SCHOOL IN MOTION IN SAXONY

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SCIENTIFIC COMPANY

 

 

 

 

 

Question

 

 

 

 

 

The scientific company of the project “primary school in motion” is orientated on the question for the effects of the concept to the people concerned (children, teacher, parents):

 

How can a comprehensive education to motion be realised in everyday life of school?

What effects does the concept “school in motion” have on the development of children an youths?

How can the concept be put into action by teachers?

In which way do the parents accept the school in motion?

 

 

 

 

Procedure of methods of investigations

 

 

 

 

 

Within the framework of a modified arrangement of control groups the single perspectives (children, teachers, parents) and their connection to each other have been examined by a study from 1996 to 2000 (four schools of tests and three schools to check in and around Dresden). The plan of the attempt can be marked as a design with repetition of measuring four five times. After four years 149 testpersons and 81 pupils of the control group remained in the study. Corresponding methods of investigation have been chosen for the single perspectives.

 

 

 

Relations between perspectives and investigated facts:

 

 

 

Content of view

Perspektive

Child

Teacher

Parents

Child

X

X

X

Teacher

(X)

X

(X)

Parents

(X)

(X)

X

Context

- Social relation

- Conception

- Conditions

 

X

X

X

 

X

X

X

 

X

X

X

Legend: facts have been investigated from the perspective
 X = with centre
(X) = partly

 

 

 

Chosen methods of investigation

 

 

 

 

 

Perspective

Method of investigation

Name of test (spring)

Child

Analysis of contents
Written questioning of pupils

 

Cognitive development

Psychological tests


Tests of results in school

FEW (Lockowandt 1996),
Test d2 (Brickenkamp 1994)
CPM (Raven 1956)
AST 2-4 (Rieder 1991,
Fippinger 1991, 1992)

Social development

Written questionnaire for teachers
(profile of classes and pupils)

Profil of pupils (Petillon/Flor 1997)

bodily-motor development

Analysis of posture of body

Tests of posture (Matthiaß 1966) u. a.

Motorical tests

AST 6-11 (Bös/Wohlmann 1987)
Test for coordination (Hirtz 1985)

Analysis of documents (happening of accidents)

 

Self-esteem

Scales for self-esteem

Scales for self-esteem
(Arsendorpf/van Aken 1993)

Teacher

Oral questionnaire for teachers

 

Records of weak

 

Parents

Parents-child-questionnaire, written questionnaire for parents

 

Context

 

 

Social realtions

Written questionnaire for teachers
(profile of classes and pupils)

profile of classes and pupils
(Petillon/Flor 1997)

Conception

Questionnaire for experts

 

Questionnaire for teachers
(collection of material)

 

Condition

Analysis of conditions

 

 

For those methods, which have not revealed the name of tests or sources, the group of scientists developed own methods.

 

 

 

 

 

 

 

Subsequent chosen answers are given to the question:
Which effects does the conception “school in motion” have for the concerned people ( children, teacherr and parents ).
The detailed results can be read in:
Müller, Chr. & Petzold, R. (2002). Längsschnittstudie bewegte Grundschule . St. Augustin: Academia.
Müller, Chr. & Petzold, R. (2014). Bewegte Schule . St. Augustin: Academia, S. 242-343.
Müller, Chr. & Petzold, R. (2013). Untersuchungsmethodische Aspekte bei der wissenschaftlichen Begleitung eines Konzeptes zur bewegten Schule . Leipziger Sportwissenschaftliche Beiträge 54, (2), S. 79-90.

 

 

 

 

 

Chosen results: perspective of children

 

 

 

 

 

an improved ability to concentrate;

 

in spite of seven minutes of motion in each lesson comparable results of learning as in schools of control;

positive effects for social development;

more balanced children after minutes of livening up;

higher activity of the children and a smaller scale of nervousness before tests because of phases of relaxation;

positive effects on the development of coordination;

corresponding to that more safety in motions causing less accidents;

increasing self-esteem;

all in all pupils learn with more joy.

As expected, the conception “school in motion” has no effects on the physical abilities (stamina, staying power) because the set stimuli are not big enough. These are and remain the aims of P.E., which could not be replaced by our conception.

 

 

 

 

Chosen results: perspective of teacher

 

 

 

 

 

Changes in educational thinking and working of teachers:

 

are sensitized for motion

change the methodological arrangement of lessons

plan more activities with motion

are more tolerant towards the need of motion of children

renounce admonition for keeping quiet

give suggestions, e.g. for changes of posture of sitting

 

Personal benefits after four years of the project:

new motivation

increasing satisfaction with their work

increasing variety of methods

more open-minded and tolerant towards children and colleagues

realizations for their own way of life

 

 

 

 

Chosen results: perspective of parents

 

 

 

 

 

More motion while lessons contribute that the children...

 

manage the change from kindergarten to school easier

learn playfully and more easily

are supported by all their opportunities

concentrate better

experience a change from work and phases of relaxation

get to know their environment by motion and collect experiences