Browsing by Subject "Koululiikuntakokemukset"

Experiences of excercise and moving in early childhood and youth are an integral part of adapting an athletic lifestyle and a positive relationship to excercise. Researches have shown that the experiences of excercise and moving in childhood create either positive, neutral or negative relationship to excercise all the way to adulthood. This researched aimed to find dif-ferent things that impact to these experiences. The research aimed to see how 6th grade stu-dents saw physical education as a school subject, how their motivation is built and how they experience their competense in physical education. The goal is to find ways to support the positive experiences towards excercising and thus the positive relation to excercise and the athletic lifestyle. The target population of the research were randomly selected 6th grade students from Espoo, Finland. In the research participated 128 students; 61 were girls and 67 were boys. The re-search data was collected via questionnaire. The questionnaire included questions about excperiences in physical education, intrinsic motivation, goal orientation and the experienced of competence. The data was processed and analyzed quantitatively with IBM SPSS Statis-tics 24. Average values and standard deviation were assebled to the charts to find the integ-ral findings. Also in the analyzing process was used a t-test for two independent samples and the Pearson correlation coefficient. The results of the research indicated that the enjoyment was most intergral part of positive excperiences in physical education and the positive intrinsic motivation. Enjoyment was sta-tistically correlative also with trying more in the physical education and the experiences the child has with competence. The girls were slightly more enjoying the physical education than the boys, but the excperiences of competence in the class was significantly better with the boys than the girls. In conclusion can be said that the more the student enjoys itself in the physical education the higher is the intrinsic motivation and the better the feeling of compe-tence in physical education. Cause-and-effect relationship can also be seen in reverse: the more the student feels competence in physical education the more enjoyment he or she feels during the classess. Thus the general challenge is to create positive experiences in the phy-sical education that support the feeling of succeeding and finding the intrinsic motivation.