Frivillig fysisk aktivitet i frikvarteret i 4. klasse

Volountary physical activity in fourth grade during recess

Rohde, Kristina

4. semester

Idræt, Kandidat

2018

2018-01-29

186

Formål: Vi undersøgte, hvad der motiverer elever i 4. klasse til fysisk aktivitet gennem et tiltag, hvor elever fra 6. klasse fungerer som aktivitetsagenter og sætter lege i gang i frikvarteret. Baggrund: Fysisk aktivitet falder ofte fra 1.-3. til 4.-6. klassetrin (omkring 10-13 år). Da aktivitetsvaner kan følge med ind i ungdoms- og voksenlivet, er det vigtigt at fremme bevægelse i barndommen. Skolen er en oplagt ramme, og frikvarteret rummer et særligt potentiale for at få flere børn med. Metode: Vi brugte en etnografisk tilgang med videoobservationer, feltnoter og interviews, hvor eleverne så udvalgte videoklip for at genkalde og beskrive deres oplevelser (stimuleret recall). Materialet blev analyseret tematisk. Resultater: Analysen pegede på seks temaer: 1) kontekstuelle forhold, 2) adfærd på legepladsen, 3) lege i frikvarteret, 4) oplevelser af lege arrangeret af aktivitetsagenter, 5) ønskescenarie og 6) andet. Konklusion: Seks forhold var mest betydningsfulde for at motivere 4.-klasseselever gennem tiltaget med aktivitetsagenter: 1) anerkendelse, 2) variation, 3) medbestemmelse, 4) passende udfordring, 5) at aktivitetsagenterne udfylder deres rolle og 6) positive rollemodeller. Tiltaget appellerede især til elever, der i forvejen er udenfor eller fysisk aktive i frikvarteret.

Purpose: We examined what motivates fourth-grade students to be physically active by trying a program in which sixth-grade students act as activity agents who lead playground games during recess. Background: Children’s physical activity often declines from grades 1–3 to grades 4–6 (around ages 10–13). Because activity habits can track from childhood into adolescence and adulthood, it is important to promote movement early. Schools are a natural setting, and recess offers a strong opportunity to engage more children. Methods: We used an ethnographic approach with video observations, field notes, and interviews in which students watched selected clips to recall and describe their thoughts and experiences (stimulated recall). We analyzed the material thematically. Results: Six themes emerged: 1) contextual factors, 2) behavior on the playground, 3) games during recess, 4) experiences of games led by activity agents, 5) wish scenario, and 6) other. Conclusion: Six factors were most important for motivating fourth graders through the activity-agent initiative: 1) recognition, 2) variation, 3) co-determination (having a say), 4) appropriate challenge, 5) activity agents fulfilling their role, and 6) positive role models. The initiative mainly appealed to students who were already outside or physically active during recess.

[Dette resumé er genereret ved hjælp af AI]

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