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Movement characteristics of elementary school second graders with integration of creative movement into lessons

Tjaša Janežič (2017) Movement characteristics of elementary school second graders with integration of creative movement into lessons. MSc thesis.

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    Abstract

    Nowadays the issue of children being overweight and thus having medical problems due to a lack of physical activity in addition to unhealthy diet is becoming greater and greater. Technological advance, which has on the one hand facilitated many aspects of life, has on the other hand caused physical activity among youth (and adults) to decline. It has also increased sedentary behaviour. But as children spend a huge part of the day in school it is important that the school tries to encourage a healthy lifestyle and physical activity among them as much as possible. Teachers can encourage physical activity in class also by using teaching approach called creative movement, which allows the integration of creativity and physical activity into the lessons. In our master's thesis we were interested in the characteristics of movement with the integration of creative movement in second grade math lessons. A total of 116 children attending the second grade in different schools in Ljubljana and its surroundings were included in the research. The pupils came from five different classes and we taught them geometry as part of the research (geometric shapes and solids, symmetry, lines and points) for 2 lessons three times per week. We were giving lessons with the use of creative movement in three classes (test group) and without the use of creative movement in two classes (control group). In the research we first analyzed teaching preparations to carry out the lessons in both groups. Three factors significant to these lessons were considered: using different learning forms, illustrating the lessons with body; and using different accessories. The results showed that lesson preparations for the test group included diverse learning forms (individual, frontal, group learning and working in pairs), a lot of physical activities involving the movement of larger body parts (for example stretching, bending and circling), the use of different dancing elements and different learning accessories. Learning preparations for the control group estimated less diverse learning forms (mostly frontal work) and the pupils mostly used movement of smaller body parts only (for instance writing, encircling pictures etc.) and observed the teacher using teaching accessories (for instance watching the rolling of geometric solids). Later on we were interested in energy consumption of the pupils in both groups during our lessons. The analysis results from Armband bracelets the pupils wore in the lessons showed that the pupils in the test group consumed 15.3% more energy than their peers in the control group. The differences between the groups were statistically significant. As a part of the research we verified if there were any differences in general math knowledge with the pupils from the test and the control group before performing the lessons. The results showed no significant differences in terms of general math knowledge. In addition to that no major differences were observed in the acquired geometry knowledge, which was tested after the lessons. We can conclude that creative movement as a teaching approach among other things contributes to the acquisition of new knowledge of the pupils via movement and thus offers a more diverse learning process than without such an approach. Moreover, energy consumption in this kind of a teaching approach is higher than without using creative movement.

    Item Type: Thesis (MSc thesis)
    Keywords: physical activity, creative movement, lesson, energy consumption, second grade
    Number of Pages: 99
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Helena Smrtnik VitulićMentor
    pred. dr. Vesna GeršakComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11684169)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 4626
    Date Deposited: 11 Sep 2017 08:25
    Last Modified: 11 Sep 2017 08:25
    URI: http://pefprints.pef.uni-lj.si/id/eprint/4626

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