The right to education as a building block of competence for democratic cultures in sports pedagogy

This study determined the relationship of teachers’ competence for democratic cultures (CDC) in instruction based on the context of right to education (RTE), research and extension and the students’ physical education (PE) performance and its predictors as basis to improve PE instruction. It made use of a descriptive correlational approach with 340 PE teachers in primary schools in Croatia as respondents. Questionnaire was used to gather the data. The constructive validity, reliability and sensitivity of the questionnaire was determined. The items and the total result of the questionnaire was analyzed by descriptive statistical parameters in this paper. After conducting the pilot studies and establish the measurement characteristics of the questionnaire we used this questionnaire for better understanding of this complex phenomenon that operationalized RTE indicators as fundamental building block of CDC in modern schools on PE example. The competence of the teacher in instruction, research and extension may not necessarily determine the PE performance of students but has a strong impact on identification lines of sport pedagog

Interesi djece i mladih u kontekstu pojavnosti fizičke aktivnosti i sporta

The results of qualitative research aimed at finding personal views of children and youth are presented in this paper. The research was conducted in consideration of children’s surroundings: school, family and local community. The main objectives of the research were to establish main opinions from the children and youth perspective about their generation problems, possibilities, solutions and ideas for these problems and situations. The interests of children were researched (ways of choosing activities of interest and the conditions that influences the selection were identified). The special objective of this research was to gain whether and to what extent the movement and the different aspects of physical activity are included in their overall structure of interest. The target group for this study were children and young people aged 10 to 18 years. According to the spatial location, respondents came from schools of four counties in Croatia. The main research method was focus groups. Eight focus groups were organised with a total number of 83 students, with an individual group comprised of 9 to 12 students. Then result analysis was performed, which included the collection of impressions, careful analysis of sets of transcripts and encoding of each group. Audio recordings were transcribed, and the resulting transcripts were the basis for the qualitative result analysis. Frequency of appearance as well as the percentage of representation of certain codes in the total of transcripts indicated that “interests” were predominantly represented (396, 14.27%). “The problem” as the code in the researched population of students was presented as follows in the series of representationa (302; 10.88%), and followed by “solution” (259; 9.33%) and “ideas” (252; 9.08%). The registered dominant interests of primary school students, observed through the aspect of kinetic activities, showed that the movement gets its own dimension separate from the context of games and entertainment. Also, it was observed exclusively in relations with various organized sporting activities. In the context of the practice of movement and physical activity for secondary school students, the results indicated that the movement and physical activity played a key role in their interests, but practically were not implemented in everyday life.U ovom radu prezentirani su rezultati kvalitativnog istraživanja s ciljem pronalaženja osobnih stavova djece i mladih. Istraživanje je provedeno s obzirom na okolinu u kojoj djeca najčešće borave: školu, obitelj i lokalnu zajednicu. Glavni ciljevi istraživanja bili su utvrditi mišljenje djece i percepciju mladih o njihovim generacijskim problemima, mogućim rješenjima i idejama za rješavanje navedenih problema i situacija. Istraženi su interesi djece (način odabira zanimljive aktivnosti) te su identificirani uvjeti koji utječe na izbor. Poseban cilj ovog istraživanja bio je saznati da li se i u kojoj mjeri kretanje i različiti aspekti tjelesne aktivnosti uključuju u ukupnu strukturu interesa. Uzorak ispitanika činila su djeca i mladi u dobi od 10-18 godina. Prema prostornom položaju, ispitanici su učenici škola četiriju županija u Hrvatskoj. Glavna metoda istraživanja bila je metoda fokus grupa. Organizirano je osam fokus grupa (9 do 12 učenika po grupi) s ukupnim brojem od 83 ispitanika. Audio snimke su transkribirane te je pažljivo analiziran dobiveni set i svaka je skupina kodirana. Nastali transkripti bili su temelj za kvalitativnu analizu rezultata. Učestalost pojavljivanja, kao i postotak zastupljenosti pojedinih kodova u ukupnom rezultatu transkripata ukazuje na pretežitu zastupljenost koda „interesi“ (396; 14,27%). Sljedeći u nizu pojavljuje se kod „problem“ (302; 10,88%), a slijede ga kod "rješenje" (259; 9,33%) i kod "ideja" (252; 9,08%). Registrirani dominantni interesi učenika osnovnih škola, promatrani kroz aspekt kinezioloških aktivnosti, pokazuju da pokret dobiva vlastitu dimenziju odvojenu od konteksta igre i zabave. Također, uočen je isključiv odnos s raznim organiziranim sportskim aktivnostima. U kontekstu kretanja i fizičke aktivnosti rezultati učenika srednjih škola su pokazali da kretanje i fizička aktivnost ima ključnu ulogu u njihovim interesima, ali ih praktično ne provode u svakodnevnom životu

