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Croatian to English: INTERPERSONAL COMMUNICATION IN EDUCATION – KINESIOLOGICAL PERSPECTIVE General field: Science Detailed field: Education / Pedagogy
Source text - Croatian Edukacija kao komunikacijski proces
Svi međuljudski odnosi u svojoj genezi zahtijevaju uspostavu određenog oblika komunikacije, a proces odgoja i obrazovanja nije pri tome nikakva iznimka. Usredotočimo li se na institucionalizitrani oblik edukacije odnosno školski sustav, lako je detektirati postojanje različitih komunikacijskih nivoa između subjekata edukacijskog procesa. Najočitiji pravac komunikacije jest onaj između nstavnika i učenika te učenika međusobno, ali nikako se ne smije zanemariti i komunikacija nastavnika i roditelja, komunikacija između nastavnika, komunikacija između roditelja i djece, komunikacija škole kao institucije sa širom društvenom sredinom i sl.
Očito je da je proces edukacije u svojoj biti komunikacijski proces. Komunikacija se pri tome javlja ne samo kao sredstvo uspostave odnosa već i kao način njegova održavanja. Naime, jednom uspostavljen odnos moguće je zadržati jedino održavanjem kvalitetnog procesa komunikacije među njegovim sudionicima. U skladu s navedenim i edukacija zahtijeva održavanje dugoročnih kvalitetnih suradničkih odnosa, a komunikacija tu igra presudnu ulogu. Hoće li učenici prihvatiti školu i nastavnike i hoće li uistinu biti spremni razvijati sustav vrijednosti u značajnoj mjeri zavisi o kvaliteti odnosa koji vladaju u odgojno-obrazvnom okruženju. Drugim riječima, kvaliteta edukacije zavisit će direktno o kvaliteti komunikacije koja se u duljem periodu generira između subjekata nastavnog procesa.
Iz navedenog je jasno da sam proces komunikacije uključuje niz subjekata. Ipak, uloga nastavnika kao moderatora procesa edukacije javlja se pri tome kao presudan faktor, pa je i uloga nastavnika kao komunikatora i najveća. Stoga je veoma važno da nastavnici budu svjesni uloge koju imaju u nastavnom procesu te važnosti koju komunikacija pri tome ima. Naime, uloga nastavnika nije samo transfer činjeničnog znanja zapisanog u okviru kurikuluma, pa čak ni razvoj vještina koje iz toga proizlaze. Dapače, primarna uloga nastavnika jest stvaranje odnosa povjerenja koji će osigurati preduvijete za prihvaćanje novih vrijednosti i spoznaja te u konačnici omogućiti proces sazrijevanja i formiranja djeteta u njegovom punom potencijalu.
Translation - English Education as a communication process
All human relations in their genesis require an establishment of a certain form of communication, and process of education is no exception. If we focus on institutionalised form of education that is school system, it is easy to detect existence of different communication levels between subjects of educational process. The most obvious direction of communication is the one between teachers and students and between students themselves, but it is important not to neglect the communication between teachers and parents, between teachers themselves, between parents and children, communication of school as a wider environment etc.
It is obvious that the process of education is essentially a communication process. Communication thereby appears not only as means of establishing relations but also as a way of keeping it (Bavčević, Babin, Bavčević, 2012). Namely, once established relation may be kept only by keeping quality process of communication between its participants. According to the mentioned education as well requires keeping long-term quality cooperative relations, where communication plays a crucial part. Will students accept school and teachers and will they truly be ready to develop a system of values depends significantly on quality of relations which dominate in educational environment. In other words, quality of education will directly depend on the quality of communication which in a longer term generates between subjects of teaching process.
It is clear from the mentioned that the process of communication itself includes a number of subjects. Still, the role of teachers as moderators of the educational process appears accordingly as a crucial factor, so the role of a teacher as a communicator is the greatest (Johnson & Roellke, 1999; Swann, 2002). It is therefore important that teachers are aware of the role they have in educational process and of the importance which communication thereby has. Namely, the role of teachers is not only the transfer of factual knowledge written within curriculum, or even development of skills which come out of it. On the contrary, primary role of a teacher is creating relations of trust which will ensure preconditions for accepting new values and knowledge and in the end enabling the process of maturing and forming of a child in its full potential.
