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Opinion classroom teachers on teaching content of mini-basketball

Marko Susman (2014) Opinion classroom teachers on teaching content of mini-basketball. Diploma thesis.

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    We tried determining the opinion of nine-year primary school class teachers in fourth and fifth grades on the topic of implementing small ball in P.E. classes of the second period of primary education. With the help of selected literature, we drew up a questionnaire consisting of 25 questions. The first few questions were general (gender, age, year of education). What followed were questions about teaching small ball (popularity of teaching P.E. and small ball, success in teaching small ball, the amount of time dedicated to small ball, teaching methods and forms, exercise equipment and teaching conditions, extracurricular small ball activities, small ball competitions, etc.). The goal of the research was to determine to what extent teachers like teaching P.E. and small ball and how many lessons they devote to small ball on a yearly basis. We wanted to find out whether teachers would prefer to let other class teachers or P.E. teachers teach such activities or if they would prefer teaching them themselves. We tried determining the general opinion on small ball, on how pupils liked it and what conditions the schools provide for teaching small ball. We also tried to find out how often teachers opt for the use of balls in gymnastics, what kind of teams they assemble, whether they simplify or alter the rules and how much attention they devote to individual aspects of small ball. We were also interested in determining how often teachers use the appropriate vocabulary, how often they point it out to pupils, whether the school takes part in extracurricular activities and if it offers interclass and inter-school small ball competitions for fourth and fifth graders. What we also researched was whether teachers think that school surroundings offer appropriate conditions for teaching small ball and if they could contribute to an increased interest in teaching small ball. Lastly, we wished to figure out how well teachers were trained for teaching small ball and if they were interested in further training in the sphere. The research involved 135 (a hundred and thirty-five) fourth- and fifth-grade teachers in nine-year primary schools. Methods of basic statistics were used to process the acquired data. We have reached a conclusion that 60.0 % of teachers like teaching P.E. and that 45.9 % like teaching small ball. Additionally, 62.2 % of teachers think that they are successful in teaching small ball. 60.6 % of teachers dedicate 10 lessons or more to teaching small ball. The majority of teachers (72.6 %) prefer teaching small ball themselves while the rest would let other sports teachers do the job. The research established that 48.1 % of teachers think pupils are very fond of basketball. On the topic of how appropriate the conditions for teaching small ball provided by the school are, teachers expressed their opinion that the school provides the appropriate size of balls (68.9 %), a sufficient number of balls (68.9 %), appropriate small ball baskets (40.7 %), a sufficient number of baskets (71.9 %), suitable floor markings for small ball (43.0 %) which can be clearly seen (57.8 %), a sufficient amount of small cones (74.1 %), a sufficient amount of large cones (66.7 %), an appropriate amount of racks (48.1%) and sufficient free wall area for deflecting the ball (42.2 %). Forms of learning such as relay games are often used by teachers (52.2 %). Similar applies to orbit exercises (43.0 %) and often also circuit training (49.6 %). In addition to that, the main part of a lesson is often dedicated to elementary games (45.2 %). Our findings indicate that 45.2 % of teachers at times include a ball in gymnastics and that, when choosing the teaching method, 61.5 % of teachers opt for direct demonstration, 41.5 % of them opt for indirect demonstration, 60.0 % never opt for video viewing, 53.3 % prefer a regular explanation and 46.7 % choose discussion. According to the syllabus, teachers devote a lot of attention to technical elements of small ball (60.7 %), an average amount of attention to tactical elements (40.0 %), a lot of attention to the game itself (42.2 %) and an average amount of attention to the theoretical aspects (37.8 %). The research has found that teachers sometimes assemble such teams in which boys and girls play together (47.4 %), teams in which boys and girls play separately (54.1 %) and teams in which boys and girls sometimes play together and other times separately (46.7 %) while simplifying and changing the rules of the game (60.7 %). Half of all teachers often use the appropriate vocabulary (49.6 %) and regularly point out the use of suitable vocabulary to their pupils (43.0 %). Teachers think their school offers extra-curricular small ball activities (54.1 %) and that schools work in cooperation with basketball clubs (69.6%). Teachers stated that schools do not provide interclass competitions for fourth graders (80.0%) and fifth graders (83.0 %) or provide inter-school competitions for fourth graders (80.0%) and fifth graders (78.5 %). Teachers feel that school surroundings are relatively suitable for teaching small ball (31.9 %) and that appropriate equipment would contribute to an increased interest in teaching small ball (60.7 %). We have established that 57.0 % of teachers have sufficient knowledge for teaching small ball and that 61.5 % of teachers are willing to pursue further training in this sphere.

    Item Type: Thesis (Diploma thesis)
    Keywords: small ball, second period of primary education, exercise equipment, competition, class teacher
    Number of Pages: 75
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Vesna ŠtembergerMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10098249)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2207
    Date Deposited: 02 Jul 2014 11:08
    Last Modified: 02 Jul 2014 11:08
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2207

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