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Title:Vključevanje gibalnih dejavnosti v vzgojno-izobraževalni proces : magistrsko delo
Authors:ID Pilko, Maja (Author)
ID Planinšec, Jurij (Mentor) More about this mentor... New window
Files:.pdf MAG_Pilko_Maja_2026.pdf (5,34 MB)
MD5: 22D8D49BCF0F6A0FDB1E0D687C2D7CDF
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Namen magistrskega dela je bil proučiti, ali učitelji razrednega pouka uporabljajo gibalne dejavnosti med vzgojno-izobraževalnim vsakdanom in v kolikšni meri. V raziskavi sta bili uporabljeni deskriptivna in kavzalno-neeksperimentalna metoda pedagoškega raziskovanja. Podatki so bili pridobljeni z anketnim vprašalnikom na vzorcu 50 učiteljev razrednega pouka z različno delovno dobo, med katerimi so prevladovali učitelji z do 10 leti (38 %) in 21–30 leti delovnih izkušenj (34 %). Rezultati raziskave kažejo na visoko stopnjo vključevanja gibanja v šolski vsakdan, saj kar (64 %) anketiranih učiteljev gibalne dejavnosti izvaja pogosto (trikrat ali večkrat tedensko). Gibanje je najpogosteje prisotno pri glasbeni umetnosti (68 %), angleščini (66 %) in matematiki (64 %), medtem ko je najmanjši delež vključevanja opazen pri likovni umetnosti. Med oblikami dela prevladujejo gibalni odmori in minute za zdravje, ki jih učitelji vrednotijo kot ključno orodje za miselno osvežitev (AS = 4,82) in lažje doseganje učnih ciljev (AS = 4,30). Pri uporabi teh pristopov učitelji opažajo pozitivne spremembe v vedenju učencev, predvsem večje veselje do dela in boljšo učno zbranost, čeprav se soočajo z izzivom tako imenovanega nadzorovanega nemira. Ugotavljamo, da anketirani učitelji gibalne dejavnosti prepoznavajo kot načrtovano in strokovno utemeljeno pedagoško prakso. Sklepamo lahko, da redno vključevanje gibalnih dejavnosti v učni proces neposredno prispeva k večji učni učinkovitosti in predstavlja nujen dejavnik za celostni razvoj učencev na razredni stopnji osnovne šole.
Keywords:gibalna dejavnost, osnovne šole, razredni pouk, učni proces
Place of publishing:Maribor
Place of performance:Maribor
Publisher:M. Pilko
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (83 str.))
PID:20.500.12556/DKUM-98176 New window
UDC:37.091.3:796(043.2)
COBISS.SI-ID:285877251 New window
Publication date in DKUM:23.07.2026
Views:396
Downloads:15
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:22.05.2026

Secondary language

Language:English
Title:Integrating physical activities into the educational process
Abstract:The purpose of this master's thesis was to examine whether elementary school teachers incorporate physical activities into their daily teaching practice and to what extent. The study employed descriptive and causal nonexperimental methods of educational research. Data were collected via a questionnaire administered to a sample of 50 elementary school teachers with varying lengths of service, among whom teachers with up to 10 years of experience (38%) and those with between 21 and 30 years of experience (34%) predominated. The research results indicate a high level of movement integration into the school day, as 64% of the surveyed teachers engage in physical activities frequently (three or more times per week). Physical activity is most common in music (68%), English (66%), and mathematics (64%), while the lowest rate of integration is observed in visual arts. Among the forms of activity, movement breaks and health minutes predominate, which teachers value as a key tool for mental refreshment (M = 4.82) and easier achievement of learning objectives (M = 4.30). When using these approaches, teachers observe positive changes in student behavior, particularly greater enjoyment of work and improved concentration, although they face the challenge of so-called "managed restlessness". We find that the surveyed physical education teachers view physical activity as a planned and professionally grounded pedagogical practice. We can conclude that the regular inclusion of physical activities in the learning process directly contributes to greater learning effectiveness and represents an essential factor for the holistic development of students in elementary school.
Keywords:physical activity, elementary schools, classroom teaching, learning process


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