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Browsing by Subject "fyysisen aktiivisuuden suositukset"

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  • Oppilaiden fyysisen aktiivisuuden edistäminen luokanopettajien näkökulmasta 
    Hellman, Jenni (2018)
    The objective of this study was to discover the thoughts of Finnish classroom teachers on promoting the physical activity of their students. The study examines teachers' attitudes towards promoting physical activity, the challenges they face in promoting physical activity and how they see their own readiness in promoting physical activity. In addition to attitudes and thoughts, the study wanted to analyse the concrete actions classroom teachers have taken to promote the physical activity of their students. Finally, the study also aims at exploring the factors that affect teachers' attitudes, readiness and the actions they take. This study is a mixed methods study with convergent parallel design strategy meaning it utilises both qualitative and quantitative research methods. The quantitative data was gathered with an electronic form managed by the University of Helsinki. The data consisted of 186 responses from Finnish classroom teachers and it was gathered between May and June 2017. The qualitative data, which was collected simultaneously with the quantitative data, consisted of eight theme interviews. The quantitative data was analysed with SPSS-program and the qualitative data was analysed with content analysis, quantification and by forming themes and types of the data. The study showed that teachers' attitudes towards promoting physical activity at school are very positive. However, the qualitative part of the study found four different dimensions inside the positive attitude which were general level, school level, teacher level and personal level. The challenges teachers face when promoting physical activity differed a lot between schools and some schools have less possibilities and much fewer resources than others. The readiness of the teacher was affected strongly by the teacher's own relationship towards exercise. If the teacher had studied physical education as a minor was also of great influence. The study also showed that there are room for improvement when it comes to teachers' actions towards promoting physical activity at school. Teachers concrete actions were strongly affected by their relationship towards exercise, attitude and readiness to promote physical activity.
  • Varhaisvuosien fyysisen aktiivisuuden suositusten toteutuminen Espoon suomenkielisen varhaiskasvatuksen lasten liikunnan ammattitutkinnon suorittaneiden arvioimana 
    Räikkälä, Marja (2020)
    The purpose of the study was to examine how the educated early childhood educators (participants) assess the importance and realization of physical activity. In addition, to examine the participants assessments and perceptions of the opportunities, barriers and suggestions to physical activity in their day care centres. The frame of reference for the study is the broader areas of competence in the Espoo Finnish-language Early Childhood Education Plan 2017 (Espoo Vasu 2017) and limited themes of the National Physical Activity Recommendations for Early Years (OKM 2016: 21). The participants have completed 1,5 year further vocational qualification in early childhood physical activity degree program. The study included features of quantitative and qualitative research and was a case study. The data was based on a survey conducted in February-March 2018 by an electronic questionnaire from participants in the city of Espoo. The response rate was 81%. The questionnaire contained both multiple choice questions and open-ended questions. The data was analyzed by quantitative and qualitative methods according to two broader research questions. Quantitative analysis was performed using SPSS Statics 24 and Excel. Results are expressed as percentages, chi square test, and frequencies. The qualitative part was analyzed by using content analysis. The participants in the study consider it important to include physical activity in the broad competencies of Espoo Vasu 2017 and evaluate the realization of physical activity well and very well within their own group of children. The physical activity of the participants child groups is good and very good. The statistical difference to the day care centres was very sig-nificant. The three most decisive factors in the participants work to promote physical activity are their own attitude, a vocational qualification in child physical activity and a supervisor. The three most important barriers to physical activity assessed by participants were early childhood education staff knowledge and participation, other factors such as time use and the structure of the child group and the learning environment in which all they had suggestions for improvements.

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