Osallistumattomuus koululiikunnassa - Yläkoululaisten syyt jättää osallistumatta liikuntatunneilla
Notice bibliographique
Résumé
This master’s thesis examines why students didn’t participate in lower secondary school physical education (PE) classes. The aim was to investigate the occurrence and reasons for non-participation, as well as students' opinions on school PE. The study also aimed to examine differences in non-participation between grade levels and genders. Non-participation refers to situations where a student purposefully does not engage in the teacher’s planned lesson activities. For example, a student may lean against the wall, lie down in the middle of an exercise or a game, leave the PE classroom without permission, or fool around. Non-participation is important research topic, as it occurs quite commonly in PE classes. Participation in PE lessons is important for students to achieve the goals of physical education. The study participants were consisted of 7th to 9th-grade students (n=185) from a lower secondary school in Jyväskylä. The data was collected at the school in January 2025 using a Webropol questionnaire, which was developed based on previous research literature. The data was analysed using frequency distributions, crosstabulations, the chi-square test, and the z-test. According to the results, about half of the students have at least sometimes refused to participate in PE classes. Approximately a quarter of the students refused to participate often. When comparing grade levels, 8th graders participate less than 7th and 9th graders during PE lessons. Girls answered more often than boys that they don’t participate. The most common reasons for non-participation among all respondents were: the lesson is boring, I am not interested in the lesson content, I am tired, I feel unwell or sick, and I just don't feel like it or I am having a bad day. A statistically significant differences between 7th–8th graders and 9th graders were found in four reasons: I cannot exercise with the group I want, the student group is too large, I get frustrated in class, and the lesson has no rules. 7th–8th graders responded that all these reasons affected their decision not to participate more than 9th graders was. A statistically significant difference between girls and boys was found in four reasons: PE class makes me anxious, I am tired, I get frustrated in class, and I just don’t feel like it or I am having a bad day. In all these reasons, girls answered more often than boys that the reason influenced their decision not to participate in physical education class. In addition, the results show that students who do not like PE are more likely to not participate. The findings of this thesis can be used in the planning and implementation of PE. Based on the results, teachers should pay attention to students' group dynamics, interaction, and opportunities for participation. Group bonding activities could help reduce dissatisfaction with group divisions and the non-participation associated with it. Investing in group cohesion and atmosphere could also potentially reduce anxiety related to PE classes. Furthermore, by listening to students' opinions and suggestions, teachers could positively influence students' attitudes and participation in PE.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,004 | 0,002 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,041 | 0,011 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».