Page 369 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
P. 369
Do We Need a New Concept of School Physical Education?
of female respondents (tables 2 and 3). 19 of men and 34 of girls do not
possess the minimum educational requirements.
The results are not expected because volleyball and basketball belong to
the sports activities that students of both genders like to engage in most
during school and free time (Krsmanović, Berković, and Krsmanović 1996;
Šekeljić and Sturza-Milić 2010; Šekeljić and Stamatović 2011; Šekeljić and
Marković 2012; Marković et al. 2013), so the question can be asked, what do
their motor skills look like in other areas?
The skewness values indicate a normal distribution in all test results except
for the forward somersault. For the forward somersault, the skewness value
(1.709) indicates a greater number of good results, which means that it is easy
for most of those tested. In other cases, the skewness values are such that
they indicate a normal distribution or a greater number of weak results. The
values of kurtosis, except for the forward somersault, are such that one can
speak of the vagueness of the results. Such descriptive statistical parameters
are devastating considering that it concerns motor skills that are included in
the educational programmes of younger school ages and that are presented
as an educational standard for students of the 6th grade of primary school.
The research included 20-year-old female respondent, so discrimination was
expected, which has a pronounced hypocriticalness with positive asymme-
try.
To overcome the poor quality of Physical Education (PE) classes at school,
the European Parliament, through the Department of Culture and Education,
requested information on the status of PE classes, curriculum goals, contents,
deliveries, competent authorities, lesson plans and class instruction, and the
status of teaching staff and their qualifications, and raised questions regard-
ing the disabled, ethnic and religious groups, gender problems, professional
training, etc. The data indicated that PE classes are marginalized by allocation
of time, curricula, finances, material and technical bases, human resources,
lesson plans and their implementation, and the interest of the Ministry in
teaching quality control since 1990 (Hardman 2008).
A decades-long analysis of PE teaching effects in Serbia, whether refer-
ring to the acquired motor skills or improvement of motor abilities, indicates
the conclusion that the effects of PE teaching are bad (Arunović 1992; Bokan
1988; Krsmanović 1992; Kukolj 2003; Marković 2009; Martinović 2003; Matić
and Bokan 2005; Šekeljić et al. 2009; Šekeljić et al. 2011). The causes of poor
teaching efficiency in Serbia are complex, but they can be reduced to the
factors of the teaching process.
Competencies and Motivation of the Teaching Staff to Implement the Planned
369
of female respondents (tables 2 and 3). 19 of men and 34 of girls do not
possess the minimum educational requirements.
The results are not expected because volleyball and basketball belong to
the sports activities that students of both genders like to engage in most
during school and free time (Krsmanović, Berković, and Krsmanović 1996;
Šekeljić and Sturza-Milić 2010; Šekeljić and Stamatović 2011; Šekeljić and
Marković 2012; Marković et al. 2013), so the question can be asked, what do
their motor skills look like in other areas?
The skewness values indicate a normal distribution in all test results except
for the forward somersault. For the forward somersault, the skewness value
(1.709) indicates a greater number of good results, which means that it is easy
for most of those tested. In other cases, the skewness values are such that
they indicate a normal distribution or a greater number of weak results. The
values of kurtosis, except for the forward somersault, are such that one can
speak of the vagueness of the results. Such descriptive statistical parameters
are devastating considering that it concerns motor skills that are included in
the educational programmes of younger school ages and that are presented
as an educational standard for students of the 6th grade of primary school.
The research included 20-year-old female respondent, so discrimination was
expected, which has a pronounced hypocriticalness with positive asymme-
try.
To overcome the poor quality of Physical Education (PE) classes at school,
the European Parliament, through the Department of Culture and Education,
requested information on the status of PE classes, curriculum goals, contents,
deliveries, competent authorities, lesson plans and class instruction, and the
status of teaching staff and their qualifications, and raised questions regard-
ing the disabled, ethnic and religious groups, gender problems, professional
training, etc. The data indicated that PE classes are marginalized by allocation
of time, curricula, finances, material and technical bases, human resources,
lesson plans and their implementation, and the interest of the Ministry in
teaching quality control since 1990 (Hardman 2008).
A decades-long analysis of PE teaching effects in Serbia, whether refer-
ring to the acquired motor skills or improvement of motor abilities, indicates
the conclusion that the effects of PE teaching are bad (Arunović 1992; Bokan
1988; Krsmanović 1992; Kukolj 2003; Marković 2009; Martinović 2003; Matić
and Bokan 2005; Šekeljić et al. 2009; Šekeljić et al. 2011). The causes of poor
teaching efficiency in Serbia are complex, but they can be reduced to the
factors of the teaching process.
Competencies and Motivation of the Teaching Staff to Implement the Planned
369
