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The ole o posi i e a mosphe e on lea ning gene ic skills in highe educa ion -
Expe iences o physical educa ion s uden s
© 2022 Vi anen, Lau i salo, Mäkinen, Hu skainen and Tynjälä
Published e sion
Vi anen, Anne; Lau i salo, Ki s i; Mäkinen, Tommi; Hu skainen, Heikki; Tynjälä,
Päi i
Vi anen, A., Lau i salo, K., Mäkinen, T., Hu skainen, H., & Tynjälä, P. (2022). The ole o posi i e
a mosphe e on lea ning gene ic skills in highe educa ion - Expe iences o physical educa ion
s uden s. F on ie s in Educa ion, 7. h ps://doi.o g/10.3389/ educ.2022.886139
2022
educ-07-886139 July 18, 2022 Time: 12:32 # 1
TYPE O iginal Resea ch
PUBLISHED 22 July 2022
DOI 10.3389/ educ.2022.886139
OPEN ACCESS
EDITED BY
Ta ja Tuononen,
Uni e si y o Helsinki, Finland
REVIEWED BY
Anna Pa pala,
Uni e si y o Helsinki, Finland
Johanna Rämö,
Uni e si y o Eas e n Finland, Finland
*CORRESPONDENCE
Anne Vi anen
[email p o ec ed]
SPECIALTY SECTION
This a icle was submi ed o
Highe Educa ion,
a sec ion o he jou nal
F on ie s in Educa ion
RECEIVED 28 Feb ua y 2022
ACCEPTED 01 July 2022
PUBLISHED 22 July 2022
CITATION
Vi anen A, Lau i salo K, Mäkinen T,
Hu skainen H and Tynjälä P (2022) The
ole o posi i e a mosphe e on
lea ning gene ic skills in highe
educa ion—Expe iences o physical
educa ion s uden s.
F on . Educ. 7:886139.
doi: 10.3389/ educ.2022.886139
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does no comply wi h hese e ms.
The ole o posi i e a mosphe e
on lea ning gene ic skills in
highe educa ion—Expe iences
o physical educa ion s uden s
Anne Vi anen1*, Ki s i Lau i salo2, Tommi Mäkinen2,
Heikki Hu skainen3and Päi i Tynjälä1
1Finnish Ins i u e o Educa ional Resea ch, Uni e si y o Jy äskylä, Jy äskylä, Finland, 2Depa men
o Teache Educa ion, Facul y o Educa ion and Psychology, Uni e si y o Jy äskylä, Jy äskylä,
Finland, 3Facul y o Spo and Heal h Sciences, Uni e si y o Jy äskylä, Jy äskylä, Finland
The pu pose o his s udy is o examine wha kind o ole does posi i e
a mosphe e play in lea ning gene ic skills. The s udy was ca ied ou in he
inal yea o Finnish physical educa ion (PE) eache educa ion whe e eache s
o his s udy module ha e de eloped hei pedagogical p ac ices o a long
ime o os e and main ain he posi i e lea ning a mosphe e o he cou se.
In his s udy he lea ning a mosphe e was examined om he pe spec i es
o s uden s add essing he ollowing esea ch ques ions: (1) How do he
s uden s pe cei e and expe ience he cons uc ed lea ning a mosphe e? (2)
Wha gene ic skills do PE s uden s epo o lea n du ing he inal yea s udy
module? (3) Wha kind o ela ionship exis s be ween he pe cei ed lea ning
a mosphe e and lea ning gene ic skills? The da a o his s udy we e collec ed
ia an in e ne ques ionnai e (N= 189, n= 125) and in e iews (n= 19) and
analyzed applying quali a i e con en analysis and using s a is ical me hods.
Acco ding o he esul s, he PE s uden s el ha he lea ning a mosphe e o
hei inal yea s udy module was wa m and con e sa ional; i was easy o ge
hei own oice hea d du ing he inal yea . The PE s uden s epo ed ha hey
had lea ned e sa ile and plen y o di e en gene ic skills, pa icula ly a ious
social skills. The e we e s a is ically signi ican associa ions be ween posi i e
a mosphe e and some gene ic skills, such as he de elopmen o c ea i i y,
bu hey we e no e y s ong. To unde s and his inding, he ins umen s o
he s udy a e discussed, especially om he pe spec i e o he de elopmen
o he ques ionnai e s a emen s. Al hough he ela ionship be ween pe cei ed
posi i e a mosphe e and lea ning gene ic skills was only mode a e, he
indings a e p omising. Fo example, he good p ac ices documen ed in his
s udy, such as how o cons uc a wa m educa ional a mosphe e, may be
applied when de eloping o he s udy modules.
