Učinkovitost vključevanja gibalne aktivnosti v pouk glasbene umetnosti
DOI:
https://doi.org/10.55707/ds-po.v38i2.101Ključne besede:
šola, učne ure, mlajši šolarji, merilnik pospeška, intenzivnostPovzetek
Veliko je bilo že objavljenih študij, ki proučujejo vključevanje gibalne aktivnosti otrok v pouk različnih šolskih predmetov. Zelo redke so študije, ki preučujejo vključevanje gibalne aktivnosti otrok v pouk glasbene umetnosti. Prav zato smo se odločili, da s pomočjo merilnika pospeška izmerimo količino in intenzivnost posameznih fenotipov gibalne/športne aktivnosti prvošolcev le med uro glasbene umetnosti brez gibalne in z gibalno intervencijo. Sto osem otrok, v starosti šest in sedem let, iz dveh slovenskih obalnih osnovnih šol je nosilo merilnik pospeška med dvema urama glasbene umetnosti. Primerjali smo fenotipe gibalne aktivnosti med urama glasbene umetnosti z in brez intervencije. Otroci so v povprečju deležni več gibalne neaktivnosti med učno uro glasbene umetnosti brez intervencije kot z intervencijo (p = 0,001, d = 2.8), poleg tega imajo večji delež časa srednje (p = 0,001, d = 5.9) in tudi visoke (p = 0,001, d = 30) intenzivnosti gibalne/športne aktivnosti med uro glasbene umetnosti z intervencijskim programom kot med običajno uro glasbene umetnosti. Otroci so med običajno uro glasbene umetnosti deležni glede na čas kar 39 % več gibalne neaktivnosti kot med uro glasbene umetnosti z gibalnim intervencijskim programom. Priporočamo, da prihodnje študije vključijo večji vzorec otrok, pri čemer naj merilnike pospeška nosijo vsaj pet dni zapored.
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