Croatian to English: Redifining of criteria of the test for estimation of motor knowledge General field: Science Detailed field: Sports / Fitness / Recreation
Source text - Croatian Poligon je kompleksno motoričko gibanje koji uz primjerene kineziološke istraživačke postupke može postati i mjerni instrument (Žuvela, Kezić, Miletić, 2011). Predmet i svrha mjerenja, ovisit će u velikoj mjeri o kretnim komponentama iz kojih je poligon sastavljen, ali će uvijek biti višedimenzionalan u antropološkom prostoru. Proces pretvaranja poligona u svrsishodan i jasan kineziološki mjerni instrument, složen je kineziometrijski postupak koji mora biti normiran i validiran, dokazano primjenjiv u praksi. U konačnici, moguće je dobiti jednostavan za izvedbu, kratkotrajan, učinkovit mjerni instrument koji će imati formu nadmetanja i usporedivosti što je posebno važno za kineziološke mjerne procese.
Uvjet da bi poligon mogao postati primjereni kineziološki mjerni instrument jest da ima dobre mjerne karakteristike te da je istraživanjem uspostavljen sustav normiranja.Da bi do toga došlo potrebno je provesti niz pilot istraživanja kojim bi se utvrdila najbolja forma poligona za ciljanu dobnu skupinu.
U dosadašnjim istraživanjima za procjenu jednostavnih motoričkih znanja najčešće se koristila Likertova skala(Miletić, Katić, Maleš, 2004) sa ocjenama od jedan do pet, dok se za složenije strukture gibanja recentno primjenjuje segmentirana skala (Kezić, Miletić, 2011).U segmentiranoj skali kompleksno motoričko gibanje se razdvoji na manje cjeline za koje se pripreme jasni kriteriji, u pravilu na jednostavnim mjernim skalama, koje se potom sumiraju i čine jednu skalu s kojom se tada može relativno objektivno procijeniti kompleksno motoričko gibanje.
U školskoj praksi ne postoje praktični mjerni instrumenti kojim bi se objektivno mogla procijeniti motorička znanja manipulacije loptom gdje je u motoričkoj podlozi preciznost, koordinacija, ambideksternost i brzina. Kako se u kineziološkoj praksi kod mlađih dobnih skupina teži uvježbavanju kretanja koje integriraju više motoričkih sposobnosti, znanja i vještina koji će kao takve bolje utjecati na višestrani razvoj djece, potrebno je iznalaziti nova rješenja kojim bi se takva gibanja mogla procjenjivati i mjeriti njihovo napredovanje. Poligon je jedno od mogućih rješenja mjerenja integriranog prostora motoričkih znanja i motoričkih sposobnosti te bi izrada kvalitetnih mjernih instrumenata – poligona, doprinijela kineziološkoj praksi.
S kineziometrijskog stanovišta, uputno je istražiti kako se ista motorička struktura može procijeniti različitim mjernim postupcima, u ovom slučaju određivanjem različitih kriterija procjene. Uvidom u pozitivne i negativne komponente različitih mjernih kriterija jednog testa, moguće je doći do verzije koja će kao kineziološki test imati potpuniju objektivnost, pa će kao takav biti i primjereniji kineziološkoj praksi.
U ovom istraživanju metrijski se istražitujenovokonstruirani poligon, test motoričkih znanja i motoričkih sposobnosti u čijoj je antropološkoj osnovi koordinacija, brzina, manipulacija loptom, preciznost i ambidekstrija. Kako se radi o motorički i funkcionalno kompleksnom gibanju prije sveobuhvatnih kineziometrijskih istraživanja kojim bi se mogla definirati upotrebna vrijednost testa kao i norme za pojedinu dob, potrebno je provesti niz drugih pilot istraživanja koje će opravdati takvo ekstenzivno istraživanje. Jedno od takvih pilot istraživanja je i ovo istraživanje u kojem je istaknuti problem određivanje objektivnih i primjenjivih kriterija testa te njihovo redefiniranje u cilju postavljanja platforme za šira kineziometrijska istraživanja novokonstruiranog poligona.
