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[{"key": "dc.contributor.advisor", "value": "Rintala, Harri", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Lappalainen, Eero", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Haikarainen, Iiro", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2024-05-06T11:07:14Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2024-05-06T11:07:14Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2024", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/94713", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4ss\u00e4 tutkimuksessa paneudumme inkluusion ilmi\u00f6\u00f6n. Tarkoituksenamme on saada lis\u00e4tietoa yl\u00e4koulun liikuntatuntien konkreettisista tapahtumista inkluusion n\u00e4k\u00f6kulmasta. Aihe on hyvin ajankohtainen, kun siit\u00e4 k\u00e4yd\u00e4\u00e4n keskustelua kasvatusalan arjessa sek\u00e4 valtakunnan mediassa. Keskustelut ovat v\u00e4lill\u00e4 \u00e4ityneet tunteiden v\u00e4ritt\u00e4min\u00e4 kiivaiksikin. Haluammekin tutkimuskysymyksemme mukaisesti saada objektiivisia vastauksia, kuinka inklusiiviset tekij\u00e4t ilmenev\u00e4t yl\u00e4koulun liikuntatunneilla taustatekij\u00f6iss\u00e4, rakenteissa ja toiminnassa. \n \nK\u00e4yt\u00e4mme tutkimuksessamme kvalitatiivista tutkimusmenetelm\u00e4\u00e4. Videoimme viisi eri liikuntatuntikokonaisuutta yl\u00e4kouluissa. Saamamme aineiston purkamiseen k\u00e4ytimme deduktiivista sis\u00e4ll\u00f6nanalyysi\u00e4. Analyysia varten olimme perehtyneet aihealueen ymp\u00e4rille muodostuvaan keskeiseen teoreettiseen sek\u00e4 metodologiseen viitekehykseen. Jotta pystyimme nostamaan esille oppitunneilla ilmenneit\u00e4 inklusiivisia tekij\u00f6it\u00e4, hy\u00f6dynsimme analyysiss\u00e4mme Canterburyn yliopiston kasvatustieteen professorin David Mitchellin useista tutkimuksista koostuvaa inklusiivisen opetuksen mallia. \n \nTutkimuksemme toi esille, ett\u00e4 havainnoimillamme liikuntatunneilla oli k\u00e4ytett\u00e4viss\u00e4 jopa eritt\u00e4in hyv\u00e4t resurssit. T\u00e4m\u00e4 ilmeni muun muassa sopivina ryhm\u00e4kokoina ja hyvin\u00e4 liikuntatiloina sek\u00e4 -v\u00e4linein\u00e4. Hyv\u00e4t resurssit viittasivat my\u00f6s siihen, ett\u00e4 taustatekij\u00e4t mahdollistivat inklusiivisten tekij\u00f6iden ilmenemist\u00e4. Toiminnan osalta l\u00f6ysimme viisi inklusiivista toimintaa ilment\u00e4v\u00e4\u00e4 merkityskokonaisuutta: monipuolinen liikuntatoiminta, eriytt\u00e4misen hy\u00f6dynt\u00e4minen, kannustava ja positiivinen ilmapiiri, turvallinen ja hyv\u00e4ksyv\u00e4 ymp\u00e4rist\u00f6 sek\u00e4 ryhm\u00e4 ja yhteisty\u00f6n esiintyminen. \n \nSuurimpina johtop\u00e4\u00e4t\u00f6ksin\u00e4 tutkimuksestamme haluamme nostaa esille panostuksen liikunnanopetuksen resursseihin ja luottamuksen ammattitaitoisiin liikunnanopettajiin. Riitt\u00e4v\u00e4t resurssit edist\u00e4v\u00e4t huomattavasti inklusiivisen toiminnan mahdollisuuksia yl\u00e4koulun liikuntatunneilla. Muun muassa yhteisopettajuus sek\u00e4 sopivat ryhm\u00e4koot suhteutettuna liikuntatiloihin ja liikuntatuntien opetuksesta vastaavaan henkil\u00f6st\u00f6\u00f6n ovat t\u00e4rkeit\u00e4 kohteita resurssien suuntaamiselle. Niiden avulla inklusiivista toimintaa pystyt\u00e4\u00e4n tuomaan liikuntatunneille entist\u00e4 paremmin. Liikunnanopettajat p\u00e4\u00e4sev\u00e4t huomioimaan jokaisen oppilaan yksil\u00f6llisesti ja rakentamaan turvallista sek\u00e4 positiivista ilmapiiri\u00e4 ryhmiin.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "In this study, we delve into the phenomenon of inclusion. Our aim is to gather more information about the concrete events of physical education classes at the upper secondary level from an inclusion perspective. The topic is very current as it is being discussed in everyday educational contexts as well as in national media. The discussions have sometimes become intense and emotionally charged. Accordingly, we want to obtain objective answers to our research question regarding how inclusive factors manifest in the background factors, structures, and activities of upper secondary physical education classes. \n \nWe use a qualitative research method in our study. We recorded five different physical education class sessions in upper secondary schools. To analyse the data, we used deductive content analysis. For the analysis, we familiarized ourselves with the central theoretical and methodological framework surrounding the topic. To highlight inclusive factors observed in the lessons, we utilized the inclusive education model derived from various studies by David Mitchell, a professor of education at the University of Canterbury. \n \nOur research revealed that the observed physical education classes had access to even very good resources. This was evident in the appropriate class sizes and good sports facilities and equipment. Good resources also indicated that background factors facilitated the manifestation of inclusive factors. Regarding activities, we identified five meaningful complexes of actions that embody inclusive activities: diverse physical activities, utilization of differentiation, encouraging and positive atmosphere, safe and accepting environment, and group and collaboration occurrences. \n \nThe main conclusions of our research emphasize the investment in physical education resources and trust in competent physical education teachers. Adequate resources significantly promote the possibilities of inclusive activities in upper secondary physical education classes. Coteaching as well as appropriate class sizes relative to sports facilities and the personnel responsible for physical education classes are important areas for resource allocation. Through these means, inclusive activities can be brought to physical education classes more effectively. Physical education teachers can individually consider each student and build a safe and positive atmosphere in groups.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2024-05-06T11:07:14Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2024-05-06T11:07:14Z (GMT). No. of bitstreams: 0\n Previous issue date: 2024", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "54", "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": "inklusiiviset tekij\u00e4t", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Inklusiivisten tekij\u00f6iden ilmeneminen yl\u00e4koulun liikuntatunneilla", "language": null, "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-202405063480", "language": null, "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": "Faculty of Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Liikuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Sport and Health Sciences", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Liikunta- ja terveystieteet", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Physical Education Teacher Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Liikuntapedagogiikka", "language": "fi", "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": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "502", "language": null, "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "tasa-arvo", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "yhdenvertaisuus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "inkluusio", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "koululiikunta", "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"}]
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