00f6 -testi\u00e4 (\u03c72) sek\u00e4 Mann-Whitneyn U -testi\u00e4. Laadullista aineistoa analysoitiin teemoittelemalla.\n66 % tutkimukseen vastanneista oppilaista kannatti ennemmin erillis- kuin sekaryhmi\u00e4 koululiikunnassa. Nykyisell\u00e4 liikuntaryhm\u00e4ll\u00e4 oli kuitenkin tilastollisesti eritt\u00e4in merkitsev\u00e4 yhteys toiveisiin ja mielipiteisiin. Siit\u00e4 huolimatta, ett\u00e4 kyselyyn vastanneilla oppilailla oli kokemusta molemmista opetusryhmist\u00e4, ainoastaan 19 % olisi halunnut liikunnan toteutettavan ennemmin eri ryhm\u00e4ss\u00e4, kuin miss\u00e4 kyselyyn vastatessa liikkui. Sukupuolella tai sill\u00e4, kuinka kauan oli kyseisess\u00e4 ryhm\u00e4ss\u00e4 liikkunut, ei ollut yhteytt\u00e4 toiveisiin. Pienell\u00e4 osalla oppilaista (10 %) oli muitakin ehdotuksia liikuntaryhmien muodostamiseen, ehdotukset perustuivat p\u00e4\u00e4asiassa ryhmien jakamiseen oppilaiden taitojen, aktiivisuuden, motivaation tai kiinnostusten mukaan.\nNiin t\u00e4m\u00e4n kuin aiempien aiheeseen liittyvien tutkimusten perusteella oppilaiden toiveet koululiikunnan opetusryhmist\u00e4 vaikuttaisivat nojaavan pitk\u00e4lti tottumukseen. Tutkimusten, kirjallisuuden tai k\u00e4yt\u00e4nn\u00f6n kokemusten perusteella ei voida yksiselitteisesti yleist\u00e4\u00e4, kumpi ryhm\u00e4jaoista on parempi. Samalla opetuksen j\u00e4rjest\u00e4j\u00e4n vapaus p\u00e4\u00e4tt\u00e4\u00e4 ryhm\u00e4jaoista antaa mahdollisuuden hy\u00f6dynt\u00e4\u00e4 tarkoituksenmukaisinta ryhm\u00e4jakoa juuri kyseisiss\u00e4 olosuhteissa. Molempien opetusryhmien hy\u00f6dynt\u00e4minen opetuksessa voisi monipuolisimmin palvella koululiikunnan teht\u00e4v\u00e4n t\u00e4yttymist\u00e4.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "There are basically two ways of organizing physical education (PE) in Finland: single-sex and coeducation. Previously single-sex was the norm in PE but nowadays it is up to the education provider how to form groups in PE. Coeducation has become more and more popular in the past few years and many municipalities and schools have moved to coeducational PE. Both single-sex and coeducation have their pros and cons. \nThe purpose of this study was to investigate which grouping secondary school students prefer in PE. The primary goal was to examine the opinions of the students who had studied both in single-sex and coeducational classes in the past. It was also examined whether the student\u2019s current group in PE, previous groups or sex was related to the opinions. Finally the students were asked if they had any other suggestions for forming groups in PE. The research data was gathered with a questionnaire. The study included 389 participants from three different schools in Pirkanmaa. The quantitative data was analyzed by using cross-tabulation, the Khi square test (\u03c72) and Mann-Whitney U test, the qualitative data was analyzed by using thematising. \n66 % of the students who had studied both in single-sex and coeducational classes in the past, preferred single-sex PE. The current group in PE had a statistically significant effect on the opinions. Only 19 % of the students preferred a different group than the one they were currently in. The student\u2019s sex or the length of time they had studied in the current group had no bearing on the results. A few students (10 %) had other suggestions for forming groups in PE, mainly proposing students\u2019 skill levels, activity, motivation and interests as bases for grouping.\nBoth this study and the previous studies indicate that students\u2019 opinions are commonly based on conventions. It\u2019s not possible to generalize on the basis of research, literature or experiences whether single-sex or coeducation is a better option in PE. At the same time the freedom of choice of the education provider leaves room for the best grouping in each particular case. Having both single-sex and coeducation in PE could better contribute to achieving its goals as a school subject.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2020-05-18T12:03:11Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2020-05-18T12:03:11Z (GMT). No. of bitstreams: 0\n Previous issue date: 2020", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "70", "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": "sekaryhm\u00e4opetus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "erillisryhm\u00e4opetus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Sekaryhm\u00e4t vai erillisryhm\u00e4t? : yl\u00e4koululaisten toiveita koululiikunnan ryhm\u00e4jaoista", "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-202005183280", "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": "yl\u00e4koulu", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "koululiikunta", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "liikuntakasvatus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "sukupuoli", "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": "opetus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opetusryhm\u00e4t", "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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