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[{"key": "dc.contributor.advisor", "value": "Kalaja, Teppo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Kuismin, Meiju", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2021-06-28T13:07:20Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2021-06-28T13:07:20Z", "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/123456789/76859", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Kev\u00e4\u00e4ll\u00e4 2020 suomalainen kouluj\u00e4rjestelm\u00e4 siirtyi et\u00e4opetukseen koronaviruspandemian vuoksi. Koska systemaattista liikunnan et\u00e4opetusta ei ennest\u00e4\u00e4n ole j\u00e4rjestetty, on sen vaikutuksia opetukselle ja oppimiselle aiheellista tutkia. Tutkimuksessa kartoitettiin et\u00e4opetuksen sis\u00e4lt\u00f6j\u00e4 ja toimintatapoja, ja selvitettiin, miten opetus vastasi liikunnan opetussuunnitelman tavoitteisiin.\n\nTutkimusaineisto ker\u00e4ttiin puolistrukturoidulla haastattelulla kev\u00e4\u00e4ll\u00e4 2020. Haastatteluihin osallistui viisi miest\u00e4 ja seitsem\u00e4n naista, jotka opettivat liikuntaa eri puolilla Suomea yl\u00e4koulussa, lukiossa tai ammatillisessa oppilaitoksessa. Aineisto k\u00e4siteltiin aineistol\u00e4ht\u00f6isell\u00e4 sis\u00e4ll\u00f6n erittelyll\u00e4 sek\u00e4 teoria- ja aineistol\u00e4ht\u00f6isell\u00e4 sis\u00e4ll\u00f6nanalyysilla. \n\nLiikunnanopetuksen sis\u00e4ll\u00f6ist\u00e4 muodostettiin kolme luokkaa: 1) liikunnallisesti aktiiviset, 2) liikunnallisesti passiiviset ja 3) liikunnallisesti sek\u00e4 aktiiviset ett\u00e4 passiiviset sis\u00e4ll\u00f6t. Teht\u00e4v\u00e4t jaoteltiin my\u00f6s teknologiantarpeen mukaan. Toimintatavat luokiteltiin seuraavasti: 1) viestint\u00e4, laitteet ja ohjelmat, 2) toiminnan rakenne ja turvallisuus, 3) teht\u00e4vien palautukset sek\u00e4 4) teht\u00e4v\u00e4tyypit ja teht\u00e4vien suuntaaminen. Et\u00e4opetuksen sis\u00e4lt\u00f6jen perusteella liikunnan opetussuunnitelman fyysiset ja psyykkiset tavoitteet toteutuivat uintia lukuun ottamatta. Tutkimus ei kuitenkaan osoita, kuinka hyvin oppilaat saavuttivat tavoitteet. Opettajien mukaan ne oppilaat, joiden osaaminen ei l\u00e4hiopetuksessa ole tullut esiin tai joilla on aiemmin ollut vaikeuksia k\u00e4ytt\u00e4ytymisess\u00e4 tai motivoitumisessa, hy\u00f6tyiv\u00e4t et\u00e4opetuksesta. Sosiaaliset tavoitteet toteutuivat et\u00e4opetuksessa heikosti. Arviointi- ja palautteenantomenetelm\u00e4t olivat hyvin moninaisia. Suurin osa opettajista koki arvioinnin ja palautteenannon onnistuneen hyvin et\u00e4n\u00e4, mutta haasteitakin oli. Arviointimateriaalia oli muutaman opettajan mielest\u00e4 jopa aiempaa paremmin.\n\nTulevaisuudessa et\u00e4opetuksen sis\u00e4lt\u00f6j\u00e4 ja toimintatapoja voitaisiin hy\u00f6dynt\u00e4\u00e4 my\u00f6s l\u00e4hiopetuksessa esimerkiksi liikuntal\u00e4ksyiss\u00e4, lis\u00e4teht\u00e4viss\u00e4 tai liikunnallisesti passiivisten oppilaiden innostamisessa. Liikuntataitojen harjoittelu kotona voisi tehostaa oppilaiden oppimista ja vahvistaa liikunnallisen el\u00e4m\u00e4ntavan omaksumista. Sosiaalisen toiminnan haasteellisuuden vuoksi l\u00e4hiopetuksella on kuitenkin edelleen suuri merkitys liikunnanopetuksessa. Toki kommunikaatioteknologia kehittyy jatkuvasti, mutta viel\u00e4 et\u00e4opetus ei vastaa oppilaiden sosiaalisiin tarpeisiin ja oppimistavoitteisiin.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "In spring 2020 all education was transferred to distance learning due to COVID-19 pandemic. Because there has not been systematic distance learning in Finnish PE before, it is important to investigate its effects on teaching and learning. The aim of this thesis was to gather up the content and procedures used in distance learning in Physical Education (PE) in Finland. The content and procedures were compared to the learning goals in the national curriculum to see if they fit together.\n\nThe 12 semi-structured interviews were made in spring 2020. There were 5 male and 7 female teachers interviewed, and they were teaching at junior high school, high school or trade school. The teachers were from all over Finland. The material was analyzed using qualitative content specification and analysis and theory-based content analysis. \n\nThe content was separated into 1) physically active, 2) physically passive and 3) both physically active and passive content. The content was also assorted based on the use of technology. The procedures were grouped as 1) communication, equipment and programs, 2) the structure and security of working, 3) the assignment returning and 4) the types and directing methods of the assignments. It was found that the physical and mental sectors in PE were fulfilled due to used contents, though swimming and water rescue skills were not practiced. However, the study does not show if the pupils actually reached the goals. Teachers emphasized that those who usually were shy or behaved badly in PE now succeeded in distance learning. The social goals were not reached as well as the others. Evaluation and feedback procedures were diverse, and most of the teachers thought evaluating and giving feedback worked well in distance, though there were also some problems. A few teachers said they got even more assessing material than in normal conditions. \n\nThe procedures and contents found in this study could be useful in the future, for example in homework, additional exercises or activating usually passive pupils. Practicing at home could enhance learning and guide towards a physically active lifestyle. Since the social goals set for PE are challenging to reach in distance, the need for contact instruction will remain in the future. Certainly, there will be development in communication technology, but currently distance learning does not respond to pupils\u2019 social needs nor learning goals.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2021-06-28T13:07:20Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2021-06-28T13:07:20Z (GMT). No. of bitstreams: 0\n Previous issue date: 2021", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "125", "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": "liikunnanopetus", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "palautteenanto", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Liikunnan et\u00e4opetus koulussa : mit\u00e4 liikunnan et\u00e4opetuksessa tehtiin kev\u00e4\u00e4ll\u00e4 2020?", "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-202106284049", "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": "tavoitteet", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "liikunta", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "et\u00e4opetus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "arviointi", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "opetussuunnitelmat", "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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