<p>Radi obezbeđivanja okruženja koje podstiče zdravlje i zdrave izbore, značajni istraživački napori usmeravaju se u pravcu pronalaženja efektivnih modela promocije fizičke aktivnosti i blagostanja dece tokom boravka u školi.<br />Imajući u vidu nedostatak odgovarajućih istraživanja u našoj sredini, sprovedeno je istraživanje sa ciljem da se ispitaju efekti dva inovativna modela školskog odmora na psihosomatski status učenika mlađeg školskog uzrasta i nasilje u školi.<br />U prvoj interventnoj grupi (I1), ispitanicima su svakodnevno bili dostupni rekviziti za vežbanje, u drugoj interventnoj grupi (I2) je svakodnevno realizovan strukturirani program vežbanja, dok su se ispitanici kontrolne grupe (K) tokom velikog odmora bavili aktivnostima po svom izboru. Intervencije su trajale dva meseca.<br />Pripadnost grupi (I1, I2, K) predstavljala je nezavisnu istraživačku varijablu, dok su zavisne istraživačke varijable bile: fizička aktivnost učenika tokom odmora, morfološke i motoričke karakteristike učenika, konativne karakteristike (samo-vrednovanje i optimizam), zdravstveni status (izostajanje iz škole zbog bolesti) i nasilje u školi (učestvovanje učenika u nasilju i izloženost nasilju). Za prikupljanje podataka korišćena je antropometrijska metoda, motoričko testiranje, upitnici (skale), sistematsko posmatranje i analiza školskih dokumenata. Dobijeni podaci obrađeni su odgovarajućim statističkim metodama.<br />Rezultati pokazuju da različiti modeli školskog odmora mogu imati različite efekte na različite aspekte psihosomatskog statusa učenika i nasilje u školi. Potrebno je dalje ispitivati modele koji bi bili efektivni u transformaciji psihosomatskog statusa učenika i optimizaciji školske klime.</p> / <p>In order to provide an environment that enhances health and healthy choices, significant research efforts are put in identifying effective models of children’s wellbeing and physical activity promotion while in school.<br />Bearing in mind an existing research gap, the study was conducted with an aim to examine effects that two innovative models of recess have on the psycho-somatic status of students and violence in school.<br />In first intervention group (I1), participants were provided with exercise equipment during recess, in the second intervention group (I2) structured exercise program was delivered every day, while participants from the control group (C) have spent recess on their own. The interventions took two months.<br />Group affiliation (I1, I2, C) was the independent variable, and the dependent variables were: students’ physical activity during recess, anthropometric and motor characteristics, conative characteristics (self-evaluations, optimism), health status (school absences because of medical reasons), school violence (students being perpetrators/victims). Data was gathered by anthropometry, motor testing, questionnaires (scales), observation and school document analysis. The data was analyzed by proper statistical procedures.<br />The results show that different recess models may have different effects on different aspects of students’ psycho-somatic status and school violence. Further examination of models effective in the transformation of the psycho-somatic status of students and optimization of school climate is needed.</p>
| Identifer | oai:union.ndltd.org:uns.ac.rs/oai:CRISUNS:(BISIS)110879 |
| Date | 24 September 2019 |
| Creators | Kermeci Silvija |
| Contributors | Đorđić (Todorović) Višnja, Tubić Tatjana, Lepeš Josip, Vasić Goran |
| Publisher | Univerzitet u Novom Sadu, Fakultet sporta i fizičkog vaspitanja u Novom Sadu, University of Novi Sad, Faculty of Sport and Physical Education at Novi Sad |
| Source Sets | University of Novi Sad |
| Language | Serbian |
| Detected Language | Unknown |
| Type | PhD thesis |
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