Stoga je istaknuti cilj istraživanja (1) procijeniti neke metrijske karakteristike (objektivnost, osjetljivost i homogenost) novokonstruiranog poligona na Likertovoj skali od jedan do pet; (2)temeljem utvrđenih negativnosti ovakve procjene, redefinirati kriterije testa putem izrade nove, segmentalne skale ukupne numeričke vrijednosti od nula do osam; (3) usporediti prednosti i mane obiju primijenjenih skala procjene.
Translation - English Polygon is a complex motor movement which, with adequate kinesiological research procedures, may become an assessment instrument as well (Žuvela, Kezić, Miletić, 2011). Subject and purpose of the assessment will greatly depend on movement components which form the polygon, but it will remain rather multidimensional in anthropological space. The process of converting the polygon into a purposeful and clear kinesiological assessment instrument is a complex kinesiometric procedure which must be normed and evaluated, as well as validly applicable in practice.Finally, it is possible to obtain assessment instrument which would be simple to use, short-term and efficient, and which would have form of competition and comparison which is crucial for kinesiological assessment processes.
In order for a polygon to become an examplarotory kinesiological assessment instrument it must include great assessing features and a system of norming proved by research. Previously to the mentioned a range of pilot reserch must be conducted with the aim of establishing the best form of polygon for the aimed age group.
The Likert Scale was most frequently used in previous research for estimation of simple motor knowledge (Miletić, Katić, Maleš, 2004) using marks from one to five, and a segmented scale (Kezić, Miletić, 2011) was recently used for more complex movement structures. In the segmented scale complex motor movement is divided into smaller units with a previous set of critera, usually on simple assessment scales, which is later summed and formed into a single scale which can be used for a relatively and objectivly estimation of complex motor moevement.
School practice shows that there are no practical assessment instruments which would objectively estimate motor knowledge of ball manipulation which requires precision, coordination, ambidexterity and velocity. Since in kinesiological practice in younger age groups there is a tendeny towards movement exercising which integrate more motor abilities, knowledge and skills which would, as such, have a greater influence on multiple development of children, it is important to find new solutions for assessment and evaluation of movement progress. Polygon is one of possible solutions of assessment of an integrated space of motor knowledge and motor abilities, so creating quality assessment instruments – polygons, would contribute to kinesiological practice.
From the kniesiometric point of view, it is advisable to conduct a research on the way the same motor structure can change by different assessment procedures, in this case by determining diffrent assessment criteria. By accessing positive and negative components of different assessing criteria of a prticular test it is possible to reach a version which would have, as a kinesiological test, the complete objectivity and as such it would be applicable in kinesiological practice.
This research focuses on a metric way of research of a newly-constructed polygon, motor skills and motor abilities test which is anthropologicaly based on coordination, velocity, ball manipulation, precision and ambidexterity. Since it is about motor and functionally complex movement before detailed kinesiometric research which might be used for defining the useful test assessment and for norms for a particular age, it is necessary to conduct a range of other pilot research which will justify such extensive research. This research is one of the pilot ones and it focuses on emphasiszing the problem of defining objective and applicable test criteria as well as their redifining with the aim of setting a platform for wider kinesiometric research of the newly-constructed polygon.
Therefore, the emphasized aim of the research is (1) to assess some metric characteristics (objectivity, sesnitivity and homoeneity) of the newly-constructed polygon on the Likert Scale from one to five; (2) to redifine the test criteria by creatinga new, segmented scale of otal numeric value from zero to eight, based on the established negativity of this assessment; (3) to compare advantages and disadvantages of both applicable assessment scales.
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Translation education
Master's degree - Faculty of Philosophy (English and Italian)
Experience
Years of experience: 18. Registered at ProZ.com: Mar 2008.