Webinari kao alat za postizanje učinkovitog poučavanja

Purpose of this paper is to describe the use of online seminars (webinars) to improve the learning experience for parents fostering critical thinking through indicators for efficient teaching. Eight online seminars (webinars) for parents were developed from March to June 2020 during the time of COVID-19 in Croatia. It was an open call through social networks, so the sample was mixed with parents, people who work with children at all educational levels, social workers, students - all who were interested in offered pedagogical themes. Participants attended the lectures in the same web room (platform) as the presenter but from distant locations. Participants interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and get the answers in place for a chat. The lecture dynamics consisted of interactive presentations complemented with downloadable materials for further use. The evaluation was performed at the end of each topic via a questionnaire.This method allowed for the exploration of the teaching and learning of scientific knowledge and the acquisition of other pedagogical competencies (specific topic-oriented). The interactive activities and immediate feedback gave attendees the chance to participate actively and reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning. The study recommends a research-based determination of teachers in online setting quality indicators that best correlate with efficient teaching and their infusion into online teaching practice assessment instruments.Svrha rada je opisati uporabu mrežnih seminara (webinara) za poboljšanje iskustva učenja kod roditelja potičući kritičko razmišljanje kroz pokazatelje učinkovitog poučavanja. Osam online seminara (webinara) namijenjenih roditeljima razvijeno je od ožujka do lipnja 2020. u vrijeme COVID-19 u Hrvatskoj. Bio je to otvoreni poziv putem društvenih mreža, pa je uzorak osim roditelja sačinjen od, profesionalaca koji rade s djecom na svim odgojno-obrazovnim razinama, socijalnim radnicima, studentima - svima koji su bili zainteresirani za ponuđene pedagoške teme. Sudionici su predavanja pohađali u istoj web sobi (platformi) kao i predavač, ali s udaljenih mjesta. Sudionici su s izlagačem komunicirali pomoću svojih osobnih računala, tableta ili pametnih telefona. Imali su mogućnost postavljanja pitanja i dobivali su odgovore na mjesto predviđeno za razgovor. Dinamika predavanja sastojala se od interaktivnih prezentacija nadopunjenih materijalima za preuzimanje za daljnju upotrebu. Vrednovanje se vršilo po završetku svake teme putem upitnika. Ova metoda omogućila je istraživanje učenja i poučavanja znanstvenih spoznaja i stjecanje drugih pedagoških kompetencija (specifičnih orijentiranih na ponuđene teme). Interaktivne aktivnosti i neposredne povratne informacije pružile su polaznicima priliku da aktivno sudjeluju i razmišljaju o temi, ispravljaju konceptualne pogreške i vježbaju kritičko razmišljanje. Svi su ovi faktori potrebni za učenje i učinkovito poučavanje. Istraživanje preporučuje daljnje utvrđivanje znanstvenih odrednica učitelja u online mrežnim postavkama pokazatelja kvalitete koji se najbolje povezuju s učinkovitom poučavanjem i njihovom infuzijom u instrumente za vrednovanje nastavne prakse na mreži (online)

Webinari kao alat za postizanje učinkovitog poučavanja

Purpose of this paper is to describe the use of online seminars (webinars) to improve the learning experience for parents fostering critical thinking through indicators for efficient teaching. Eight online seminars (webinars) for parents were developed from March to June 2020 during the time of COVID-19 in Croatia. It was an open call through social networks, so the sample was mixed with parents, people who work with children at all educational levels, social workers, students - all who were interested in offered pedagogical themes. Participants attended the lectures in the same web room (platform) as the presenter but from distant locations. Participants interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and get the answers in place for a chat. The lecture dynamics consisted of interactive presentations complemented with downloadable materials for further use. The evaluation was performed at the end of each topic via a questionnaire.This method allowed for the exploration of the teaching and learning of scientific knowledge and the acquisition of other pedagogical competencies (specific topic-oriented). The interactive activities and immediate feedback gave attendees the chance to participate actively and reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning. The study recommends a research-based determination of teachers in online setting quality indicators that best correlate with efficient teaching and their infusion into online teaching practice assessment instruments.Svrha rada je opisati uporabu mrežnih seminara (webinara) za poboljšanje iskustva učenja kod roditelja potičući kritičko razmišljanje kroz pokazatelje učinkovitog poučavanja. Osam online seminara (webinara) namijenjenih roditeljima razvijeno je od ožujka do lipnja 2020. u vrijeme COVID-19 u Hrvatskoj. Bio je to otvoreni poziv putem društvenih mreža, pa je uzorak osim roditelja sačinjen od, profesionalaca koji rade s djecom na svim odgojno-obrazovnim razinama, socijalnim radnicima, studentima - svima koji su bili zainteresirani za ponuđene pedagoške teme. Sudionici su predavanja pohađali u istoj web sobi (platformi) kao i predavač, ali s udaljenih mjesta. Sudionici su s izlagačem komunicirali pomoću svojih osobnih računala, tableta ili pametnih telefona. Imali su mogućnost postavljanja pitanja i dobivali su odgovore na mjesto predviđeno za razgovor. Dinamika predavanja sastojala se od interaktivnih prezentacija nadopunjenih materijalima za preuzimanje za daljnju upotrebu. Vrednovanje se vršilo po završetku svake teme putem upitnika. Ova metoda omogućila je istraživanje učenja i poučavanja znanstvenih spoznaja i stjecanje drugih pedagoških kompetencija (specifičnih orijentiranih na ponuđene teme). Interaktivne aktivnosti i neposredne povratne informacije pružile su polaznicima priliku da aktivno sudjeluju i razmišljaju o temi, ispravljaju konceptualne pogreške i vježbaju kritičko razmišljanje. Svi su ovi faktori potrebni za učenje i učinkovito poučavanje. Istraživanje preporučuje daljnje utvrđivanje znanstvenih odrednica učitelja u online mrežnim postavkama pokazatelja kvalitete koji se najbolje povezuju s učinkovitom poučavanjem i njihovom infuzijom u instrumente za vrednovanje nastavne prakse na mreži (online)

