331 KB0 KB200620202008Zurc, Jocaštevilka:1/2letnik:19str. 131-156ISSN:1581-6036COBISSID:1807447URN:URN:NBN:SI:doc-JKDQ0Y6NslPedagoški inštitutSlovensko društvo raziskovalcev šolskega poljaŠolsko polječustveni razvojgibalna aktivnostkognitivni razvojotrociprosti čassocialni razvojšolski uspehšportna aktivnostVloga otrokove gibalne aktivnosti kot dejavnika šolske uspešnosti|The aim of the presented study was to examine the effect of physical and sports activities on the academic performance of children. The hypothesis thatphysical activity is one of the internal factors that determine the boundaries of a child's school attainment was set. The hypothesis was tested on existing theories of child development and through empirical research. The findings indicate that integrated child development, significantly influenced by physical activity, is reflected in academic performance as one of the most important aspects of late childhood. The empirical study was conducted on a sample of 2,023 ten-year-olds. The analysis of differences, performed using contingency tables and Pearson's chi-square test, confirmed the significant relationship between a higher frequency of leisure time physical activities and higher academic performance (p=0.000). Most students with excellent cumulative grade point averages can be found among children that are physically active every day. In addition, statistically significant better school performance can be recorded among students that participate in organized activities (p=0.010). In terms of the content of these activities two groups can be discerned. In their free time, students with excellent, verygood, and good cumulative grade point averages select similar sports activities (mountaineering, badminton, swimming, and athletics). On the other hand, in ball games students with both sufficient and insufficient cumulative grade point averages participate. The results of the empirical study have confirmed the theoretical premises that physical activity does exert an influence on integrated child development and thus on school performanceNamen raziskave je bil proučiti vlogo gibalne in športne aktivnosti v šolski uspešnosti otrok. Postavili smo hipotezo, da je gibalna aktivnost eden izmed notranjih dejavnikov, ki določajo meje otrokove šolske uspešnosti. Hipotezo smo preverili na osnovi dosedanjih teorij otrokovega razvoja in z empirično raziskavo. Ugotovili smo, da se celostni razvoj otroka, na katerega ima pomemben vpliv gibalna aktivnost, odraža v šolski uspešnosti kot enem izmed najpomembnejših področij poznega otroštva. Empirično raziskavo smo izvedli na vzorcu 2023 desetletnih otrok. Analiza razlik, opravljena s kontingenčnimi tabelami in Pearsonovim x2 preizkusom, je pokazala, da s pogostnostjo prostočasnega gibalnega udejstvovanja narašča tudi šolska uspešnost (p=0,000).Največ odličnjakov je med vsakodnevno aktivnimi. Statistično pomembno dosegajo boljši šolski uspeh organizirano aktivni (p=0,010). Glede navsebino ukvarjanja obstajajo razlike med dvema skupinama učencev. Odlični, prav dobri in dobri izbirajo v prostem času podobne športne panoge (planinarjenje, badminton, plavanje, atletika). Zadostni in nezadostni pa prevladujejo v igrah z žogo. Empirična raziskava potrjuje teoretična spoznanja, da gibalna aktivnost vpliva na otrokov celostni razvoj in s tem tudi na šolsko uspešnostTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja