Browsing by Subject "välitunti"
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(2016)The goal of this study was to gain knowledge of the changes in pupils' recess physical activity, caused by renovations of the pupils' elementary school playground, for a school in Tuusula, Finland. This study examined the qualitative and quantitative changes of recess physical activity, including the duration and intensity of the pupils' physical activity, and their habits. The hypothesis was that the amount of the pupils' physical activity would increase due to the tempting conditions of the newly renovated playground. This study was a case study, where the same pupils were measured twice; first in spring 2015 and again in spring 2016. Four elementary school classes, from grades two and four (2015), took part in this study. The first measurement of the study was conducted before the school's playground renovations, and the second measurement was conducted after the renovations completed. Each spring, the pupils were measured during three 30 minute recesses. Thirty pupils took part in an activity-tracker study, where their body accelerations were measured objectively to gain knowledge of the duration and intensity of recess physical activity. Data from the activity trackers were analyzed quantitatively, with non-parametric research methods. In addition, 65 pupils in the first spring, and 59 in the second spring, filled in a recess diary. The recess diaries produced data about the habits of the recess physical activity, which was analyzed qualitatively. According to the data from the activity trackers, the duration and the intensity of recess physical activity did not change after the renovations of the new school playground. The average physical activity and the intensity of the physical activity during recess decreased slightly from the first measurement in 2015 to the second measurement in 2016, but the difference was not statistically significant. Activity in different intensity levels decreased slightly, but the difference was not statistically significant, except in the light intensity level where activity increased from 10,5 minutes to 13,5 minutes on average, and this difference was statistically almost significant. The data collected from the recess diaries indicated that the most popular recess activities in the 2015 and 2016 measurements were football (soccer), and chasing games/yard games. Some of the less popular recess activities dropped out of the pupils' selection and were replaced by new functions of the school playground. Running as a recess activity was more popular in the second measurement than in the first, partly due to the building of a new running and long-jump track. There were no big changes in duration, intensity and habits of recess physical activity between the two measurements.
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(2015)The purpose of this study was to examine two informal interaction situations that students encounter during the breaks in between classes in school; encounters among peers and the encounters between a student and a teacher. To further understand how students behave in these situations, how they see others behave and how they attribute these beaviours. Main idea was to understand these situations through the student's point of view. Are the situations described as positive or negative encounters, what are the different topics of the situations and to find out how 6th grade students in Finland understand the situations they describe themselves. Methods. The study gathered picturetask projections from 82 6th grade students, from 3 different schools located around Finland. Picturetask projections had 2 pictures, one from a school yard with peers on it and the other one from the school yard with a student-teacher encounter. Both pictures had assisting questions for the participants. The answers were analysed by using content analysis. They were first divided between negative and positive descriptions, then categorised into themes that rouse from the data. And finally categorised by using the 3 main attributional theory classifications; locus of control, controllability and stability, to understand how the 6th graders attributed the situations they described. Results and conclusions. Most of the descriptions were negative, more so in the student-teacher encounters. In these two informal situations there were some themes found in both, like school bullying and nice chats, but there were also some themes that were only found in one or the other. In descriptions from peer situations themes of tough guys were found, whereas in student-teacher descriptions had themes of telling the students off when behaved badly. In regard to attributions the results were very similar in both projections. Most of the situations were described as momentarily and attributed to external causes. In half of the peer situations and in over half of the student-teacher situations students felt able to control the situation.
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