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Vad ska jag kunna i ämnet idrott och hälsa?: En kvantitativ studie om elevers kännedom av kunskapskraven i ämnet idrott och hälsa.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
What should I learn in physical education? : I quantitative study of how familiar students are with the knowledge requirements in physical education. (English)
Abstract [sv]

Syfte

Syftet med denna uppsats var att undersöka i vilken grad elever i årskurs 9 känner till kunskapskravens formuleringar i idrott och hälsa samt vilka kunskaper de tror att de behöver utveckla. Undersökningen genomfördes från ett elevperspektiv och hade följande frågeställningar: ”I vilken utsträckning känner eleverna till kunskapskraven i idrott och hälsa?”, ”Vilka kunskapskrav känner eleverna sig mest respektive minst bekanta med?”och ”Vilka kunskaper tror eleverna att de ska utveckla i ämnet idrott och hälsa?”

Metod

Metoden för denna studie var enkäter för att samla in kvantitativa data om elevernas kännedom kring respektive kunskapskravsformulering samt vilka kunskaper som anses viktiga. Enkäten var tvådelad och bestod av frågor med fasta svarsalternativ. Studien genomfördes på 301 elever i och utanför Stockholm.

Resultat

Studien visade att eleverna var mycket väl bekanta med över hälften av kunskapskraven. Fem av nio kunskapskrav fick över 90 procent positiva svar. Kunskapskravet som eleverna var minst bekanta med fick 78 procent positiva svar. Kunskapskraven som eleverna kände sig mest bekanta med behandlade bland annat ”orientering”, “dans och rörelse” och “simning”. Kunskapskraven som eleverna kände sig minst bekanta med handlade om att “hantera nödsituationer”, “samtala och reflektera” och “friluftsliv”. Angående vilka kunskaper elever ansåg de ska utveckla svarade eleverna att det viktigaste var att vara fysiskt aktiv så mycket som möjligt under lektionstid. En jämförelse av resultaten av de olika frågeställningarna visade att eleverna ansåg innehållet i kunskapskraven som viktiga kunskaper att utveckla. Eleverna ansåg även att vissa attitydsrelaterade påståenden som: “att göra sitt bästa” och “att samarbeta” var viktiga, medan prestation inte ansågs lika viktigt att utveckla i ämnet.

Slutsats

Sammanfattningsvis konstaterades att eleverna var väl bekanta med de flesta kunskapskraven. Trots deras medvetenhet kring kunskapskraven indikerade resultaten att det fanns fler kunskaper som ansågs viktiga att utveckla i ämnet, som till exempel att vara fysisk aktiv så mycket som möjligt och att samarbeta.

Abstract [en]

Aim

The purpose of this study was to examine how familiar students in ninth grade are with the knowledge requirements in physical education and what skills they believe they must develop. The study was conducted from a student perspective with the following research questions: To what extent are the students familiar with the knowledge requirements in physical education? Which knowledge requirement do the students feel most and least familiar with? What skills in physical education do the students believe they must develop?

Method

A questionnaire was used to collect quantitative data regarding the students’ awareness of knowledge requirements and what skills are considered important. The questionnaire consisted of two parts with questions with fixed answers. The study was conducted on 301 elementary school pupils in and outside of Stockholm.

Results

The study showed that the students were very familiar with more than half of the knowledge requirements. Five out of nine knowledge requirements received over 90 percent positive answers. The knowledge requirement the students were least familiar with received 78 percent positive answers. The requirements that the students were most familiar with concerned “orienteering”, “dance and movement”, and “swimming”. The requirements that the students were least familiar with were “emergency management”, “conversation and reflection” and “outdoor activity”. The answer to the last research question was “to be as physically active as possible during the lessons”. A comparison between the results of the three research questions showed that the students found that the knowledge requirements consisted of important skills to develop. Furthermore, the students rated attitudes such as “doing my best” and “to collaborate” to be important, whereas performance was not rated as an important skill to develop.

Conclusions

The students were well acquainted with the knowledge requirements in physical education. Despite their awareness of the knowledge requirements, the results indicated that there are several more skills considered important to develop in the subject, such as; being as physically active as possible and to collaborate.

Place, publisher, year, edition, pages
2019. , p. 62
Series
Examensarbete ; 2018:88
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:gih:diva-5640OAI: oai:DiVA.org:gih-5640DiVA, id: diva2:1296704
Educational program
Physical Education Teaching; Physical Education Teaching
Supervisors
Examiners
Available from: 2019-03-18 Created: 2019-03-17 Last updated: 2019-03-18Bibliographically approved

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Citation style
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