| Abstract | Tjelesna aktivnost ima velik utjecaj na psihičko i fizičko zdravlje čovjeka te čovjekova neaktivnost dovodi do mnogobrojnih neželjenih posljedica. Igra je oblik tjelesne aktivnosti koja pozitivno utječe na cjelokupan djetetov rast i razvoj. Kroz igru se dijele razvija fizički, ali i u emotivnom, socijalnom i psihološkom smislu. Dijete kroz igru uči pravila, uči kako se nositi s pobjedom i porazom, poštuje svoje protivnike i suigrače te uči kako biti timski igrač i surađivati s drugima. U razrednoj nastavi postoji niz aktivnosti kojima se djeca mogu baviti, a rukomet je jedna od aktivnosti. Rukomet je najčešće izvanškolska aktivnost, ali se elementi rukometa provode u sklopu predmeta Tjelesne i zdravstvene kulture. Kurikulumom za nastavni predmet Tjelesna i zdravstvena kultura učiteljima razredne nastave dana je velika autonomija kako će oni rasporediti sadržaje koje će poučavati svoje učenike, a istovremeno kako će oblikovati satove, kako će poučavati i kako će usmjeravati svoje učenike. Cilj ovog diplomskog rada bio je ispitati učitelje razredne nastave održavaju li sve satove nastavnog predmeta Tjelesna i zdravstvena kultura, kolika je frekvencija nastavnih tema elemenata rukometa, igraju li često igre koje imaju elemente rukometa, hoće li učitelji koji su se bavili u svojoj prošlosti imati veću frekvenciju elemenata rukometa u radu i hoće li biti više učenika koji se bave rukometom u čijim se razredima češće provode igre s elementima rukometa nego u razredima u kojima se manje igra. Anketni upitnik je ispunilo 28 učitelja razredne nastave iz škola diljem Republike Hrvatske. Rezultati su pokazali da učitelji uglavnom provode sve satove Tjelesne i zdravstvene kulture, da je frekvencija nastavnih tema elemenata rukometa iznad 15 puta godišnje, ali isto tako visina frekvencije nije viša kod učitelja koji su se bavili rukometom. Većina učitelja često provodi igre koje imaju elemente rukometa te u razredima u kojima se često igraju igre s elementima rukometa ima više učenika koji se bave rukometom nego u onima gdje se igre ne provode često. |
| Abstract (english) | Physical activity has a great impact on a person's mental and physical health, and a person's inactivity leads to numerous unwanted consequences. Play is a form of physical activity that positively affects a child's overall growth and development. It is an indispensable need of children's development. Through the game of sharing, they develop physically, but also in an emotional, social and psychological sense. Through play, the child learns the rules, learns how to deal with victory and defeat, respects his opponents and teammates, and learns how to be a team player and cooperate with others. In school, there are a number of activities that children can engage in, and handball is one of the activities. Handball is most often an extracurricular activity, but elements of handball are implemented as part of the Physical and Health Education course. The Curriculum for the subject Physical and Health Culture gives classroom teachers a great deal of autonomy in how they will arrange the contents they will teach their students, and at the same time how they will design lessons, how they will teach and how they will direct their students. The aim of this thesis was to examine classroom teachers about the frequency of teaching the subject Physical and Health Culture, the frequency of teaching topics of handball elements, whether they often conduct games that have elements of handball, whether teachers who have played handball in their past have a higher frequency of handball elements in work and whether there will be more students who play handball in whose classes games with elements of handball are played more often than in classes where less games are played. The questionnaire was filled out by 28 classroom teachers from schools all over the Republic of Croatia. The results showed that teachers mostly conduct all Physical and Health Education lessons, that the frequency of teaching topics of handball elements is over 15 times a year, but also that the frequency is not higher for teachers who practiced handball. Most teachers often conduct games that have elements of handball, and in classes where games with elements of handball are often played, there are more students who play handball than in those where games are not often conducted. |