MOGUĆA PREVENTIVNA DJELOVANJA KOD KORIŠTENJA SUPLEMENATA U SPORTSKOJ REKREACIJI

The main objective of this study was to determine the prevalence and frequency of use (not) allowed supplementation among recreational users and other forms of fitness and recreational content. Domestic and foreign literature clearly indicates the existence of (not) allowed supplementation in sports recreation. It should be noted that the problem of using illegal supplementation in sport, in most of the literature generally, considered in the context of doping in professional sports. Sports recreation area is on this issue largely ignored due to the lack of doping controls in the same extremely nontransparent terms. Therefore, the work is on the one hand aimed at the general empirical clarification of the use of (not) allowed agents among recreationists, while the other side wants to empirically examine their motives for use. These findings ultimately serve the development of preventive and educational guidelines aimed at reducing the use of illegal supplementation. As permitted use of supplementation ( nutritional supplements ) according to the latest research (e.g. Kläber 2010a , 2010b ) is often only the first stage on the way to the use of illegal supplementation ( doping ), it is necessary to analyze the use of illegal supplementation in sports and recreation including an analysis of the use of permitted supplementation. Therefore, this paper addresses the issue of how to use permissible and impermissible supplementation.Glavni cilj ovog rada je utvrditi rasprostranjenost i učestalost korištenja (ne)dozvoljene suplementacije među rekreativnim korisnicima fitnesa i drugih oblika rekreativnih sadržaja. Domaća i strana literatura jasno upućuju na postojanje (ne)dozvoljene suplementacije u sportskoj rekreaciji. Valja istaknuti kako se problem korištenja nedozvoljene suplementacije u sportu u velikom dijelu literature uglavnom razmatra u kontekstu dopinga u profesionalnom sportu. Područje sportske rekreacije je po tom pitanju uvelike zanemareno i uslijed izostanka dopinških kontrola u istome krajnje netransparentno. Stoga je rad s jedne strane usmjeren na opće empirijsko rasvjetljavanje korištenja (ne)dozvoljenih sredstava među rekreativcima, dok s druge strane želi empirijski istražiti njihove motive korištenja. Te spoznaje u konačnici služe izradi preventivnih i edukativnih smjernica s ciljem smanjenja korištenja nedozvoljene suplementacije. Kako je korištenje dozvoljene suplementacije (dodaci prehrani) prema najnovijim istraživanjima (npr. Kläber 2010a; 2010b) često tek prva etapa na putu ka korištenju nedozvoljene suplementacije (doping), neophodno je u analizu korištenja nedozvoljene suplementacije u sportskoj rekreaciji uključiti i analizu korištenja dozvoljene suplementacije. Zato se ovaj rad bavi problematikom korištenja kako dozvoljene tako i nedozvoljene suplementacije

COMPARATIVE ANALYSIS OF THE NATIONAL CURRICULUM OF PHYSICAL EDUCATION IN PRIMARY EDUCATION IN EUROPE

Tjelesna i zdravstvena kultura (TZK) dio je nacionalnih kurikuluma mnogih europskih zemalja jer pripada u obvezne sadržaje na primarnoj razini obrazovanja. U gotovo svim državama kao glavni cilj navodi se poticanje tjelesnog, osobnog i društvenog razvoja djece uz isticanje promicanja zdravog stila življenja. Ti se ciljevi ostvaruju kroz tradicionalna područja u TZK-u koja uključuju gimnastiku, igre, sport, plivanje i druge aktivnosti na otvorenom i ova područja u različitom omjeru prisutna su u svim europskim zemljama. Iako je u zakonskoj regulativi u većini zemalja Europske unije istaknuta važnost TZK, prema kriteriju sadržaja i vremenske zastupljenosti može se govoriti o zemljama koje visoko pozicioniraju tjelesnu i zdravstvenu kulturu jer su ciljevi kurikuluma obuhvatni, zemlje u kojima se marginalizira jer su ciljevi kurikuluma svedeni na jednu dimenziju i daje se manji udio vremena, te zemlje u kojima TZK ima podjednak status kao i ostali sadržaji. Zemlje koje vrednuju tjelesnu i zdravstvenu kulturu značajnu pozornost pridaju kvaliteti obrazovanju nastavnika tjelesne i zdravstvene kulture vodeći računa o ravnomjernoj zastupljenosti sadržaja iz svih područja koja su važna za nastavu. Za razliku od njih, u zemljama koje marginaliziraju tjelesnu i zdravstvenu kulturu, nastavnicima nedostaju pedagoške kompetencije.Physical education (PE) is part of the national curriculum in many European countries because it belongs to the mandatory contents of the primary education level. In almost all countries, the main aim is to encourage the physical, personal and social development of children, while emphasizing the promotion of a healthy lifestyle. These goals are achieved through the traditional areas of PE, which include gymnastics, games, sports, swimming and other outdoor activities, and these areas in different proportions are present in all European countries. Although in the legislation of most EU countries the importance of the PE has been emphasized, according to the criteria of content and timing we can discuss about countries that are highly positioning physical and health culture, because the goals of the curriculum are comprehensive, about marginalized countries because the curriculum goals are reduced to one dimension and is given a smaller share of time and those countries where the PE has the same status as other contents. Countries that value physical and health culture pay significant attention to the quality of education of PE teachers, taking into account the equitable representation of content from all areas of importance to teaching. In contrast, in countries that marginalize physical and health culture, teachers lack the pedagogical competence

