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[{"key": "dc.contributor.advisor", "value": "Kaasalainen, Karoliina", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Rosti, Krista", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2024-05-22T08:49:25Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2024-05-22T08:49:25Z", "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/123456789/95059", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Recent studies have shown a decline in physical activity among children and adolescents. In primary school age, there are also a large number of pupils with no hobbies at all. The Finnish model for leisure activities has been designed to address these challenges by promoting free and voluntary low-threshold hobbies during the school day. This study examined the implementation of the Lupa liikkua Lupa harrastaa activity culture in Tampere, based on the Finnish model for leisure activities, from the perspective of the teachers who develop mobility and hobbies for children and young people. The aim of the LLLH activity culture is both to implement an active, mobile school day and to increase opportunities for hobbies in the school day. The purpose of this study was to explore the views and experiences of the development teachers on the implementation of the LLLH activity culture. This is a unique activity at national level, so no previous research data is yet available. This study has used previous studies on the Finnish model for leisure activities and on health promoting schools in several countries as a point of reference. The study was conducted as a qualitative case study, for which the research data was collected by interviewing seven development teachers in March-April 2023. The interview method was a semi-structured thematic interview.\n\nThe data was analyzed using thematic reflexive analysis, which resulted in three main themes, divided into 4-6 sub-themes. The first subtheme, increasing overall well-being, was divided into four sub-themes; 1. developing a mobile and active lifestyle, 2. providing activities that promote physical activity, 3. increasing teachers' professional competence and 4. increasing pupils' participation. The second sub-theme, acute challenges in implementing the culture of activity, included six sub-themes; 1. passive attitude of staff, 2. lack of support from\nmanagement, 3. differences in the way teams work, 4. low interest of secondary school pupils, 5. marketing of activities and 6. insufficient resources. The final third sub-theme, sustainable change in culture, was divided into five sub-themes; 1. improving community and shared vision, 2. more focused attention on pupils, 3. clearer recording of activities, 4. ensuring continuity and monitoring and 5. developing activities of LLLH.\n\nThe interviewees felt that the LLLH activity culture had contributed to the overall well-being of primary school children and teachers in Tampere, for example by providing opportunities for physical activity and leisure activities. On the other hand, they felt that the activities did not reach all those who needed them, especially those of secondary school age. In the future, it was considered important to offer more targeted hobby groups and a more varied range of leisure activities. The key to success was seen to be the appreciation and support shown by the school management and other staff, as well as a common will to promote the activities. The provision of sufficient time resources, an active school \"sports team\" and the involvement of pupils were also seen as important. Greater visibility of the issue in official documents was believed to help justify the importance of the action and to further engage all parties.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Viimeaikaisissa tutkimuksissa on havaittu lasten ja nuorten liikkumisen v\u00e4hentyneen. Peruskouluik\u00e4isiss\u00e4 on my\u00f6s runsaasti oppilaita, joilla ei ole lainkaan harrastusta. N\u00e4ihin haasteisiin on haluttu puuttua Harrastamisen Suomen mallin avulla, jonka tarkoituksena on edist\u00e4\u00e4 maksutonta ja vapaaehtoista matalan kynnyksen harrastamista koulup\u00e4iv\u00e4n yhteyteen. T\u00e4ss\u00e4 tutkimuksessa tarkasteltiin Harrastamisen Suomen malliin pohjautuvan tamperelaisen Lupa liikkua Lupa harrastaa -toimintakulttuurin toteutumista lasten ja nuorten liikkumisen ja\nharrastamisen kehitt\u00e4j\u00e4opettajien n\u00e4k\u00f6kulmasta. LLLH-toimintakulttuurin tavoitteena on sek\u00e4 aktiivisen, liikkuvan koulup\u00e4iv\u00e4n toteuttaminen kuin harrastusmahdollisuuksien lis\u00e4\u00e4minen koulup\u00e4iv\u00e4n yhteyteen. T\u00e4m\u00e4n tutkimuksen tarkoituksena oli selvitt\u00e4\u00e4 kehitt\u00e4j\u00e4opettajien n\u00e4kemyksi\u00e4 ja kokemuksia LLLH-toimintakulttuurin toteuttamisesta. Kyseinen toiminta on valtakunnallisesti ainutlaatuista, joten siit\u00e4 ei ole viel\u00e4 saatavilla aiempaa tutkimustietoa. T\u00e4ss\u00e4 tutkimuksessa on k\u00e4ytetty vertailukohteena aiempia tutkimuksia, jotka k\u00e4sittelev\u00e4t\nHarrastamisen Suomen mallia sek\u00e4 useissa eri maissa toimivia terveytt\u00e4 edist\u00e4vi\u00e4 kouluja. Tutkimus toteutettiin laadullisena tapaustutkimuksena, johon tutkimusaineisto hankittiin haastattelemalla seitsem\u00e4\u00e4 kehitt\u00e4j\u00e4opettajaa maalis-huhtikuussa 2023. Haastattelutapana toimi puolistrukturoitu teemahaastattelu.