Mokiniu fizinio aktyvumo ir mokymosi pasiekimu sasajos su mokiniu bei mokytoju bendravimo ir bendradarbiavimo ypatumais per kuno kulturos pamokas.

Autor/inn/en	Rutkauskaite, Renata; Januseviciute, Sandra
Titel	Mokiniu fizinio aktyvumo ir mokymosi pasiekimu sasajos su mokiniu bei mokytoju bendravimo ir bendradarbiavimo ypatumais per kuno kulturos pamokas. Gefälligkeitsübersetzung: Die körperliche Aktivität von Schülern und die Lernergebnisse korrelieren mit den Merkmalen der Kommunikation und der Zusammenarbeit zwischen Schülern im Sportunterricht.
Quelle	In: Sporto mokslas, (2015) 1, S. 33-39 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	litauisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1392-1401
Schlagwörter	Kommunikation; Kommunikation; Kooperation; Lehrer; Schüler; Schulsport; Sportunterricht; Lernerfolg; Sportpädagogik; Lehrer; Schüler-Lehrer-Beziehung; Schüler; Lernerfolg; Schulsport; Sportpädagogik; Sportunterricht; Kooperation
Abstract	The aim of research was to determine students physical activity, learning outcomes, student and teacher communication and collaboration features, and interactions between them. Methods. The participants were 204 healthy Lithuanian schoolchildren of 7 th -9 th grade, 99 boys and 105 girls. The respondents were given a questionnaire, which consisted of three parts. The first part of survey included questions about students gender, age, class, school, academic achievement (AA) - the last semester (trimester) learning grades in different subjects, physical education lessons trimester (semester) grade. The second part included questions about pupils' physical activity (PA) (Petronyte, 2009), the third part of the questionnaire was designed to determine the students' and teacher communication and cooperation peculiarities in physical education (PE) classes (Questionnaire on Teacher Interaction (QTI) - economical 48-item version, cited from Fisher et al., 1995). Results and conclusions. During the research it was determined that only 30.9% of students (40.4% - boys and 21.9% girls respectively) were physically active (p(0.05). The most active were 16 years old students (62.5%), passive were 13 years old students (73.3%) (p)0.05). Although statistically significant differences there were not established but students with average AA were more active (33.3 %) in comparison to the students classified as having excellent (32.7%), good (27.5%) and poor AA (30.0%) students (p)0.05). g irls AA were better (7.46) than boys (6.81), as well as younger students - 13 year aged students (7.34) (p(0.05). Students declared that for them positive PE teacher characteristics is very important, which in turn develops communication and collaboration. Students usually describes their PE teacher as a leader, understandable, helping and not uncertain person. g irls and boys from all described PE teacher peculiarities stated that at least their recognizing him as showing dissatisfaction, blaming and uncertain. It was determined that students with better AA claimed that the PE teacher more often lets them lead, for them it's easy to make a fool, and respectfully students with lower AA declaring fact that PE teacher can quickly get angry, are impatient, sarcastic, suspicious, seems dissatisfied and strict, sometimes students afraid of him (p(0.05). Physically active students values more positive than negative teacher characteristics (p)0.05). Weak but statistically significant correlations were determined among schoolchildren academic achievement, physical activity and communication and cooperation peculiarities (p(0.05). Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2015/4