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[{"key": "dc.contributor.advisor", "value": "S\u00e4\u00e4kslahti, Arja", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Heinonen, Mari", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Taavitsainen, Sara", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2024-06-28T06:54:09Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2024-06-28T06:54:09Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2024", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/96225", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4n pro gradu \u2013tutkielman tarkoituksena oli selvitt\u00e4\u00e4, miten lasten kokema valmentajan \nsosiaalinen tuki oli yhteydess\u00e4 4\u20136-luokkalaisten lasten liikunnan lukutaitoon. Tutkimuksen \ntavoitteena oli selvitt\u00e4\u00e4, kuinka p\u00e4tev\u00e4ksi lapset kokivat itsens\u00e4 liikunnan lukutaidon osalta \nsek\u00e4 mink\u00e4laista tukea he kokivat saavansa valmentajalta. Liikunnan lukutaito on jaettu \nfyysiseen, psyykkiseen, kognitiiviseen ja sosiaaliseen osa-alueeseen. Valmentajalta saatu \nkoettu sosiaalinen tuki on jaettu itsem\u00e4\u00e4r\u00e4\u00e4misteorian pohjalta autonomiaan, p\u00e4tevyyden \nkokemuksiin sek\u00e4 sosiaaliseen yhteenkuuluvuuteen. \nTutkielman aineisto ker\u00e4ttiin vuosina 2020\u20132023 osana Jyv\u00e4skyl\u00e4n yliopiston \nLiikuntatieteellisen tiedekunnan Taiturit-tutkimusta, johon osallistui 950 4\u20136-luokkalaista \nlasta. T\u00e4m\u00e4n tutkimuksen kohderyhm\u00e4n\u00e4 toimi 718 lasta, joista 361 oli tytt\u00f6j\u00e4 ja 349 poikia. \nLiikunnan lukutaitoa mitattiin kyselylomakkeella (asteikko 1\u20134), joka oli luotu liikunnan \nlukutaidon mittarin (PLC-Quest) pohjalta. Sosiaalista tukea mitattiin kyselylomakkeella \n(asteikko 1\u20135), joka oli luotu liikunnan sosiaalisen tuen mittarin (SSPA-Quest) pohjalta. \nTutkimusaineiston analysointiin k\u00e4ytettiin IBM SPSS Statistics 28 \u2013ohjelmistoa. Valmentajan \nsosiaalista tukea ja liikunnan lukutaitoa kuvailtiin keskiarvojen (ka) sek\u00e4 keskihajontojen (kh) \navulla ja sukupuolien v\u00e4lisi\u00e4 eroja tarkasteltiin T-testill\u00e4. Lasten kokeman valmentajan \nsosiaalisen tuen yhteytt\u00e4 liikunnan lukutaitoon tarkasteltiin Pearsonin korrelaatiokertoimella ja \nlineaarisella regressioanalyysill\u00e4. Raja-arvona tilastolliselle merkitsevyydelle toimi p<0,05. \nTutkimuksen tulokset osoittivat, ett\u00e4 lasten liikunnan lukutaito oli korkealla tasolla. Pojat saivat \nkeskiarvojen perusteella korkeampia arvoja liikunnan lukutaidon fyysisest\u00e4 (ka=3,32) ja \npsyykkisest\u00e4 (ka=3,49) osa-alueesta verrattuna tytt\u00f6ihin (ka=3,15, ka=3,38) ja tyt\u00f6t saivat \nkorkeampia arvoja kognitiivisesta (ka=3,39) osa-alueesta verrattuna poikiin (ka=3,33). Lasten \nkokemus valmentajan sosiaalisesta tuesta oli melko korkealla tasolla. Lapset kokivat saavansa \neniten tukea p\u00e4tevyyden kokemuksiin (ka=4,35) ja v\u00e4hiten autonomian kokemuksiin (ka=3,59). \nValmentajan sosiaalinen tuki oli tilastollisesti merkitsev\u00e4sti yhteydess\u00e4 liikunnan lukutaitoon \n(p<0,05). Mit\u00e4 enemm\u00e4n lapsi koki saavansa valmentajalta sosiaalista tukea, joka kohdistui \np\u00e4tevyyden kokemuksiin, sit\u00e4 parempi h\u00e4nen liikunnan lukutaidon jokainen osa-alue oli \n(p<0,01). \nValmentajan sosiaalisella tuella on merkitt\u00e4v\u00e4 vaikutus lapsen liikunnan lukutaidon \nkehittymiseen. Valmentajan tulisi osoittaa lapselle sosiaalista tukea, joka edist\u00e4\u00e4 lapsen \np\u00e4tevyyden kokemuksia sek\u00e4 lis\u00e4\u00e4 lapsen autonomian ja sosiaalisen yhteenkuuluvuuden \ntunnetta. Liikunnan lukutaitoinen lapsi on motivoitunut, luottaa itseens\u00e4 ja kokee itsens\u00e4 \nliikunnallisesti p\u00e4tev\u00e4ksi. Tukemalla lasten psykologisia perustarpeita, valmentaja voi edist\u00e4\u00e4 \nheid\u00e4n liikuntataitojen kehittymist\u00e4 ja liikunnallisen el\u00e4m\u00e4ntavan omaksumista.