406 KB0 KB200520252021Jurak, GregorKovač, MarjetaMarkelj, NejaPotočnik, Žan Lucaštevilka:1/2letnik:69str. 347-354ISSN:0353-7455COBISSID:67915523URN:URN:NBN:SI:doc-QVPEA44SslFakulteta za športŠport (Ljubljana)COVID-19epidemicepidemijekorona virusonline physical educationpouk na daljavopractical pedagogical trainingpraktično pedagoško usposabljanjesportšportšportna vzgojaPouk predmeta šport na daljavo skozi oči študentov Fakultete za šport med opravljanjem praktičnega pedagoškega usposabljanja|In 2020, physical education students in the Faculty of Sport (N = 46) had to complete a large part of the practical pedagogical training online. Using online questionnaires, we investigated how they delivered distance learning in physical education at Basic Schools, the extent to which they achieved their objectives, encouraged students to move, delivered content and assessed. The delivery mostly depended on whether the school included physical education as a subject in the timetable. On average, most lessons took the form of independent student activity following written or recorded instructions, and the others took the form of online outdoor or indoor live classes. The latter were often used to give instructions, check tasks and motivate. Some schools organized at least one sports day (26%), active break (21%) or active class break (9%). Most students chose different goals compared to traditional form of instruction: they emphasized the development of physical and functional skills rather than the acquisition of new motor and social skills. All delivered physical fitness, followed by athletics (59%), dance and aerobics (43%), ball games (except volleyball 33%) were represented in a smaller proportion. 21% of the students taught content continuously. Assessment was done by 71.4% of the students (many of them only assessed the completion of the tasks) and evaluation by only 31.0%. They used a workout diary, videos or photos, or live conference calls. The average response rate was 71% for 1st-6th graders and 59% for 7th-9th graders. 21% did not attempt to reach non-responding students, while 10% indicated that they did not have problems with nonrespondingS spletnim vprašalnikom smo preverili, kako so študenti Fakultete za šport (N = 46) med svojim praktičnim pedagoškim usposabljanjem izpeljali pouk na daljavo pri predmetu šport v osnovni šoli jeseni 2020. Ugotovili smo, da je bil način izpeljave odvisen od tega, ali je šola umestila predmet šport v urnik v tem času. Študenti so večino ur izvedli v obliki samostojne dejavnosti učencev po pisnih ali posnetih navodilih, ostalo pa prek videosrečanj v naravi ali zaprtem prostoru. Del slednjih je bil namenjen podajanju navodil, preverjanju nalog in motiviranju. Nekatere šole so izvedle vsaj en športni dan (26 %), gibalno dejavne odmore (21 %) ali gibalno dejavno prekinitev pouka (9 %). Večina študentov se je osredotočila na razvoj gibalnih in funkcionalnih sposobnosti, manj pa na usvajanje športnih znanj in razvoj socialnih veščin učencev. Vsi so posredovali vsebine splošne kondicijske priprave, sledijo atletika (59 %), ples in aerobika (43 %), igre z žogo z izjemo odbojke (33 %) pa so vključevali v manjšem deležu. Petina študentov je vsebine podajala strnjeno v tematskih sklopih. Preverjalo je 71,4 % študentov, ocenjevalo pa 31,0 %. Pri tem so uporabili dnevnik vadbe, videoposnetke ali fotografije ter videoklic. Povprečna odzivnost učencev je bila v prvih dveh vzgojno-izobraževalnih obdobjih 71 %, v zadnjem pa 59 %. Neodzivnih učencev ni poskušalo pridobiti 21 % študentov, 10 % pa je poročalo, da neodzivnih učencev ni biloTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Fakulteta za šport