G4 Doctoral dissertation (monograph)
Oppilaiden osallistumista ja fyysistä aktiivisuutta edistävä liikunnanopetus perusopetuksen heterogeenisessa oppilasryhmässä (2019)

Huovinen, T. (2019). Oppilaiden osallistumista ja fyysistä aktiivisuutta edistävä liikunnanopetus perusopetuksen heterogeenisessa oppilasryhmässä [Doctoral dissertation]. Jyväskylän yliopisto. JYU dissertations, 135. http://urn.fi/URN:ISBN:978-951-39-7851-8

JYU authors or editors

Publication details

All authors or editors: Huovinen, Terhi

eISBN: 978-951-39-7851-8

Journal or series: JYU dissertations

eISSN: 2489-9003

Publication year: 2019

Number in series: 135

Number of pages in the book: 1 verkkoaineisto (108 sivua, 20 sivua useina numerointijaksoina) :

Publisher: Jyväskylän yliopisto

Place of Publication: Jyväskylä

Publication country: Finland

Publication language: Finnish

Persistent website address: http://urn.fi/URN:ISBN:978-951-39-7851-8

Publication open access: Openly available

Publication channel open access: Open Access channel

Abstract

Purpose: The purpose of this study was to examine pupils’ participation and physical activity, and teachers' behavior in heterogeneous, comprehensive school physical education classes. Methods: The study was a mixed-methods research case study. Its participants included a large third grade class (28 pupils) taught by a female class teacher and a small class of 11 seventh grade pupils taught by a male physical education teacher. The groups were selected using appropriate selection. Both groups were comprised of pupils with excellent learning abilities and learners who needed support. The research data was collected by observing physical education classes for several weeks. The classes were videotaped with two cameras. Pupils and teachers filled out a feedback form after every lesson. The teachers and seventh grade pupils were also interviewed. The research data were analyzed by using systematic observation and qualitative content analysis. Results: The results indicated that the pupils participated in physical education largely in accordance with the objectives of the lessons. However, this high degree of participation did not directly correlate with the high level of physical activity in the pupils. The teachers’ personal interactions with individual pupils, and support of pupils’ initiative proved to be important factors in preventing non-attendance and misbehavior in the PE classes. The results indicated that the groups’ size were related to the teacher's ability to meet students individually. A variety of different methods were found to promote pupils’ participation and physical activity in the heterogeneous groups. These methods can be divided into five main categories: individualizing instructional communication, modifying the physical learning environment, adapting the content of exercises, having a flexible lesson plan, and supporting the pupils’ involvement. The results of the study confirmed the theoretical notion of physical education as an ecological and didactic system. However, contrary to ecological theory, the initiative of a pupil proved to be more of a stimulant than a preventative factor in studying physical education.

Keywords: participation; physical activity; physical training; teaching and instruction; primary and lower secondary education

Free keywords: heterogeneous pupil group; participation; physical activity; physical education; teaching in physical education

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2019