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The purpose of this master's thesis was to investigate how perceived social support from a coach \nwas related to the physical literacy of 4th to 6th graders. The aim of the study was to explore \nhow competent children felt in terms of physical literacy and what kind of support they \nexperienced from the coach. Physical literacy was divided into physical, psychological, \ncognitive, and social domains. Perceived social support from the coach was categorized based \non self-determination theory into autonomy, competence, and social relatedness. \nThe data for the thesis was collected between 2020 and 2023 as part of the \"Taiturit\" research \nproject at the University of Jyv\u00e4skyl\u00e4's Faculty of Sport and Health Sciences. The \"Taiturit\" \nproject involved 950 children in grades 4 to 6. The target group for this study consisted of 718 \nchildren, including 361 girls and 349 boys. Physical literacy was measured using a survey (scale \n1\u20134) created based on the Physical Literacy indicator (PLC-Quest). Social support was \nmeasured using a questionnaire (scale 1\u20135) developed from the Social Support in Physical \nActivity questionnaire (SSPA-Quest). IBM SPSS Statistics 28 -software was used for data \nanalysis. Descriptive statistics (mean and standard deviation) were used to describe coach's \nsocial support and physical literacy, and gender differences were examined using t-tests. The \nrelationship between coach's social support and physical literacy was analyzed using Pearson \ncorrelation coefficient and linear regression analysis, with a significance level set at p <0.05. \nThe results of the study indicated that children's physical literacy was at a high level. Boys \nscored higher on the physical (mean=3,32) and psychological (mean=3,49) domains of physical \nliteracy compared to girls (mean=3,15, mean=3,38), while girls scored higher on the cognitive \n(mean=3,39) domain compared to boys (mean=3,33). Children's perception of coach's social \nsupport was at a quite high level, with children reporting receiving the most support in \ncompetence experiences (mean=4,35) and the least in autonomy experiences (mean=3,59). \nCoach's social support was significantly associated with physical literacy (p<0,05). The more \nsocial support children perceived from the coach, particularly in terms of competence \nexperiences, the better their performance was in every aspect of physical literacy (p<0,01). \nCoach's social support has a significant impact on the development of children's physical \nliteracy. Coaches should provide social support to children that enhances their competence \nexperiences and increases their sense of autonomy and social relatedness. A physically literate \nchild feels motivation, self-confidence, and competence in their own physical abilities. By \nsupporting children's basic psychological needs, coaches can promote the development of \nchildren's movement skills and adoption of a physically active lifestyle.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2024-06-28T06:54:09Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2024-06-28T06:54:09Z (GMT). No. of bitstreams: 0\n Previous issue date: 2024", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "93", "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": "liikunnan lukutaito", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "valmentajan sosiaalinen tuki", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Valmentajan sosiaalisen tuen yhteys lasten liikunnan lukutaitoon", "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-202406285067", "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": "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": "liikunta", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "sosiaalinen tuki", "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": "valmentajat", "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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