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2020, vol. 74, br. 1, str. 73-81
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Aktivno vreme vežbanja učenika tokom primene različitih organizaciono-metodičkih formi rada na času fizičkog vaspitanja
An active workout time of students during physical education classes applying different organizational-methodical forms of work
Projekat: Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije (MPNTR - 47008)
Efekti primenjene fizičke aktivnosti na lokomotorni, metabolički, psiho-socijalni i vaspitni status populacije R Srbije (MPNTR - 47015)
Sažetak
Nastava fizičkog vaspitanja je prepoznata, kao jedan od ključnih faktora, u promociji i povećanju fizičke aktivnosti dece i mladih. Ipak, analiza studija, koje se bave aktivnostima učenika na časovima fizičkog vaspitanja u osnovnoj školi, pokazala je da udeo vremena, koji učenici provode u fizičkoj aktivnosti na časovima, ne ispunjava polovinu od ukupnog trajanja časa. Stoga je aktivno vreme vežbanja učenika na času fizičkog vaspitanja odabrano kao predmet ovog istraživanja. Cilj rada je da se utvrdi aktivno vreme vežbanja učenika u odnosu na različite organizaciono-metodičke forme rada u osnovnoj fazi časa fizičkog vaspitanja. Takođe, cilj ovog rada je bila i procena aktivnosti nastavnika na času fizičkog i zdravstvenog vaspitanja, u odnosu na primenjenu formu rada. Istraživanje je sprovedeno na uzorku od 22 učenika petog razreda osnovne škole, tokom usavršavanja sadržaja iz oblasti vežbi na spravama i tlu. Za prikupljanje podataka o fizičkoj aktivnosti učenika i didaktičko-metodičkoj aktivnosti nastavnika, korišćen je validirani instrument SOFIT. Svi prikupljeni podaci obrađeni su deskriptivnom statistikom. Utvrđeno je da je aktivno vreme vežbanja učenika na svakom od časova iznosilo preko 50% od ukupnog vremena trajanja časa. Najveće aktivno vreme vežbanja je bilo na času, na kome je primenjena paralelno-odeljenska forma rada - 24,17 min, ili 65,32% od realnog trajanja časa. Primenom dopunske vežbe, aktivnost je iznosila 57,21%, dok je najkraće aktivno vreme bilo kod primene metoda stanica (56,62%). Nastavnik je najviše vremena proveo dajući instrukcije učenicima, i to, tokom primene paralelno-odeljenske forme rada, što je iznosilo 49,55% od ukupnog trajanja časa, kod staničnog metoda 44,66%, a prilikom realizacije časa pomoću dopunske vežbe 36,04%. Ostale aktivnosti nastavnika su bile "promovisanje vežbanja" (bodrenje učenika), kao i asistiranje.
Abstract
Physical education teaching is recognized as one of the key factors in promoting and increasing the physical activity of children and youth. However, the analysis of studies dealing with the students physical activity in physical education classes in primary school, showed that the share of time that students spend in physical activity in classes does not meet half of the total time duration of the class. Therefore, an active workout time of students during physical education classes was chosen to be the subject of this research. The goal of this research was to establish an active workout time of students in relation to different organizational-methodical forms of work in the main phase of the physical education class. Also, the goal of this research was to assess the activity of a physical education teacher in the physical and health education class, in relation to the applied organizational-methodical form of work. The research was conducted on a sample of 22 fifth grade elementary school students, where three classes of sports gymnastics were held. For providing information about students' physical activity and teacher's didactic-methodical activity, validated instrument SOFIT was used. All data were analyzed using descriptive statistics. It is determined that an active workout time of students in each class was over 50% of the total time duration of the class. The students' most active workout time was during a parallel-class form of exercises - 24.17 min, or 65.32%, in comparison with the total time of the class. During additional exercises, activity was 57.21%, while the shortest active time was during stops method (56.62%). The teacher spent most of the time giving instructions to the students, where, while applying a parallel-class form of exercises this task was using 49.55% of the total time of class, stops method 44.66% and additional exercises 36.04%. The rest of the time, the teacher was using "promotion of fitness" (encouraging students) and exercise assistance.
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