Variables Influencing the Emotional Attachment of Adolescents in Prague Schools to Physical Education
Vol.17,No.2(2023)
Background: Emotional attachment to any activity is a frequently discussed topic. Backgrounds speak of the importance of building emotional attachment since childhood, we agree with this idea and in school Physical Education we see one of the important means that can significantly influence this attachment in the field of physical activities. The aim of the study is to define the variables that influence the emotional attachment of pupils in school Physical Education.
Method: A questionnaire used by Antalou & al. for a similar investigation in Slovakia was chosen by the research tool. After assessing the normality of the data, we chose the Kruskal- Wallis test for statistical data processing.
Results: Our research group contained 480 respondents from 22 schools in Prague. 38% of pupils have a negative relationship with Physical Education 41% of pupils have a neutral relationship. Emotional attachment affects the state of health. Often, sick students have a more positive relationship with physical education.
Conclusions: Pupils who are not focused on performance perceive TV more positively than pupils focused on performance. Children's emotional attachment to physical activities is important, we recommend working on tools to better clarify this area.
physical activity; Kruskal- Wallis test; education; performance
151–159
Adamcak, S., Bartik, P., & Michal, J. (2020). Comparison of Primary School Pupils’ and Secondary School Students’ Opinions on Physical Education Classes in Slovakia. European Journal of Contemporary Education, 9 (2), 258–270. doi:10.13187/ejced.2020.2.258
Antala, B. & al. (2012). Telesná a športová výchova v názoroch žiakov základných a stredných škôl. Bratislava: END, spol. s r.o, Topoľčianky.
Bernstein, E., Philips, S., R & Silverman, S. (2011). Attitudes and Perceptions of Middle School Students Toward Competitive Activities in Physical Education. Journal of Teaching in Physical Education, 30(1). https://doi.org/10.1123/jtpe.30.1.69
Cihlář, D. (2017). Hodnocení žáků 2. stupně základních škol v Ústeckém kraji a jejich postoj ke školní tělesné výchově. Praha. Dissertation FTVS UK.
Coulter, M., Mcgraine, B., & Woods, K. (2020). PE should be an integral part of each school day: Parents’ and their children’s attitudes towards primary physical education. Education 3-13, 48(4). https://doi.org/10.1080/03004279.2019.1614644
Cruz, A. (2021). Post-primary School Students ’Attitudes Toward Physical Education and Physical Activity Preferences: Philippines’ K-12 Program. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-021-00598-2
Fialová, L. (2010). Aktuální témata didaktiky: školní tělesná výchova. Praha: Karolinum.
Gosset, M., & Silverman, S. (2019). Upper Elementary School Students’ Attitudes Toward Physical Education in Skill-Themes and Multiactivity Approaches. The Physical Educator, 76. https://doi.org/10.18666/TPE-2018-V75-I2-7786
Gurková, E. (2011). Hodnocení kvality života: pro klinickou praxi a ošetřovatelský výzkum. Praha: Grada.
Habrdlová, M. (2019). Tělesná výchova ve vybraných kurikulárních dokumentech Norska a České republiky – srovnávací studie. Česká kinantropologie, 23 (3-4), 7–17.
Jeřábek, J., & Tupý, J. (2007). Rámcový vzdělávací program pro základní vzdělávání. Praha: VÚP.
Lupač, M. (2018). Analysis of the Swedish PE curricula: A comparison with the Czech curricula documents. Tělesná kultura, 41 (1), 25–41. doi:10.5507/tk.2018.003
Macek, P. (2003). Adolescence. Praha: Portál.
Maciulevičiene, E. (2016). 10–11 Classes students and Physical Education teachers subjective opinions about their Physical Education lessons modernity. Human. Sport. Medicine, 16 (2), 67–70. doi:10.14529/hsm160207
Malina, R., Bouchard, M., & Bar-Or, O. (2004). Growth, maturation, and physical activity. Champaign: Human Kinetics.
Pereira, P., Santos F., & Marinho, D. (2020). Examining Portuguese High School Students’ Attitudes Toward Physical Education. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.604556
Sigmundová, D., & Sigmund, E. (2012). The statistical and practical significance and “effect size” coefficients for the evaluation of physical activity. Tělesná kultura, 35(1). https://doi.org/10.5507/tk.2012.004
Sigmund, E., Frömel, K., Chmelík, F., Lokvencová, P. & Groffik, D. (2009). Oblíbený obsah vyucovacích jednotek telesné výchovy – pozitivně hodnocený prostředek vyššího tělesného zatížení děvčat. Tělesná kultura, 32 (2), 45–63.
Skutil, M. (2011). Základy pedagogicko-psychologického výzkumu pro studenty učitelství. Praha: Portál.
The European Health report: WHO regional publications. (2002). Denmark. Retrieved from https://www.euro.who.int/__data/assets/pdf_file/0007/98296/E76907.pdf
Vlček, P., & Mužík, V. (2012). Soulad mezi projektovaným a realizovaným kurikulem jako faktor kvality vzdělávání v tělesné výchově. Česká kinantropologie, 16 (1), 31–45.
Wang, Y. (2019). Attitudes Toward Physical Education and Physical Activities: A Comparison Study of Chinese and American High School Students. In Proceedings of the 2nd International Workshop on Education Reform and Social Sciences (ERSS 2019). Paris, France: Atlantis Press. https://doi.org/10.2991/assehr.k.191206.023
Zeng, H., Wang, Z., & Wang, X. (2016). A Study of Chinese Collegiate Attitudes toward Physical Education. International Research in Higher Education, 1(2). https://doi.org/10.5430/irhe.v1n2p1
Zoglowek, H. (2012). Physical education in Norway. Journal of physical education and health, 1(2), 17–25.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright © 2024 Tomáš Polívka, Martin Nosek