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Pohodništvo in gorništvo sta del identitete slovenskega naroda, poleg tega sta dostopna prav vsem in pozitivno vplivata tako na telo kot tudi na duševno zdravje. Da smo v gorah varnejši in da nam je lažje, si pri teh dveh dejavnostih pomagamo z najrazličnejšimi pripomočki in opremo. Nepogrešljiv pripomoček za hojo v gore so pohodne palice, ki jih uporabljajo vse generacije, vendar pa so med osnovnošolsko populacijo manj priljubljene oziroma jih nekateri strokovnjaki tudi odsvetujejo. Poleg pohodništva in gorništva je precejšen del slovenske identitete tudi alpsko smučanje, pri katerem so nepogrešljiv pripomoček smučarske palice, ki s strani strokovnjakov pri osnovnošolski populaciji niso odsvetovane in jih večina otrok tudi uporablja. Namen tega magistrskega dela je raziskati, kakšno je mnenje pedagoških delavcev o uporabi palic pri planinarjenju in smučanju osnovnošolcev. V empiričnem delu so predstavljeni rezultati raziskave. Uporabili smo deskriptivno raziskovalno metodo. Podatke smo zbrali z anketnim vprašalnikom, ki so ga reševali učitelji razrednega pouka, športni pedagogi in vsi anketiranci, ki imajo pridobljene naslednje nazive: učitelj alpskega smučanja (nazivi pridobljeni pred in po spremembi Zakona o športu), planinski vodnik (vodnik PZS), mentor planinske skupine, učitelj teka na smučeh (nazivi pridobljeni pred in po spremembi Zakona o športu), učitelj nordijske hoje (nazivi pridobljeni pred in po spremembi Zakona o športu). V raziskavo je bilo vključenih 291 anketirancev. Pridobljene podatke smo obdelali s kvantitativno analizo. Glede na spremenljivke smo uporabili različne statistične pristope (računanje absolutnih (f) in relativnih (f %) frekvenc, standardnega odklona, povprečja, minimalno in maksimalno vrednost, X2-preizkus hipoteze neodvisnosti in Kullbackov 2Î preizkus, kjer pogoja o homogenosti varianc za X2-preizkus hipoteze neodvisnosti nista bila izpolnjena). Ugotovili smo, da le redki osnovnošolci uporabljajo pohodne palice, v veliki meri pa jih tudi napačno. Največ osnovnošolcev palice uporablja le na tehnično zahtevnejših turah in na večdnevnih pohodih, ko nosijo težje nahrbtnike. Veliko športnih pedagogov in anketirancev z nazivi osnovnošolcem redno predlaga uporabo pohodnih palic, medtem ko učitelji razrednega pouka uporabe v večini nikoli ne predlagajo. Bi pa še vedno večina anketirancev priporočila uporabo pohodnih palic na tehnično zahtevnejših ali daljših turah. Zelo podobno so odgovarjali na vprašanje o predhodnem poučevanju o uporabi pohodnih palic. Športni pedagogi in anketiranci z nazivi predhodno poučijo o pravilni uporabi, medtem ko učitelji razrednega pouka ta pomemben korak spustijo. Vsi pa so mnenja, da je predhodna seznanitev s pohodnimi in tudi s smučarskimi palicami zelo pomembna. Menijo tudi, da je pred izletom koristno narediti kakšno dodatno vajo za pravilno hojo s pohodnimi palicami. Večina anketirancev je glede smučarskih palic predlagala, da jih začnejo uporabljati šele, ko je usvojena tehnika smučanja, ker so drugače le ovira. Prav tako ne bi priporočili uporabe pohodnih palic za smučanje, saj se lahko med smučanjem zložijo. Pričakovali smo, da bodo anketiranci imeli boljše poznavanje tematike o ravnotežju. Večina jih je na vprašanje o vplivu pohodnih palic na razvoj ravnotežja pri otroku odgovorila, da ne bi vedeli odgovora, veliko pa jih je odgovorilo, da menijo da uporaba na razvoj vpliva slabo. Le redki so odgovorili, da spodbujajo pravilno gibanje (koordinacijo) in povečujejo ravnotežje. Majhen delež anketirancev pa je mnenja, da pohodne palice na razvoj ravnotežja in drugih gibalnih sposobnosti nimajo posebnega vpliva. Med pedagoškimi delavci se ne pojavljajo razlike v mnenju glede uporabe pohodnih in smučarskih palic. Prav tako ni bilo statistično pomembnih razlik v mnenju glede vpliva pohodnih palic na razvoj ravnotežja pri otrocih. Po vseh pridobljenih odgovorih pa menimo, da je znanje pedagoških delavcev solidno, vendar bi ga lahko tako s področja vpliva uporabe palic na gibalne sposobnosti in tudi s področja gibalnih sposobnosti samih še pridobili. Hiking and mountaineering represent a part of Slovenian national