COMPARATIVE ANALYSIS OF THE NATIONAL CURRICULUM OF PHYSICAL EDUCATION IN PRIMARY EDUCATION IN EUROPE

Tjelesna i zdravstvena kultura (TZK) dio je nacionalnih kurikuluma mnogih europskih zemalja jer pripada u obvezne sadržaje na primarnoj razini obrazovanja. U gotovo svim državama kao glavni cilj navodi se poticanje tjelesnog, osobnog i društvenog razvoja djece uz isticanje promicanja zdravog stila življenja. Ti se ciljevi ostvaruju kroz tradicionalna područja u TZK-u koja uključuju gimnastiku, igre, sport, plivanje i druge aktivnosti na otvorenom i ova područja u različitom omjeru prisutna su u svim europskim zemljama. Iako je u zakonskoj regulativi u većini zemalja Europske unije istaknuta važnost TZK, prema kriteriju sadržaja i vremenske zastupljenosti može se govoriti o zemljama koje visoko pozicioniraju tjelesnu i zdravstvenu kulturu jer su ciljevi kurikuluma obuhvatni, zemlje u kojima se marginalizira jer su ciljevi kurikuluma svedeni na jednu dimenziju i daje se manji udio vremena, te zemlje u kojima TZK ima podjednak status kao i ostali sadržaji. Zemlje koje vrednuju tjelesnu i zdravstvenu kulturu značajnu pozornost pridaju kvaliteti obrazovanju nastavnika tjelesne i zdravstvene kulture vodeći računa o ravnomjernoj zastupljenosti sadržaja iz svih područja koja su važna za nastavu. Za razliku od njih, u zemljama koje marginaliziraju tjelesnu i zdravstvenu kulturu, nastavnicima nedostaju pedagoške kompetencije.Physical education (PE) is part of the national curriculum in many European countries because it belongs to the mandatory contents of the primary education level. In almost all countries, the main aim is to encourage the physical, personal and social development of children, while emphasizing the promotion of a healthy lifestyle. These goals are achieved through the traditional areas of PE, which include gymnastics, games, sports, swimming and other outdoor activities, and these areas in different proportions are present in all European countries. Although in the legislation of most EU countries the importance of the PE has been emphasized, according to the criteria of content and timing we can discuss about countries that are highly positioning physical and health culture, because the goals of the curriculum are comprehensive, about marginalized countries because the curriculum goals are reduced to one dimension and is given a smaller share of time and those countries where the PE has the same status as other contents. Countries that value physical and health culture pay significant attention to the quality of education of PE teachers, taking into account the equitable representation of content from all areas of importance to teaching. In contrast, in countries that marginalize physical and health culture, teachers lack the pedagogical competence

Language discourse in curriculum development – comparative perspective from Romania, Poland and Croatia

The article analyzes the language of legislation relating to the core curriculum in 3 countries: Croatia, Poland and Romania, which, freed from socialism, since the 1990s have been building their education systems in an evolutionary way. In particular, the factors of effective teaching are considered. Some other selected aspects of the education system, relevant to the implementation of the curriculum assumptions and contents will also be discussed. The research questions we posed were ‘what language is used in educational legislation for indicators for effective teaching and what is the role of the language?’ For analysis curriculum discourse language was used in comparative perspective. The research indicates the differences in the core curriculum and the language in all three countries. Understanding the context for teaching and understanding the needs of teachers and learners seem to be leading in Croatia. In Romania there is a gap between the language of the official texts and the classroom realities. The need for change of the practical aspects of teaching in the classroom becomes fundamental. While in Poland the language of the curriculum becomes more formal and subordinated to exam requirements, which not so much limits its understanding, but rather stiffens the teaching and learning process