KEYWORDS
gene ic skills, a mosphe e, lea ning, s uden s, physical educa ion, highe educa ion
F on ie s in Educa ion 01 on ie sin.o g
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Vi anen e al. 10.3389/ educ.2022.886139
In oduc ion
Gene ic skills in he wo ld o wo k and
educa ion
Gene ic skills (also e e ed o as gene ic a ibu es, gene ic
capabili ies, key skills, o so skills), such as c i ical hinking
skills, p oblem-sol ing skills, social skills, and skills conce ning
c ea i i y, a e g ea ly needed and sough a e in oday’s wo ld o
wo k and educa ion (Kembe ,2009;La i e al.,2021;Vi anen
and Tynjälä,2022). Kembe (2009, p. 52), one o he mos
in luen ial esea che s o gene ic skills, has s a ed ap ly ha “ ew,
i any, would disag ee wi h he need o g adua es o possess a
ange o gene ic capabili ies o equip hem o li elong lea ning
in oday’s knowledge-based socie y.” In he wo ld o wo k, he
need o gene ic skills is seen, o example, in compe ency
mappings abou he cu en occupa ional equi emen s (e.g.,
Rekola e al.,2018;Sudi man e al.,2020), in s udies on
equi emen s o g adua es (Kal a and Taksa,2015;Cla ke,2018;
Co onei-Bai d,2020), and in lis s and models ha desc ibe
he needs and demands o u u e wo k li e (e.g., Fadel e al.,
2015;Fo bes,2020). In educa ion, gene ic skills a e in eg a ed
in o di e en na ional and in e na ional amewo ks (e.g.,
Go don e al.,2009;EQF,2018;P21,2020;ATC21S,2022).
These amewo ks ha e been o mula ed o he e alua ion,
compa abili y, and de elopmen o educa ion p og ams. Based
on hese amewo ks, gene ic skills, o wen y- i s cen u y skills
(Tigh ,2021), a e inco po a ed in o many coun ies’ cu icula
(e.g., Ahonen and Kinnunen,2015).
Al hough he need o gene ic skills is ecognized in
bo h wo king li e and educa ion, li le is known abou how
hese skills a e lea ned and how hey should bes be augh .
Speci ic gene ic skills, such as p esen a ion skills and scien i ic
w i ing, can be p epa ed as sepa a e cou ses. In ecen yea s,
howe e , i has been demons a ed ha lea ning gene ic skills
has an in e ela ionship wi h he pedagogy used (Kembe ,
2009;An hony and Ga ne ,2016;Vi anen and Tynjälä,2019,
2022). In o he wo ds, gene ic skills can be lea ned as a
pa o egula eaching, bu ce ain o ms o eaching and
lea ning a e needed. Fo example, acco ding o Kembe (2009),
s uden s’ in ellec ual capabili ies de elop well when eaching
ac i i ies demand c i ical hinking, sel -managed lea ning,
and p oblem-sol ing. Simila ly, Vi anen and Tynjälä (2019)
ound ha he pedagogical p ac ices in which s uden s assess
knowledge c i ically suppo he de elopmen o s uden s’
c i ical hinking skills.
G oup wo k and o he me hods ha demand wo king
oge he os e s uden s’ collabo a i e skills (Kembe ,2009;
Kos iainen e al.,2018;Mäkinen e al.,2022;Vi anen and
Tynjälä,2022). This is a logical and sel -e iden inding, bu
i is wo h s essing o de eloping eaching and pedagogical
p ac ices in di e en educa ional ins i u es. Tuononen e al.
(2019) ound ha he g adua es mos o en men ioned
challenges ela ed o hei social and p esen a ion skills which
hey el we e no augh well enough in hei ins i u ions.
Resea ch has shown ha pedagogy ha u ilizes in e ac i e and
collabo a i e wo k os e s no only he lea ning o social skills
bu also o he gene ic skills. Fo example, Vi anen and Tynjälä
(2019) ound ha eaching ha equi es wo king oge he
de elops s uden s’ decision-making and p oblem-sol ing skills.
