139 KB0 KB199220252002Boben, DušicaCecić Erpič, SašaNovak Zabukovec, VlastaŠkof, Brankoštevilka:2letnik:8str. 50-58ISSN:1318-2269COBISSID:1712561URN:URN:NBN:SI:doc-ALVE91XQenFakulteta za šport, Inštitut za kineziologijoKinesiologia Slovenicamotivacijaraziskavešportna vzgojatekmovalnosttežavnostučenciCompetitiveness and difficulty during physical education classes| Tekmovalnost in težavnost pri urah športne vzgoje|In this article the perceived competitiveness and difficulty during physical education classes will be introduced. Previous researches have confirmed that the perception of classroom climate, and thus also that of competitiveness and difficulty, changes from primary to secondary school, and that gender differences occur as well. In this research we tried to establish which variables significantly differentiate groups of pupils who perceive low or high competitiveness and difficulty. The second goal was practical application of the findings. We used questionnaires for measuring classroom climate, motivation and attitudes in the sample of 1152 pupils from primary and secondary schools. The discriminant analysis was used. Considering the mentioned variables, it confirmed two groups of pupils. The group which perceives a high level of competitiveness and difficulty can be described with the motivational-attitudinal function, which offers the teacher relatively precise guidelines for the work in physical education classes. Competitiveness is related to extrinsic motivation, while difficulty with the intrinsic one. At the same time a new question arises, namely, which pedagogical methods a physical education teacher should employ with the pupils who perceive a lower level of competitiveness and difficulty, since this group does not sufficiently relate to the selected variablesV tem prispevku bo predstavljena zaznana tekmovalnost in težavnost pri urah športne vzgoje. Raziskave so potrdile, da se zaznavanje razredne klime in s tem v zvezi tudi tekmovalnosti in težavnosti spreminja iz osnovne v srednjo šolo in da razlike nastopajo tudi med spoloma. V raziskavi smo ugotavljali, katere spremenljivke pomembno razlikujejo med skupinami učencev, ki zaznavajo nizko oz. visoko tekmovalnost in težavnost. Drugi cilj raziskave pa je praktična aplikacija dobljenih rezultatov v prakso. Uporabljeni so bili vprašalniki za merjenje razredne klime, motivacije in stalisč. V raziskavo je bilo vključenih 1152 učencev osnovnih in gimnazij, petih, sedmih razredov ter prvih in tretjih letnikov. Uporabljena je bila diskriminantna analiza, ki je potrdila dve skupini učencev glede na vključene spremenljivke. Skupino, ki zaznava visoko stopnjo tekmovalnosti in težavnosti, opisuje motivacijsko-stališčna funkcija, ki daje učitelju relativno natančne napotke za delo pri urah športne vzgoje. Tekmovalnost je povezana z zunanjo motivacijo, težavnost pa z notranjo. Hkrati pa se pojavlja se novo vprašanje, kakšno pa naj bo delo s tistimi učenci, ki zaznavajo nižjo tekmovalnost in težavnost, saj ta skupina ni v zadostni meri povezana z izbranimi spremenljivkamiTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Fakulteta za šport