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[{"key": "dc.contributor.advisor", "value": "Kalaja, Teppo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Kettunen, Riina", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2022-03-14T12:28:55Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2022-03-14T12:28:55Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2022", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/80113", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4ss\u00e4 tutkimuksessa selvitettiin liikuntamotivaation yhteytt\u00e4 7.- ja 9.-luokkalaisten nuorten koettuun koululiikunnan tavoitteiden t\u00e4rkeyteen sek\u00e4 vertailtiin eri motivaatioryhmien tavoitteiden t\u00e4rkeysj\u00e4rjestyst\u00e4. Tutkimuksessa vertailtiin my\u00f6s sukupuolten sek\u00e4 luokka-asteiden v\u00e4lisi\u00e4 eroja tavoitteiden t\u00e4rkeydess\u00e4. Koululiikunnan tavoitteet oli t\u00e4ss\u00e4 tutkimuksessa kategorisoitu sosioemotionaalisiin taitoihin, hyvinvoinnin edist\u00e4miseen, liikuntataitojen oppimiseen \nsek\u00e4 fyysiseen aktiivisuuteen. Motivaatio oli puolestaan luokiteltu matalaan, keskitason, korkeaan ja eritt\u00e4in korkeaan motivaatioluokkaan. Tutkimuksessa keskityttiin p\u00e4\u00e4asiallisesti kuitenkin vertailemaan matalan ja eritt\u00e4in korkean motivaatioluokan v\u00e4lisi\u00e4 eroja. \nAineisto t\u00e4h\u00e4n tutkimukseen saatiin vuoden 2018 Lasten ja nuorten liikuntak\u00e4ytt\u00e4ytyminen \nSuomessa (LIITU) -tutkimuksesta. Aineisto on ker\u00e4tty internet-kyselylomakkeella 2018 vuoden kev\u00e4\u00e4ll\u00e4. Aineisto, jota k\u00e4ytettiin t\u00e4h\u00e4n tutkimukseen, sis\u00e4lsi 2070 vastausta, mutta motivaatioluokitus pystyttiin tekem\u00e4\u00e4n vain 1037 vastauksen perusteella, sill\u00e4 l\u00e4hes puolet vastauksista olivat puutteellisia. Aineistoa analysoitiin kaksisuuntaisen varianssianalyysin ja sovelletun \ntoistomittausten varianssianalyysin sek\u00e4 t-testin avulla IBM SPSS Statistics 26 \u2013ohjelmalla. \nTulokset osoittivat, ett\u00e4 motivaation taso oli tilastollisesti eritt\u00e4in merkitsev\u00e4sti yhteydess\u00e4 koululiikunnan tavoitteiden koettuun t\u00e4rkeyteen kaikkien koululiikunnan tavoitteiden kohdalla. \nMit\u00e4 korkeampi liikuntamotivaatio oli, sit\u00e4 t\u00e4rke\u00e4mp\u00e4n\u00e4 kaikkia koululiikunnan tavoitteita pidettiin. Koululiikunnan tavoitteiden koetussa t\u00e4rkeydess\u00e4 ei ollut suuria eroja eri tavoitteiden \nv\u00e4lill\u00e4 saman motivaatioluokan sis\u00e4ll\u00e4. Tulokset osoittivat my\u00f6s, ett\u00e4 tavoitteiden t\u00e4rkeysj\u00e4rjestys oli eri motivaatioluokkien v\u00e4lill\u00e4 l\u00e4hes identtinen. Kaikissa motivaatioluokissa sosioemotionaaliset taidot koettiin t\u00e4rkeimm\u00e4ksi tavoitteeksi ja fyysinen aktiivisuus v\u00e4hiten t\u00e4rke\u00e4ksi \ntavoitteeksi. Tulokset osoittivat, ett\u00e4 sukupuoli oli tilastollisesti merkitsev\u00e4sti yhteydess\u00e4 kaikkiin muihin tavoitteisiin paitsi fyysiseen aktiivisuuteen. Luokka-aste puolestaan oli tilastollisesti merkitsev\u00e4sti yhteydess\u00e4 kaikkiin muihin tavoitteisiin paitsi sosioemotionaalisiin taitoihin. T\u00e4m\u00e4n tutkimuksen pohjalta voidaan siis sanoa, ett\u00e4 liikuntamotivaatio on yhteydess\u00e4 oppilaiden kokemukseen koululiikunnan tavoitteiden t\u00e4rkeydest\u00e4 ja luokka-asteella sek\u00e4 sukupuolella on siihen omat vaikutuksensa.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "This study investigated the relationship between exercise motivation and the perceived importance of physical education goals among 7th and 9th grade youth and compared the order of \nimportance of the goals of different motivation groups. The study also compared differences in \nthe importance of goals between genders and grade levels. The goals of physical education in \nthis study were categorized into socio-emotional skills, promoting well-being, learning sports \nskills, and physical activity. Motivation, in turn, was classified as low, medium, high, and very \nhigh. However, the focus of the study was to compare the differences between low and very \nhigh motivation.\nThe data for this study were obtained from the 2018 Exercise Behavior of Children and Adolescents in Finland (LIITU) survey. The data was collected using an internet questionnaire in \nthe spring of 2018. The data used for this study included 2,070 responses, but a motivation \nrating could only be made based on 1,037 responses, as nearly half of the responses were incomplete. The data were analyzed using two-way analysis of variance and applied analysis of \nvariance of repeated measures, as well as t-test with IBM SPSS Statistics 26.\nThe results showed that the level of motivation was statistically very significantly related to the \nperceived importance of physical education goals for all goals. The higher the exercise motivation, the more important all the goals of physical education were considered. There were no \nmajor differences in the perceived importance of the goals of physical education between the \ndifferent goals within the same motivation category. The results also showed that the order of \nimportance of the goals was almost identical between the different motivation categories. In all \nmotivation categories, socio-emotional skills were perceived as the most important goal and \nphysical activity as the least important goal. The results showed that gender was statistically \nsignificantly associated with all goals except physical activity. Grade, on the other hand, was \nstatistically significantly associated with all goals except socio-emotional skills. Based on this \nstudy, it can be said that exercise motivation is related to students' experience of the importance \nof physical education goals, and grade and gender have their own effects on it.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2022-03-14T12:28:55Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2022-03-14T12:28:55Z (GMT). No. of bitstreams: 0\n Previous issue date: 2022", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "52", "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": "koululiikunnan tavoitteet", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "liikuntamotivaatio", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Liikuntamotivaation vaikutus yl\u00e4koululaisten koululiikunnan tavoitteiden koettuun t\u00e4rkeyteen", "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-202203141819", "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": "liikunta", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "motivaatio", "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": "nuoret", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "tavoitteet", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "peruskoulun yl\u00e4aste", "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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