\n\nTutkimusaineisto analysoitiin temaattisen refleksiivisen analyysin keinoin, jonka kautta muodostettiin kolme yl\u00e4teemaa, jotka jakautuivat 4-6 alateemaan. Ensimm\u00e4inen yl\u00e4teema, kokonaisvaltaisen hyvinvoinnin lis\u00e4\u00e4ntyminen jakautui nelj\u00e4\u00e4n alateemaan; 1. liikkuvan ja harrastavan el\u00e4m\u00e4ntavan kehittyminen, 2. liikkumista edist\u00e4v\u00e4n toiminnan tarjoaminen, 3. opettajien ammattiosaamisen kasvaminen ja 4. oppilaiden osallisuuden lis\u00e4\u00e4ntyminen. Toinen yl\u00e4teema, akuutit haasteet toimintakulttuurin toteutuksessa, sis\u00e4lsi kuusi alateemaa; 1.\nhenkil\u00f6kunnan passiivinen suhtautuminen, 2. johdolta saadun tuen v\u00e4h\u00e4isyys, 3. eroavaisuudet tiimien toiminnassa, 4. yl\u00e4koululaisten heikko kiinnostus, 5. toiminnan markkinointi ja 6. resurssien riitt\u00e4m\u00e4tt\u00f6myys. Viimeinen kolmas yl\u00e4teema, toimintakulttuurin kest\u00e4v\u00e4 muutos, jakautui viiteen alateemaan; 1. yhteis\u00f6llisyyden ja yhteisen tahtotilan parantaminen, 2. oppilaiden kohdennetumpi huomiointi, 3. toiminnan selke\u00e4mpi kirjaaminen,\n4. jatkuvuuden ja seurannan varmistaminen ja 5. LLLH-toimintakulttuurin kehitt\u00e4minen. \n\nHaastatellut kokivat LLLH-toimintakulttuurin edist\u00e4neen tamperelaisten peruskoululaisten sek\u00e4 opettajien kokonaisvaltaista hyvinvointia, esimerkiksi liikkumisen ja harrastamisen mahdollisuuksia. Toisaalta toiminnan ei koettu tavoittavan kaikkia sit\u00e4 tarvitsevia, etenk\u00e4\u00e4n yl\u00e4kouluik\u00e4isi\u00e4. Tulevaisuudessa pidettiin t\u00e4rke\u00e4n\u00e4 tarjota enemm\u00e4n mm. kohdennetumpia harrastusryhmi\u00e4 sek\u00e4 monipuolisempaa v\u00e4lituntitoimintaa. Onnistumisen avaimina pidettiin koulun johdon ja muun henkil\u00f6kunnan osoittamaa arvostusta, n\u00e4ilt\u00e4 saatua tukea sek\u00e4 yhteist\u00e4\ntahtotilaa toiminnan edist\u00e4mist\u00e4 kohtaan. Merkitt\u00e4v\u00e4n\u00e4 koettiin my\u00f6s riitt\u00e4vien ajallisten resurssien antamista, aktiivista koulun \u201cliikuntatiimin\u201d toimintaa sek\u00e4 oppilaiden osallistamista. Aiheen vahvemman esiin nostamisen virallisissa asiakirjoissa uskottiin auttavan perustelemaan toiminnan t\u00e4rkeytt\u00e4 sek\u00e4 sitouttamaan entisest\u00e4\u00e4n kaikki osapuolet.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2024-05-22T08:49:25Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2024-05-22T08:49:25Z (GMT). No. of bitstreams: 0\n Previous issue date: 2024", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "78", "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": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "liikunnallinen toimintakulttuuri", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "harrastaminen", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "kehitt\u00e4j\u00e4opettaja", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "Harrastamisen Suomen malli", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "Tampereen harrastamisen malli", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "Lupa liikkua Lupa harrastaa -toimintakulttuuri", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "terveytt\u00e4 edist\u00e4v\u00e4 koulu", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Kehitt\u00e4j\u00e4opettajien n\u00e4kemyksi\u00e4 ja kokemuksia Lupa Liikkua Lupa Harrastaa -toimintakulttuurista", "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-202405223823", "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": "Health Education", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Terveyskasvatus", "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.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": "50411", "language": null, "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "liikunta", "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": "harrastukset", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "lapset (ik\u00e4ryhm\u00e4t)", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "terveyden edist\u00e4minen", "language": null, "element": "subject", "qualifier": "yso", "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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