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Namen magistrskega dela je bil ugotoviti, v kolikšni meri in na kakšne načine gimnazije v Sloveniji izvajajo vsebine pohodništva, odnos učiteljev do omenjenih vsebin in njihovo kompetentnost za izvajanje. V raziskavo so bili vključeni vodje aktivov športne vzgoje 76 gimnazij in tam zaposleni športni pedagogi (304 učiteljev). Na raziskavo se je odzvalo 40 šol in 158 učiteljev oziroma 51,2% celotnega vzorca. Za pridobivanje podatkov smo uporabili spletni anketni vprašalnik, obdelali pa smo jih v statističnem programu SPSS. Poleg osnovne statistike smo uporabili z-test (binominalni test) in hi-kvadrat test, kjer pa predpostavke niso bile izpolnjene, smo uporabili neparametričen Kullbackov preizkus. Raziskava je pokazala, da v nobeni gimnaziji, kjer vključujejo pohodništvo v osnovni ali dodatni program, ne izvajajo vsebine samo na športnem dnevu, temveč tudi v drugih organizacijskih oblikah presenetljivo več kot 25% anketiranih šol ga izvaja v okviru interesne dejavnosti. Na kar sedmih (17,5%) od 40 anketiranih gimnazij se s pohodništvom na šoli ne ukvarjajo, kar kaže na neizpolnjevanje obveznosti učiteljev športne vzgoje v skladu z učnim načrtom. Najpogostejši vzrok za neizvajanje pohodniških vsebin v gimnazijah je, po mnenju učiteljev, pomanjkanje interesa dijakov, najverjetneje pa je to povezano tudi s ponavljanjem lokacij izvajanja namreč pri športnih dneh, kjer je pohodništvo na voljo kot ena izmed dejavnosti, smo iste lokacije tur zasledili pri skoraj vseh (96,7%) anketiranih šolah. Pri organizaciji in vodenju športnih dni poleg športnih pedagogov sodelujejo tudi učitelji drugih predmetov (17,5%) in zunanji izvajalci (2,4%). Glede na velik delež učiteljev športne vzgoje, ki se pri izvajanju pohodniških vsebin počuti suverene (62,7%), se je med anketiranimi našlo 10,7% učiteljev, ki jim izvajanje tovrstne vsebine ni blizu. Main purpose of this master’s thesis was to find out, to what extent and in what ways the secondary schools in Slovenia execute hiking contents, attitude of teachers towards those contents and their competence of executing them. This research included 76 secondary school’s leaders of working groups in the sports area and physical education teachers (304 teachers). From all of them, 40 schools and 158 teachers responded, which is 51,2 % of representative sample. To gain information, we used an online survey questionnaire, which we then statistically analysed with a SPSS programme. Besides using basic statistics, we also used a z-test (binominal test) and hi-square test, except on those parts, where presumptions weren’t completed. On those, we used a non-parametric Kullback’s Likelihood Ratio. The research has shown that none of the secondary schools, where they include hiking in basic or supporting programme, execute contents only on school sports day but also in other forms of organisation surprisingly, more than 25 % of schools that participated in the survey execute them as an extracurricular activity. From 40 secondary schools, 7 (17,5 %) do not execute hiking at all, which indicates, that physical education teachers do not fulfil obligations in line with national curricula. The most common reason for that is lack of interest by students but most likely, this is also connected with the repetition of locations we came across the fact that at the school sports days that include hiking as one of the offered activities, almost all the secondary schools (96,7 %) in our survey offer the same hiking routes. In the area of organisation and management of school sports days are, besides physical education teachers, also other teachers (17,5 %) and external contractors (2,4 %) who cooperate. Given the high share of physical education teachers that feel sovereign (62,7 %), there are also 10,7 % of teachers in our survey that don’t feel competitive in executing this type of content. |
