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[{"key": "dc.contributor.advisor", "value": "Siljam\u00e4ki, Mariana", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Kuivanto, Esa", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2021-02-04T10:38:40Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2021-02-04T10:38:40Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2021", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/73986", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkimukseni tarkoituksena oli selvitt\u00e4\u00e4, millaisia tunteita yl\u00e4koululaiset pojat kokevat liikuntatunneilla, miten he s\u00e4\u00e4telev\u00e4t syntyvi\u00e4 tunteita ja miksi he s\u00e4\u00e4telev\u00e4t kyseisi\u00e4 tunteita. Tunteiden s\u00e4\u00e4tely ja erityisesti miesten ja poikien tunteiden s\u00e4\u00e4tely on ollut esill\u00e4 ajankohtaisohjelmissa viime aikoina. Lis\u00e4ksi t\u00e4ll\u00e4 hetkell\u00e4 voimassa olevissa perusopetuksen opetussuunnitelman perusteissa tunteet ja tunteiden s\u00e4\u00e4tely ovat selke\u00e4mmin esill\u00e4 kuin aiemmissa opetussuunnitelman perusteissa. Liikuntatunnit tuottavat monia erilaisia tunteita, ja siksi ne ovat sopiva paikka tunteisiin liittyvien taitojen tutkimiseen. Miesten ja poikien on havaittu s\u00e4\u00e4telev\u00e4n tunteitaan usein niit\u00e4 tukahduttamalla, jolloin tunne j\u00e4\u00e4 k\u00e4sittelem\u00e4tt\u00e4, ja seuraukset ovat hyvinvoinnille haitallisia. Tutkielmani avulla haluan ymm\u00e4rt\u00e4\u00e4 paremmin poikia ja heid\u00e4n tunteiden s\u00e4\u00e4telyyn liittyvi\u00e4 ajatuksiaan sek\u00e4 lis\u00e4t\u00e4 my\u00f6s muiden tietoutta poikien kokemuksista, ja siten edesauttaa niiden huomioimista opetuksessa. Aihetta on tutkittu jonkin verran, mutta ei suoraan tutkimukseni n\u00e4k\u00f6kulmasta, ja siksi tutkimukseni tuottaa hy\u00f6dyllist\u00e4 tietoa ajankohtaisesta asiasta. \nTutkimukseni oli luonteeltaan kvalitatiivinen, ja haastattelin siihen yhteens\u00e4 kuutta yl\u00e4koululaista poikaa Etel\u00e4-Pohjanmaalla ja Keski-Suomessa. Tutkimuksessani oli my\u00f6s piirteit\u00e4 fenomenologis-hermeneuttisesta tutkimusotteesta. Toteutin haastattelut syksyn 2019 ja kev\u00e4\u00e4n 2020 aikana. Ker\u00e4sin tutkimusaineiston k\u00e4ytt\u00e4en teemahaastattelua ja analyysimenetelm\u00e4n\u00e4 k\u00e4ytin teoriaohjaavaa sis\u00e4ll\u00f6nanalyysi\u00e4. \nTulosten mukaan pojat kokivat erilaisia tunteita liikuntatunneilla. Eniten tunteita aiheuttivat onnistumiset ja ep\u00e4onnistumiset. Valtaosa poikien tunteiden s\u00e4\u00e4telyst\u00e4 tapahtui tarkkaavaisuutta muuttamalla. Muutama kykeni lis\u00e4ksi merkityksen muuttamiseen eli muuttamaan tunteen aiheuttaneen tapahtuman merkityst\u00e4 itselle ja osa kuvasi my\u00f6s toiminnallisia keinoja. Tunteiden s\u00e4\u00e4telyn t\u00e4rkeimm\u00e4ksi syyksi paljastui kaverisuhteiden yll\u00e4pit\u00e4minen. Muita syit\u00e4 olivat maineen yll\u00e4pit\u00e4minen, muiden tunteiden huomioiminen, ep\u00e4miellytt\u00e4vien v\u00e4likohtausten v\u00e4ltt\u00e4minen, k\u00e4yt\u00f6snumero ja esimerkin n\u00e4ytt\u00e4minen nuoremmille. Liikuntatunneilla on normaalia kokea monenlaisia tunteita. Onnistumisten aiheuttaessa my\u00f6nteisi\u00e4 tunteita, voidaan niiden n\u00e4hd\u00e4 innostavan liikunnan pariin ja nostavan sis\u00e4ist\u00e4 motivaatiota, ja siten my\u00f6nteisten kokemusten lis\u00e4\u00e4miseen kannattaa pyrki\u00e4 opetuksessa. Riitt\u00e4v\u00e4n mittava tunnekasvatus voisi auttaa poikia s\u00e4\u00e4telem\u00e4\u00e4n tunteitaan sellaisilla tavoilla, joilla tunteet tulevat k\u00e4sitellyiksi eiv\u00e4tk\u00e4 patoudu. Tulosten perusteella nuoret tunnistavat tunteiden ja sosiaalisen vuorovaikutuksen yhteyden ja osaavat hy\u00f6dynt\u00e4\u00e4 tunteiden s\u00e4\u00e4tely\u00e4 vuorovaikutussuhteissaan.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this study was to identify what kind of emotions boys experience on physical education (PE) lessons, how do they regulate their emotions and why do they regulate them. Emotion regulation (ER) and especially men\u2019s and boys\u2019 ER has been on view on magazine programs lately. In addition to that emotions and ER are more in the view in the latest national curriculum than in the former national curricula. PE lessons produce many different emotions and that is why they are a good place to study emotional skills. Men and boys often regulate their emotions by suppressing them. The emotion will not be processed when suppressing and the consequences for the wellbeing may be harmful. With this study I want to understand boys better and their thoughts about ER. I also want to increase others awareness about the experiences of the boys and so help taking them into account in teaching. There are some researches about this topic, but not from the point of view of my study which is why this study produces important knowledge about topical subject.\nThe nature of this study was qualitative and six secondary school boys in all were interviewed for it in the Southern Ostrobothnia and Centre Finland. The study also had aspects of hermeneutic phenomenological research method. The interviews were carried out during the autumn 2019 and spring 2020. The data was carried out using theme interviews and analyzed using theory guided content analysis.\nAccording to the results of the study boys experience various emotions in the PE lessons. Success and failure produced most of the emotions. Majority of the boys\u2019 ER consisted of diversion of attention. A couple of them were also capable of reappraisal and some also described behavioral means. In reappraisal the meaning of the event that caused emotion is being reconsidered. Most important reason for ER was maintaining friendships. Other mentioned reasons were maintaining reputation, taking emotions of others into account, avoiding unpleasant scenes, number of behaviour given is school and showing example to the younger ones. It is normal to perceive various emotions in the PE lessons. As success\u2019 produces positive emotions they may motivate towards physical activity and increase inner motivation. That is why increasing positive experiences in a good goal in teaching. Teaching emotional skills could help boys to regulate their emotions in a way the emotions get processed instead of being suppressed. Results indicate that boys identify the connection between emotions and social interaction and they can exploit ER in their interaction relationships.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2021-02-04T10:38:40Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2021-02-04T10:38:40Z (GMT). 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