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I rörelse: En komparativ studie av nivå och mängd fysisk aktivitet hos elever på gymnasiesärskolan jämfört med gymnasieskolan
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.
2017 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
In movement : A comparative study of level and amount physical activity among students in special schools compared to upper secondary school (English)
Abstract [sv]

Syfte: Syftet med denna uppsats är att undersöka och jämföra mängden och nivån på fysisk aktivitet under skoldagen, där även lektioner i idrott och hälsa ingår, hos elever på gymnasie- och gymnasiesärskolan.

Metod: Målgruppen utgjordes av en klass från gymnasiesärskolan bestående av sex elever och45 elever från fyra klasser från årskurs 1–3 i gymnasieskolan. För att undersöka mängden och nivån av den fysiska aktiviteten användes som mätinstrument stegräknare och pulsmätare. Undersökningen pågick under två skoldagar som inkluderade lektioner i idrott och hälsa. Som teoretiskt ramverk kommer uppsatsen utgå från begreppet fysisk aktivitet, indelat i nivå och mängd, vilket kommer analyseras utifrån begreppet moderate to vigorous physical activity (MVPA) samt hälsorekommendationerna gällande antal steg per dag.

Resultat: Undersökningen visade att eleverna i gymnasiesärskolan och gymnasieskolan i genomsnitt ackumulerade ungefär lika många steg under en skoldag. Det var däremot signifikant skillnad när det gällde hur många av skoldagens steg som utfördes under lektionen i idrott och hälsa. Eleverna i gymnasiesärskolan gick ca 34 procent av skoldagens totala antal steg under lektionen i idrott och hälsa medan eleverna i gymnasieskolan gick ca 50 procent. Det var också signifikant skillnad gällande vilken nivå av fysisk aktivitet eleverna låg på under lektionen i idrott och hälsa. Eleverna i gymnasiesärskolan spenderade ca 33 procent av lektionen i MVPA medan motsvarande var 70 procent av lektionen för eleverna gymnasieskolan.   

Slutsats: Resultatet gällande total fysisk aktivitet under skoldagen indikerar att eleverna i gymnasiesärskolan har en mer fysisk aktiv skoldag utöver lektionerna i idrott och hälsa än eleverna på gymnasieskolan. Detta eftersom resultatet visar att de kommer upp i liknande antal steg över en hel skoldag, trots att de har färre antal steg på lektionen i idrott och hälsa än eleverna på gymnasieskolan. Beträffande nivån på fysisk aktivitet under lektionen i idrott och hälsa visade resultaten signifikanta skillnader gällande tid spenderad i MVPA mellan grupperna. Eleverna i gymnasiesärskolan spenderade mindre än hälften av lektionstiden i MVPA jämfört med eleverna i gymnasieskolan. En förklaring till det skulle kunna var olika lektionsinnehåll eller problematiken kring utvecklingsstörning.

Abstract [en]

Purpose: The main purpose of this study was to examine and compare amount and level of physical activity during the school day, which also include a physical education lesson, among pupils in upper secondary school with and without mental retardation.

Method: The target group of this study composed of six high school students from one class from special school and 45 students from four classes of first to third grade in the upper secondary school. In order to examine the amount and level of physical activity, the study used pedometers and heart rate monitors. The survey of this study lasted two whole school days which included physical education lessons. As for theoretical framework, this study presupposes from the concept physical activity which is divided into level and amount of physical activity. It will be analyzed with the concept moderate to vigorous physical activity (MVPA)and the recommendation of health regarding steps taken per day.

Results: The study showed that students from the special school and upper secondary school on average accumulated the same amount of steps during one school day. There was however a significant difference in how much of the total steps of the school day that was accumulated during the physical education lesson. For the students in the special school about 34 percent of the steps taken during the school day came from the physical education lesson and equal result for the students in upper secondary school was about 50 percent. There were also significant differences regarding the level of physical activity among the students during the lesson in physical education. Students in special school spent about 33 percent of the lesson in MVPA while the students in upper secondary school spent 70 percent of the lesson in MVPA.

Conclusion: The result indicates that the students in special school overall have a more active schoolday beyond the lessons in physical education than the students in upper secondary school. This is because the results show that they have the same amount of steps during the whole school day, despite the fact that they have fewer steps than the students in upper secondary school during the lesson in physical education. Regarding the level of physical activity during the lesson in physical education the result showed significant difference between the study groups. The students in the special school spent less than half the time in MVPA compared with the students in upper secondary school. An explanation to that could be different lesson content or the complex of problems regarding intellectual disabilities.

Place, publisher, year, edition, pages
2017. , 47 p.
Series
Examensarbete, 2016:95
Keyword [en]
Physical activity, MVPA, physical education, mental retardation, heart rate, pedometer
Keyword [sv]
Gymnasiesärskola, fysisk aktivitet, idrott och hälsa, utvecklingsstörning, MVPA, pulsmätare, stegräknare
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:gih:diva-4857OAI: oai:DiVA.org:gih-4857DiVA: diva2:1088762
Educational program
Physical Education Teaching; Physical Education Teaching
Supervisors
Examiners
Available from: 2017-04-18 Created: 2017-04-14 Last updated: 2017-04-18Bibliographically approved

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