| Abstract [eng] |
Causes for a decreasing volume of teenagers’ sports education and its quality reported in information sources are usually related to characteristics of an organism, habits, values. There is lack of publications dealing with the impact of educational environment mostly depending on efforts of pedagogues, school administration to create an enabling environment for sports education of teenagers. Recently, the legal base of non-formal education of pupils has changed. Since 2014, schools of comprehensive education implement the provisions of the Conception of Non-formal Education approved by the Minister of Education and Science, the Recommendations for Organisation of Sports Education approved by the Director General of the Department of Physical Education and Sport. The research was carried out in 2014–2015, therefore, it is likely that we have recorded a threshold state of teenagers’ sports education; thus, repeated research will enable drawing conclusions on the impact of the legal base on pupils’ sports education. Nevertheless, the alteration of the legal base still does not guarantee any effect; it is necessary to change attitudes and actions of both pupils and teachers. The research aim: to analyse correlations of teenagers’ sports education (in formal and non-formal ways) quality with internal (health) and educational environment (performance of physical education teachers, promotion of physical activities at school, sports base, development of values of physical education and sport) factors. To achieve the research aim, the following objectives have been set: 1. To analyse theoretical preconditions determining effectiveness of teenagers’ sports education. 2. To estimate expression of teenagers’ internal factors related to the functioning of an organism, linking it to possibilities of sports education. 3. To investigate the factors of the educational environment determining quality of teenagers’ sports education. The research idea, the analysis and reasoning of the research results were based on the statements of humanistic pedagogy and psychology, constructivism, pragmatism, physical education, developmental theories. The investigation applied the following research methods: theoretical analysis and generalisation, questionnaire-based survey, mathematical statistics. Having employed a questionnaire, 22 Šiauliai city, 18 Šiauliai district, 5 Pasvalys district comprehensive education schools were surveyed. The survey included analysis of conditions provided for sports education to 708 pupils (a set of 31 classes). Conclusions Teenager’s physical (self-) development is determined by the following: knowledge based on personal experience, conditions, possibilities for its acquisition, its amount, intensity; strivings of physical (self-) development based on personal experience, its volume, intensity; health, physical development, harmony of growth and development; environment of physical (self-)development as a factor determining pupils’ activity (construction of movements and actions, performance of them, the play, the testing and enrichment of gained knowledge, experimentation, a given personal sense), independence, change of values. Efforts of physical education teachers are insufficient for proper expression of formal and non-formal education of teenagers. Teacher’s professional qualification correlates weakly with dissemination of values of physical activity, organisation of events for teenagers. School communities quite weakly contribute to promotion of teenagers’ sports activities. Sports base, inventory of schools in both quantity and quality aspects do not stimulate teenagers for physical self-development. The offer of non-formal sports education activities for teenagers is insufficient. Three lessons of physical education are delivered only for 6 per cent of teenagers. |
