Magistra Iadertina, Vol. 18 No. 1, 2023.
Izvorni znanstveni članak
Kinesiological Activities in Preschool Institutions: Analysing Material Conditions, Attitudes and Motivation of Educators
Donata Vidaković Samaržija
orcid.org/0009-0009-9301-202X
; Odjel za izobrazbu učitelja i odgojitelja, Sveučilište u Zadru
Sažetak
Systematic implementation of kinesiological activities in preschool institutions is extremely important because it
contributes to the overall development of the child. Unfortunately, due to inadequate infrastructure, kinesiological activities often fall short of what is necessary, and educators lose motivation to carry them out. The aim of this work is to examine the current state of the appropriate infrastructure necessary for the implementation of kinesiological activities in early and preschool education institutions, and to examine the differences in the attitudes and motivation of educators to implement kinesiological activities in relation to the available working conditions.
Method: The research was conducted on a sample of 196 educators employed in preschool institutions in 16 counties of the Republic of Croatia. An anonymous questionnaire was used to examine socio-demographic characteristics, current material working conditions for the implementation of kinesiological programs in preschool institutions, as well as the motivation and attitudes of educators regarding the importance of implementing kinesiological activities in preschool institutions.
Results: Of the measured sample of respondents, only 33.16% have an indoor sports facility at their disposal, and 54.08% of the respondents have an outdoor field that they use for the implementation of kinesiological activities. Educators’ views on the importance of implementing kinesiological activities in preschool institutions are positive, and there are no statistically significant differences, regardless of the existence or non-existence of appropriate infrastructure. A high proportion of respondents consider
themselves competent (79.07%) and motivated (81.62%) for regular implementation of organized kinesiological activities, but there are differences in the self-assessment of competence and motivation with regard to the appropriate infrastructure. Educators who have an indoor sports facility at their disposal consider themselves significantly more competent to implement kinesiological activities Systematic implementation of kinesiological activities in
preschool institutions is extremely important because it
contributes to the overall development of the child. Unfortunately, due to inadequate infrastructure, kinesiological activities often fall short of what is necessary, and educators lose motivation to carry them out. The aim of this
work is to examine the current state of the appropriate
infrastructure necessary for the implementation of kinesiological activities in early and preschool education institutions, and to examine the differences in the attitudes
and motivation of educators to implement kinesiological
activities in relation to the available working conditions.
Methods: The research was conducted on a sample of 196 educators employed in preschool institutions in 16 counties of the Republic of Croatia. An anonymous questionnaire was used to examine socio-demographic characteristics, current material working conditions for the implementation of kinesiological programs in preschool institutions, as well as the motivation and attitudes of educators regarding the importance of implementing kinesiological activities in preschool institutions.
Results: Of the measured sample of respondents, only 33.16% have an indoor sports facility at their disposal, and 54.08% of the respondents have an outdoor field that they use for the implementation of kinesiological activities. Educators’ views on the importance of implementing kinesiological activities in preschool institutions are positive, and there are no statistically significant differences, regardless of the existence or non-existence of appropriate infrastructure. A high proportion of respondents consider themselves competent (79.07%) and motivated (81.62%) for regular implementation of organized kinesiological activities, but there are differences in the self-assessment of competence and motivation with regard to the appropriate infrastructure. Educators who have an indoor sports facility at their disposal consider themselves significantly more competent to implement kinesiological activities
Ključne riječi
kinesiological activity; material working conditions; educators; health
Hrčak ID:
309713
URI
Datum izdavanja:
6.11.2023.
Posjeta: 820 *