Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Idrotten i skolan, för vem och vilka?: En kvantitativ studie för att se vilka elever motiveras till fysisk aktivitet på idrottslektion
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.
2020 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Physical education in school : A study to find out what motivates students to be physically active during physical education lessons. (English)
Abstract [sv]

Syfte: Syftet med denna uppsats är att ta reda på vad som motiverar gymnasieelever till fysisk aktivitet samt om denna motivation påverkar aktivitetsgraden under lektionerna i idrott och hälsa.

Frågeställningar:

  • Vad motiverar gymnasieelever till att vara fysiskt aktiva på lektionerna i idrott och hälsa?
  • Hur många gymnasieelever är fysiskt aktiva på fritiden?
  • Hur många gymnasieelever är föreningsaktiva på fritiden?
  • Hur hög är aktivitetsgraden hos gymnasieelever under lektionen i idrott & hälsa?
  • Är det någon skillnad i aktivitetsgrad mellan de fysiskt aktiva på fritiden kontra de inaktiva gymnasieeleverna?
  • Finns det en skillnad i aktivitetsgraden mellan de föreningsaktiva kontra de icke föreningsaktiva gymnasieeleverna?
  • Finns det skillnader mellan kön i aktivitetsgrad på lektionerna?
  • Finns det ett samband mellan aktiviteten gymnasieelever motiveras av och aktivitetsgraden under lektionen? 

Metod: Urvalet består av flickor (n=42) och pojkar (n=54) på gymnasiet. Studiens totala bortfall var totalt 14,4 % (15 elever). Enkätundersökningen och den direkta observationen med hjälp utav stegräknare genomfördes på fyra olika klasser, två klasser i årskurs ett och två klasser i årskurs två.

Resultat: Majoriteten av eleverna motiverades av prestation för att vara fysiskt aktiva på idrott och hälsa lektionerna. Det är 67. 7 % av eleverna som var fysiskt aktiva på fritiden, och 58 % av eleverna som inte var medlemmar i en idrottsförening. Eleverna tog 2906 steg per lektion. Det finns ingen skillnad i antal steg mellan de fysiskt aktiva och inaktiva eleverna på fritiden. Det finns en tendens till skillnad mellan de föreningsaktiva kontra de icke föreningsaktiva eleverna gällande antal steg. Det finns ingen signifikant skillnad mellan könen i frågan om antal steg på idrottslektionerna.

Slutsats:  De nio idrottslektioner som undersöktes hade en ensidig aktivitetsinriktning då åtta av nio idrottslektioner hade träning som praktik. Konsekvensen av detta blev att tävling, prestation samt upplevelse uteslöts, och eleverna fick inte utlopp utifrån vad de motiverades utav för praktik. Idrotten i skolan bör ha en bredare aktivitetsinriktning i skolan för att nå alla elever. Ett sätt att göra detta på skulle kunna vara att ge eleverna fler val under lektionen utifrån vad de tycker är lustfullt och vad de drivs utav.

 

Abstract [en]

Purpose: this study aims to find out what motivates students to be physically active during physical education lessons, and whether their motivation affect their activity level.

Objectives:

  • What motivates the students to be physically active during the physical education lessons?
  • How many students are physically active during their spare time?
  • How many students are physically active in a sports club?
  • How high is the students’ physical activity level during the physical education lessons?
  • Is there any difference in the activity level between the physically active and physically inactive students?
  • Is there any difference between students that are active in a sports club and those who are not?
  • Is there any difference in the physical activity level when it comes to gender?
  • Is there a connection between the factors that motivates students and the activity level during the physical education lesson?

Method: The selection consists of a distribution between girls (n=42) and boys (n=54) in high school. The total dropout rate for the study was of 14.4% (15 students). A survey and a direct observation using pedometers were conducted at four different classes: two of which were in grade one while the other two were in grade two. All the data was collected and analyzed in an Excel sheet.

Results: The majority of students are motivated by competitions and achievement in order to be more physically active in physical education lessons. 67. 7% of the students who participated in the study are physically active in their spare time, and 58% are not members of a sports club. The students took 2906 steps per lesson. There is no difference between the number of steps of the students who are physically active and those who are not in their spare time. There is no difference between the students who are active in a sports club and those who are not, where the ones who are active took more steps. There is no significant difference in the number of steps when it comes to gender. As per the connection between what motivates the students and the physical activity level during physical education lessons, the study showed that lessons that focus on practicing dancing skills supported girls more than boys in the activity level.

Conclusion: Based on the nine lessons of physical education that were investigated, we have come to the understanding that physical education lessons tend to have a one-sided practice orientation; since eight of nine lessons had training as practice. As a consequence, this excludes competition, achievement and physical education as an enjoyable experience. From this, we have concluded that the physical education in schools should have more diversity in practice orientation in order to include all students according to their different preferences. One way to do this is to give the students more choices during the lesson based on what they think is fun or what they are driven by.

Place, publisher, year, edition, pages
2020. , p. 38
Series
Examensarbete ; 2019:75
Keywords [sv]
skolidrott, stegräknare, fysisk aktivitet, Engströms logiker
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:gih:diva-6068OAI: oai:DiVA.org:gih-6068DiVA, id: diva2:1413024
Educational program
Physical Education Teaching; Physical Education Teaching
Supervisors
Examiners
Available from: 2020-03-23 Created: 2020-03-09 Last updated: 2020-03-23Bibliographically approved

Open Access in DiVA

fulltext(1084 kB)4 downloads
File information
File name FULLTEXT01.pdfFile size 1084 kBChecksum SHA-512
e055ad1f3d19cabe110eeb9534db16b27f23252590e67b85b28b326d94ece7e5dc2dc0a46fd37d17d10808298b3c3b98c8d8c83c84cfa5d5d85dff44e230dd56
Type fulltextMimetype application/pdf

By organisation
Department of Sport and Health Sciences
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 4 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 19 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf