Izvleček
V prvem delu članka avtorici predstavljata proces oblikovanja in razumevanja pisnih navodil za vaje na stolu in ob njem, ki so izšla v obliki kataloga v sklopu programa Minuta za zdravje na Osnovni šoli Frana Albrehta Kamnik. Pred leti so na šoli želeli učence in učitelje spodbuditi h gibanju med poukom. Program se je imenoval Minuta za zdravje. V njegovem okviru sta nadarjeni učenki pripravili katalog z opisom in slikami vaj, ki jih lahko izvajamo na stolu ali obnjem. Ta navodila so bila poleg samega programa ena izmed spodbud za gibanje. Drugi del članka pa predstavlja, kako sta avtorici programa Minuta za zdravje, razredna učiteljica Ivanka Jana Svetec in učiteljica športa Tamara Bračič, pri učencih preverili, kako so razumeli pisna navodila za vaje iz kataloga. Želeli sta torej preveriti bralno razumevanje pisnih navodil z namenom, da bi vsi učenci pravilno izvedli opisane vaje. Razumevanje pisnih navodil sta preverili pri različno starih učencih (od 3. do 9. razreda), ki so obiskovali interesno dejavnost drug z drugim. Učence sta razdelili v dve skupni. V prvi so bili avtorji navodil, v drugi pa izvajalci vaj. V nadaljevanju zato opisujeta proces oblikovanja in preoblikovanja pisnih navodil, saj so učenci, avtorji navodil, hitro ugotovili, da so jih izvajalci razumeli drugače. Navodila so spreminjali toliko časa, dokler jih večina ni razumela kot oni oziroma kot je to prikazovala slika pravilne izvedbe vaje.
Abstract
When Even Sport Cannot Be Done without Reading
In the first part of the article the two authors present the process of creating and understanding written instructions for exercises in a chair and next to one, which have been published in the form of a catalogue under the programme Minuta za zdravje [A Minute for Health] at the Fran Albreht Primary School in Kamnik. A few years ago, the school wanted to encourage the pupils and teachers to move around during lessons. The programme was called A Minute for Health. Under this programme, two gifted pupils prepared a catalogue containing descriptions and pictures of exercises which can be performed in a chair and next to one. In addition to the programme itself, these instructions were an incentive for movement. The second part of the article presents how the authors of the programme A Minute for Health, the class teacher Ivanka Jana Svetec and the sports teacher Tamara Bračič, checked how the pupils understood the written instructions for the exercises in the catalogue. They therefore wanted to check the reading comprehension of the written instructions so that all of the pupils would perform the exercises correctly. They checked the comprehension of written instructions among pupils of different ages (from the 3rd to 9th grade), who attended the extracurricular activity together. They divided the pupils into two groups. The authors of the instructions were in the first group and those performing the exercises were in the second. The authors of the programme continue by describing the process of creating and rewriting the written instructions, because the pupils, i.e. the authors of the instructions, soon realised that the performers had understood them differently. They kept changing the instructions until most of the pupils understood them the way they did or as was demonstrated in the picture showing proper execution.