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[{"key": "dc.contributor.advisor", "value": "Jaakkola, Timo", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Turunen, Petrus", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2023-05-22T11:25:39Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2023-05-22T11:25:39Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2023", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/87087", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkimuksen tarkoituksena oli selvitt\u00e4\u00e4, luokanopettajien kokemuksia oppituntien aikaisen taukoliikunnan vaikutuksesta oppilaiden luokkahuonek\u00e4ytt\u00e4ytymiseen. Tutkimuksessa tarkasteltiin my\u00f6s, millaiseksi luokanopettajat kokevat hyv\u00e4n luokkahuonek\u00e4ytt\u00e4ytymisen ja mitk\u00e4 tekij\u00e4t siihen vaikuttavat. Aikaisempien tutkimusten mukaan oppitunneille sijoitetulla taukoliikunnalla on ollut positiivisia vaikutuksia oppilaiden k\u00e4ytt\u00e4ytymiseen ja keskittymiseen luokkahuoneessa. Luokanopettajien kokemusten tutkiminen antaa t\u00e4rke\u00e4\u00e4 tietoa siit\u00e4 voidaanko taukoliikunnoilla parantaa oppilaiden luokkahuonek\u00e4ytt\u00e4ytymist\u00e4 ja voidaanko taukoliikuntoja k\u00e4ytt\u00e4\u00e4 ty\u00f6kaluna osana opetusta my\u00f6s jatkossa.\nTutkimus toteutettiin laadullisena tutkimuksena ja tutkimuksen metodologisena l\u00e4ht\u00f6kohtana toimii fenomenologia. Aineisto ker\u00e4ttiin tutkimukseen teemahaastatteluilla ja tutkimukseen osallistui yhteens\u00e4 viisi kuudennen luokan luokanopettajaa. Aineiston analyysimenetelm\u00e4n\u00e4 k\u00e4ytettiin aineistol\u00e4ht\u00f6ist\u00e4 sis\u00e4ll\u00f6nanalyysi\u00e4. Taukoliikuntana tutkimuksessa toimi noppataukoliikunta, jossa noppaa heitt\u00e4m\u00e4ll\u00e4 arvotaan teht\u00e4v\u00e4 taukoliikuntaliike, sek\u00e4 toistom\u00e4\u00e4r\u00e4. Taukoliikuntaliikkeet olivat joko fyysist\u00e4 tekemist\u00e4 tai aivoja her\u00e4ttelevi\u00e4 harjoitteita.\nLuokkahuonek\u00e4ytt\u00e4ytyminen jakautui tutkittavien vastausten perusteella toivottuun k\u00e4ytt\u00e4ytymiseen ja ei toivottuun k\u00e4ytt\u00e4ytymiseen sek\u00e4 luokkahuonek\u00e4ytt\u00e4ytymist\u00e4 heikent\u00e4viin- ja parantaviin tekij\u00f6ihin. Analyysin pohjalta luokanopettajien kokemukset noppataukoliikunnan vaikutuksesta luokkahuonek\u00e4ytt\u00e4ytymiseen tuotti kaksi luokkahuonek\u00e4ytt\u00e4ytymistyyppi\u00e4. Luokkahuonek\u00e4ytt\u00e4ytymistyypit olivat \u201dtaukoliikunnalla ei suuria vaikutuksia\u201d sek\u00e4 \u201dtaukoliikunta parantaa vireystilaa ja vaikuttaa keskittymiseen\u201d. Suurimpana vaikuttavana tekij\u00e4n\u00e4 taukoliikunnan vaikutuksiin oli luokanopettajien kokemus oman luokkansa luokkahuonek\u00e4ytt\u00e4ytymisest\u00e4 ennen taukoliikuntajaksoa. Luokkahuonek\u00e4ytt\u00e4ytymisen ollessa hyv\u00e4ll\u00e4 tasolla ennen taukoliikuntaa vaikutukset j\u00e4iv\u00e4t v\u00e4h\u00e4isemmiksi. Jos luokkahuonek\u00e4ytt\u00e4ytymisess\u00e4 oli kehitett\u00e4v\u00e4\u00e4 ennen taukoliikuntaa, taukoliikunta paransi oppilaiden vireystilaa ja vaikutti oppilaiden keskittymiseen oppitunnilla. Luokanopettajat korostivat opettajan havainnoinnin merkityst\u00e4 oikean hetken l\u00f6yt\u00e4miseksi taukoliikunnalle. V\u00e4\u00e4r\u00e4\u00e4n kohtaan sijoitetulla taukoliikunnalla voi olla ennemminkin luokkahuonek\u00e4ytt\u00e4ytymist\u00e4 heikent\u00e4v\u00e4 vaikutus. Tutkimus osoittaa, ett\u00e4 oppituntein aikaisella taukoliikunnalla voidaan vaikuttaa oppilaiden luokkahuonek\u00e4ytt\u00e4ytymiseen. Taukoliikunta paransi oppilaiden vireystilaa luokassa ja vaikutti oppilaiden keskittymiseen.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this study was to investigate primary school teachers experiences of the effects of classroom physical activity breaks on student\u2019s classroom behavior. The study also examined how teachers perceive good classroom behavior and what factors affect it. Previous research has shown that physical activity during breaks placed between lessons has had positive effects on students\u2019 behavior and concentration in the classroom. Examining teachers\u2019 experiences provides important information on whether break-time physical activity can improve student\u2019s classroom behavior and whether it can be used as a tool in teaching in the future.\nThe study was conducted as qualitative research with phenomenology as the methodological approach. The data was collected through theme interviews, with a total of five sixth-grade primary school teachers participating in the study. Content analysis was used as the data analysis method. The Physical activity breaks used in the study was a dice-based physical activity, in which the exercise to be performed and the number of repetitions is drawn by rolling a dice. Exercises were either physical activities or brain-stimulating exercises.\nBased on the responses of the participants, classroom behavior was divided into desired behavior, undesired behavior, and factors that either improve or deteriorate classroom behavior. The analysis produced two types of classroom behavior in the relation to the effects of physical activity breaks: one type where there were no significant effects and another where physical activity breaks improved students\u2019 alertness and concentration. The teacher\u2019s perception of their own class\u2019s behavior prior to the physical activity breaks period was the most significant factor affecting the effects of physical activity breaks. When the classroom behavior was at good level before intervention, the effects were smaller. If there was room for improvement in classroom behavior before the intervention, the physical activity breaks improved students state of alertness and affected the student\u2019s concentration during the lesson. The teachers emphasized the importance of teacher observation in finding the right moment for the physical activity breaks. Placing physical activity breaks at the wrong time can have a detrimental effect on classroom behavior. The research shows that during class, physical activity breaks can influence students' classroom behavior. Physical activity breaks improved the students' state of alertness in class and affected the students' concentration.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2023-05-22T11:25:39Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2023-05-22T11:25:39Z (GMT). No. of bitstreams: 0\n Previous issue date: 2023", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "70", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": null, "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "luokkahuonek\u00e4ytt\u00e4ytyminen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "vireystila", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "keskittyminen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "h\u00e4iri\u00f6k\u00e4ytt\u00e4ytyminen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "noppataukoliikunta", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Luokanopettajien kokemuksia taukoliikunnan vaikutuksesta oppilaiden luokkahuonek\u00e4ytt\u00e4ytymiseen", "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-202305223161", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "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.copyright", "value": "\u00a9 The Author(s)", "language": null, "element": "rights", "qualifier": "copyright", "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": 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