Movement and integrated learning: preschool teachers’ competence

Figures & data

Figure 1. Representation of descriptive data for preschool teachers’ opinion scale about their own feeling of competence for the integration of movement in children’s everyday activities.

Source: Author research, data that are analised in SPSS.

Table 1. Comparison of preschool teachers’ thoughts about movement regarding the number of in-service years.

Items	rs	p
Movement increases the organism's resilience to unfavourable external influences.	0.018	0.862
Movement has positive effects on the overall child’s development	−0.264	0.008
Movement enables children's socialisation from an early age.	−0.116	0.252
Movement increases the child's capacity to bear stress.	0.013	0.901
Everyday movement at an early age prevents numerous diseases.	−0.071	0.482
Movement is the primary child's necessity.	−0.127	0.209
Movement contributes to the child's quality of life.	−0.119	0.239

Source: Author research, data that are analised in SPSS.

Table 2. Comparison of preschool teachers’ thoughts about their own feeling of competence and statements regarding their practice and the number of in-service years.

Items	rs	p
I use games which include movement in my educational work.	−0.118	0.240
I plan activities which include movement in my educational work every day.	−0.053	0.603
In my group movement is present in all children's activities.	0.171	0.089
In my work movement is present in all the rooms of the educational institution.	−0.037	0.716
In my educational work I adapt the room space to children's need for movement.	−0.036	0.724
In my educational work I read children stories accompanied with movement.	0.119	0.240
I think I am competent for the integration of movement into my daily educational work.	0.047	0.641
I have the necessary skills for the integration of movement into my daily educational work.	0.099	0.328
I need additional training in the area of integrating movement into everyday education.	−0.265	0.008
I am satisfied with the way I integrate movement in everyday children's activities.	0.099	0.328

Source: Author research, data that are analised in SPSS.

Table 3. Comparison of preschool teachers’ thoughts about their own feeling of competence regarding their participation in educations on the conduction of sports activities with children or movement integration.

Items	U	Z	P
I use games which include movement in my educational work.	1126.000	−0.612	0.540
I plan activities which include movement in my educational work every day.	986.500	−1.644	0.100
In my group movement is present in all children's activities.	837.500	−2.742	0.006
In my work movement is present in all the rooms of the educational institution.	1092.500	−0.824	0.410
In my educational work I adapt the room space to children's need for movement.	1160.000	−0.330	0.741
In my educational work I read children stories accompanied with movement.	1033.500	−1.232	0.218
I think I am competent for the integration of movement into my daily educational work.	849.500	−2.674	0.007
I have the necessary skills for the integration of movement into my daily educational work.	812.000	−2.931	0.003
I need additional training in the area of integrating movement into everyday education.	1176.000	−0.181	0.856
I am satisfied with the way I integrate movement in everyday children's activities.	952.000	−1.877	0.061

Source: Author research, data that are analised in SPSS.