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Passa bollen!: En interventionsstudie rörande elevers delaktighet i tre olika undervisningsmodeller i bollspel
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
2014 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Sammanfattning

Syfte och frågeställningar

Studiens syfte var att belysa elevers delaktighet under en bollspelslektion avseende bollinnehav och initiativtagande med boll. Ett andra syfte var att studera om delaktighet i bollspel förändras beroende på hur undervisningen genomförs. Studiens frågeställningar var följande: Hur är fördelningen och spridningen i antalet bollkontakter i bollspel bland flickor och pojkar i en skolklass?  Hur agerar flickor och pojkar när de har bollen i spelet? Förändras beteendet från det första till det sista tillfället? Är det någon skillnad i utveckling över tid, med avseende på elevers delaktighet och agerande med bollen i spelet i de tre undervisningsmodellerna?

Metod

Tre olika undervisningsmodeller har provats vid tio tillfällen under tio veckor och jämförts i en interventionsstudie. Det första och sista tillfället har bestått av endast spel, där 147 elever granskats i sitt agerande. Vid åtta tillfällen däremellan har tre klasser spelat boll utan pedagogiska insatser och tre klasser undervisats endast med spel men med en lärare som i spelet använt pedagogiska regler för utveckling av delaktighet. I en modell har tre klasser övat teknik och samspel före spel. Totalt har nio skolklasser i skolans år 4-6 har deltagit i studien.

Resultat

Det är en mycket stor skillnad i elevers delaktighet i bollspel. Skillnaden är stor mellan kön men också inom kön. Pojkar rör bollen oftare och tar betydligt fler initiativ än flickor. Men det finns också flickor som rör bollen ofta och tar många initiativ i spelet och har mer gemensamt med pojkar med stor delaktighet, och det finns pojkar som sällan deltar i spelet som har mer gemensamt med flickor med liten delaktighet. I studien framkommer att den undervisningsmodell som använt övningar före spel har utvecklat elevers delaktighet bättre än de båda spelgrupperna. Beträffande utveckling av elevers initiativförmåga i spelet blev utvecklingen marginell i alla de tre undervisningsmodellerna.

Slutsats

Att undervisa med övningar före spel gav en bättre utveckling av elevers delaktighet än att bara spela under en lektion. Den stora skillnad i bollberöringar som fanns mellan elever, både mellan och inom kön, försvann dock inte trots tio lektioner med någon undervisningsmodell.

Abstract [en]

Abstract

Aim

The purpose of the study was to illuminate the participation in a lesson with ballgames for children in a school class in their fourth to sixth year in school. Participation was described as to be in contact with the ball and the way the children acted with the ball. A second purpose was to find out how the participation changed depending on teaching model. The research questions were as follows: is there a difference between boys and girls in ball contacts during a ballgame in a school class? How do boys and girls act when they have the ball in a ballgame? Is there a change in behavior with the ball from the first until the last moment? Is there a change in pupil participation during the study depending on the teaching model used?

Method      

Three different teaching models were implemented ten times during a period of ten weeks. The first and the last lesson were used to make observations of all 147 pupils participating in the study. In between there were eight lessons where three classes comprised ballgames without any educational effort, three classes involved a teacher who let the children play ballgames the whole lesson using educational rules to develop the pupils’ ability to take part in the games, and three classes included drills to both develop technique and ability to participate in a team before the games and with the teacher also using educational rules. Altogether nine school classes participated in the study.

Results

There is a big difference in the participation among pupils in ballgames in school. There is a big difference between, but also within, genders: boys touch the ball much more often and take much more initiative compared to girls. But there are also girls who are often in contact with the ball and are taking a lot of initiative in the games, thus having more in common with boys compared to other girls, and some boys do not participate much in the games. The teaching model which included drills before playing did develop group participation better than the other teaching models.  There was no significant difference in developing initiative in the ballgame between the three teaching models.

Conclusions

To teach ballgames with drills before playing seems to be better if you want the pupils to develop their ability to participate in the ballgames compared to there being only play during the lesson. But the difference remained in ball contacts and behavior in a ballgame both between and within groups of boys and girls. There are still many questions to answer about education in ballgames after this study.

Place, publisher, year, edition, pages
2014.
Series
Examensarbete, 2014:1
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:gih:diva-3214OAI: oai:DiVA.org:gih-3214DiVA: diva2:691222
Educational program
Fristående kurs
Supervisors
Examiners
Available from: 2014-01-27 Created: 2014-01-27 Last updated: 2014-01-27Bibliographically approved

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