identity. Accessible to all, they positively affect both the body and mental health. To ensure safety in the mountains and perform these activities with ease, we use different equipment and supplies. An indispensable piece of equipment for mountaineering are trekking poles, which are used by all generations. However, they are less popular among primary school students, and some experts even advise against their use. We use poles in alpine skiing as well, which is another important part of Slovenian national identity. Ski poles are used by most children and are never advised against by experts. The purpose of this Master’s thesis is to examine the opinion of pedagogical workers about the use of poles for hiking and skiing among primary school students. The empirical part presents the results of the research, which was conducted using the descriptive research method. The data was gathered with a questionnaire completed by primary teachers, physical education teachers, and respondents with the titles: alpine skiing teacher (titles gained before and after the change of the Sports Act), mountain guide (guide of the Alpine Association of Slovenia), mountaineering group mentor, teacher of cross-country skiing (titles gained before and after the change of the Sports Act), and teacher of Nordic walking (titles gained before and after the change of the Sports Act). The survey included 291 participants. Quantitative analysis was used to process the gathered data, applying different statistical methods: calculating absolute (f) and relative (f%) frequencies, standard deviation, calculating the average, minimum and maximum value, Chi-square test of independence, and the Kullback 2Î test, in which the homogenous variance conditions for the Chi-square test of independence were not met. We concluded that few primary school students use trekking poles, and many use them incorrectly. Most primary students use trekking poles only for hiking technically difficult trails and for trails lasting several days while carrying heavy backpacks. Many physical education teachers and respondents with the specified titles regularly suggest that students use trekking poles, while primary education teachers mostly never do. Most respondents, however, would suggest the use of trekking poles for technically difficult or longer trails. The answers about the preliminary education on the use of trekking poles were very similar. Physical education teachers and the respondents with the specified titles teach about the correct use of trekking poles beforehand, while primary education teachers do not. Nevertheless, all believe in the importance of the preliminary introduction of both trekking and skiing poles. They also believe in the benefits of additional exercises for the correct use of trekking poles before the trip. Regarding skiing poles, most respondents suggested that they should be used only after the students master the skiing technique since the poles impede the efforts of the students otherwise. They would also not recommend the use of trekking poles for skiing since they might collapse. We expected the respondents to be better informed on the topic of balance. When answering the question about the effect of trekking poles on the development of balance in children, most of them replied that they did not know the answer, while many replied that they believe that poles negatively influence the development of balance. Few replied that poles encourage proper movement (coordination) and improve balance. A small percentage of respondents believe that trekking poles do not significantly affect the development of balance and other movement skills. There were no differences in the opinions of pedagogical workers on the use of trekking and ski poles. Similarly, there were no statistically important differences in their opinion regarding the influence of trekking poles on the development of balance in children. According to these answers, we believe that pedagogical workers have considerable knowledge on this topic. They could, however, extend their knowledge of the effect of poles on movement skills, as well as on the topic of movement skills in general. |
