Title Utjecaj programiranih tjelovježbenih zadataka na tjelesnu aktivnost učenika tijekom samoizolacije usred COVID-19 pandemije Title (english) The influence of programmed exercise tasks on the physical activity of students during self-isolation in the middle of the COVID-19 pandemic Author Leo Matković Mentor Hrvoje Podnar (mentor)Committee member Hrvoje Podnar (predsjednik povjerenstva)Committee member Dario Novak (član povjerenstva)Committee member Maroje Sorić (član povjerenstva)Granter University of Zagreb Defense date and country 2022-09-23, Croatia Scientific / art field, SOCIAL SCIENCES Abstract Uvod i cilj
Početkom 2020. godine cijeli svijet zahvatila je pandemija izazvana virusom COVID-19. Virus je u kratkom vremenu zarazio izrazito veliki broj ljudi te utjecao na rad svih javnih djelatnosti pa tako i sustava školstva. Zbog sve većeg broja zaraženih učenika uvedena je mjera samoizolacije za cijeli razredni odjel kako bi se suzbilo daljnje širenje virusa. Provođenje nastave na daljinu stvorilo je mnoge otežavajuće čimbenike koji su ograničavali kvalitetnu provedbu nastave Tjelesne i zdravstvene kulture (TZK). Jedan od načina održavanja razine tjelesne aktivnosti učenika tijekom nastave na daljinu bio je provođenje programiranih tjelovježbenih zadataka putem platformi za učenje na daljinu. Učitelji TZK isplanirali su provedbu tjelovježbenih zadataka te pomoću mobilnih aplikacija za mjerenje koraka pratili tjelesnu aktivnost učenika.
Stoga je cilj ovoga rada istražiti utjecaj programiranih tjelovježbenih zadataka na razinu tjelesne aktivnosti učenika tijekom samoizolacije usred COVID-19 pandemije.
Metode
Učenici 6. i 8. razreda osnovne škole podijeljeni su u dvije skupine. Jednu skupinu čine razredni odjeli kojima je izrečena mjera samoizolacije u trajanju od 10 dana (23 učenika). Drugu skupinu čine učenici koji su nastavu provodili standardno u školi (19 učenika). Učenici u samoizolaciji upućeni su u provedbu programiranih tjelovježbenih aktivnosti. Učenici u školi provodili su standardnu nastavu TZK. Svi učenici upućeni su u praćenje broja koraka tijekom 5 dana pomoću mobilnih aplikacija.
Rezultati
Rezultati ukazuju kako nije bilo razlike u tjednom broju koraka kod učenika koji su nastavom na daljinu provodili programirane tjelovježbene sadržaje od tjednog broja koraka učenika koji su sudjelovali u redovitoj kontaktnoj nastavi Tjelesne i zdravstvene kulture. Učenici u samoizolaciji u prosjeku su napravili 32381±3913 koraka tjedno, dok su učenici koji nisu bili u samoizolaciji napravili 31081±4317 koraka tjedno. Vrijednosti standardnih devijacija ukazuju na veliku individualnu varijabilnost u postignutom broju koraka i kod učenica i kod učenika oba razreda. Također, prosječne vrijednosti kod oba spola i kod oba razreda niže su od preporučenih dnevnih vrijednosti.
Zaključak
Nastava na daljinu nije ostavila negativne posljedice na učenike i učenice koji su bili u samoizolaciji, budući da su rezultati pokazali sličnosti u broju koraka. Međutim, navedeni zaključak samo je djelomično točan kada uzmemo u obzir kako je samo dio učenika u potpunosti proveo programirane tjelovježbene zadatke te kako su prosječne vrijednosti broja koraka bile ispod preporučenih. Rezultati i iskustvo ostvareno ovim istraživanjem doprinos je mogućnostima korištenja informacijsko-komunikacijskih tehnologija u nastavi Tjelesne i zdravstvene kulture.
Abstract (english) Introduction and objective
At the beginning of 2020, the entire world was affected by the pandemic caused by the COVID-19 virus. The virus infected an extremely large number of people in a short time and affected the work of all public activities, including the education system. Due to the increasing number of infected students, a measure of self-isolation was introduced for the entire classroom in order to prevent the further spread of the virus. Teaching at a distance created many aggravating factors that limited the quality implementation of Physical and Health Education (PHE) classes. One of the ways to maintain the level of physical activity of students during distance learning was the implementation of programmed exercise tasks through distance learning platforms. TZK teachers planned the implementation of exercise tasks and monitored the students' physical activity using mobile apps for measuring steps. Therefore, the goal of this paper is to investigate the impact of programmed exercise tasks on the level of physical activity of students during self-isolation in the middle of the COVID-19 pandemic.
Methods
Students of the 6th and 8th grades of elementary school were divided into two groups. One group is made up of classes that were imposed a self-isolation measure for 10 days (23 students). The second group is made up of students who had standard lessons at school (19 students). Students in self-isolation were instructed to carry out programmed exercise activities. The students at the school conducted standard TZK classes. All students were instructed to monitor the number of steps for 5 days using mobile applications.
The results
The results indicate that there was no difference in the weekly number of steps of students who implemented programmed exercise content through distance learning from the weekly number of
steps of students who participated in regular contact classes of Physical and Health Culture. Students in self-isolation took an average of 32381±3913 steps per week, while students who were not in self-isolation took 31081±4317 steps per week. The values of the standard deviations indicate a large individual variability in the number of steps achieved by both male and female students of both classes. Also, the average values in both sexes and in both classes are lower than the recommended daily values
Conclusion
Distance learning did not leave negative consequences for students and students who were in self-isolation, because the results showed similarities in the number of steps. However, the stated conclusion is only partially correct when it is taken into account that only a part of the students solved the programmed physical tasks and that the average values of the number of steps were below the recommended ones. The results and experience gained from this research are a contribution to the possibilities of using information and communication technologies in the teaching of Physical and Health Education.
Keywords
nastava na daljinu
informacijsko-komunikacijske tehnologije u nastavi TZK
tjelesna aktivnost učenika
Language croatian URN:NBN urn:nbn:hr:117:901760 Study programme Title: Kinesiology; specializations in: Kinesiology in Education and Track-and-Field, Kinesiology in Education and Fitness, Kinesiology in Education and Wrestling, Kinesiology in Education and Sailing, Kinesiology in Education and Windsurfing, Kinesiology in Education and Judo, Kinesiology in Education and Kayaking, Kinesiology in Education and Kinesiological Recreation, Kinesiology in Education and Kinesitherapy, Kinesiology in Education and Physical Conditioning of Athletes, Kinesiology in Education and Basketball, Kinesiology in Education and Football, Kinesiology in Education and Volleyball, Kinesiology in Education and Basic Kinesiological Transformations, Kinesiology in Education and Dancing, Kinesiology in Education and Swimming, Kinesiology in Education and Rhythmic Gymnastics, Kinesiology in Education and Handball, Kinesiology in Education and Skiing, Kinesiology in Education and Artistic Gymnastics, Kinesiology in Education and Management of Sport, Kinesiology in Education and Tennis, Kinesiology in Education and Rowing Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2022-10-14 08:45:35