In hei s udy, ac ing a he in e ace be ween heo y and p ac ice
also played an impo an ole in explaining s uden s’ lea ning
o gene ic skills. An hony and Ga ne (2016) ound simila
esul s. They no iced ha assignmen s in ol ing eal-wo ld
applica ions and examples, and p ojec s ha engaged s uden s
o had p ac ical applica ions, we e he mos help ul ac i i ies o
business s uden s o lea n gene ic skills.
The s udies p esen ed abo e a e in line wi h Kembe ’s
s a emen : “I migh be no ed ha a e y common model o
uni e si y eaching—a p o esso lec u ing o s uden s who si
lis ening—does no p o ide p ac ice in he gene ic capabili ies”
(2009, p. 53). In con as , he p ac ices ha seem o suppo
and os e he lea ning o gene ic skills demand s uden s o
pa icipa e a he han jus si and lis en. Many s udies also
sugges ha , in in e ac i e and collabo a i e lea ning and
eaching, eache s mus pu e o in o cons uc ing a posi i e
and sa e lea ning a mosphe e (Vila e al.,2012;Kiu u e al.,2015;
Mäkinen e al.,2022). Nex , we will e iew esea ch on he opic.
The ole o a posi i e and sa e
a mosphe e o lea ning
Feeling sa e is a p e equisi e o all lea ning. Recen indings
suppo he iew ha he quali y o he lea ning a mosphe e
has an e en g ea e impac on lea ning han he abili y o
he lea ne (Paka inen e al.,2014;Ra mawa y,2018;Cala ia
e al.,2021;Visie s-Jiménez e al.,2021). Fo example, a s udy
ca ied ou in six coun ies epo ed ha he quali y o he
supe iso y ela ionship and pedagogical a mosphe e in which
lea ning ook place we e closely linked o he s uden s’ lea ning
success and hei sa is ac ion wi h hei educa ion (Visie s-
Jiménez e al.,2021). A posi i e and sa e a mosphe e can a ec
a s uden ’s a i ude owa d lea ning, which is conside ed he
mos impo an ac o o imp o ing hei achie emen and
con idence (Ra mawa y,2018;Suya no e al.,2019). The e o e,
inc eased a en ion is being paid o he a mosphe e in which
lea ning will ake place.
In many s udies on he lea ning a mosphe e, pa icula
a en ion is paid o he eache -s uden ela ionship (e.g., Pian a
e al.,2008;Kembe ,2009;Kiu u e al.,2015;Kos iainen e al.,
2018;Pöysä e al.,2019). Fo example, Ra mawa y (2018)s a es
ha a good class oom a mosphe e is cha ac e ized by a pleasan
in e ac ion be ween he eache and s uden du ing he lea ning
p ocess. In s udies o wo k- ela ed lea ning, i has been shown
ha i is he job supe iso a he han he eache who has he
F on ie s in Educa ion 02 on ie sin.o g
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Vi anen e al. 10.3389/ educ.2022.886139
ole o he impo an pe son (e.g., Visie s-Jiménez e al.,2021).
In o he wo ds, he cons uc ion o a lea ning a mosphe e seems
o emana e om he adul ha guides he s uden ’s lea ning; o
example, om a eache o job supe iso .
Posi i e and sa e a mosphe e o e s he basis o p oduc i e
collabo a ion (e.g., Alles e al.,2019), and as we concluded
abo e, he lea ning o gene ic skills seems o equi e in e ac i e
and collabo a i e pedagogy. Howe e , we ound only a limi ed
numbe o s udies on he ela ionship be ween lea ning
a mosphe e and he lea ning o gene ic skills. Fo example,
Zeng (2021) ound ha he e is a posi i e associa ion be ween
he wo; his associa ion, howe e , was no e y s ong.
Cala ia e al. (2021)pe cei ed ha a posi i e lea ning
a mosphe e os e s s uden s’ c ea i i y, which Vi anen and
Tynjälä (2019)also con i med.
The aim o his s udy is o examine mo e closely he
ela ionship be ween a posi i e lea ning a mosphe e and
lea ning gene ic skills. The s udy should be, hen, ca ied
ou in such an en i onmen whe e he lea ning a mosphe e
is known o be good. The e o e, his s udy was conduc ed
in a con ex whe e ex ensi e de elopmen has esul ed in
a lea ning a mosphe e whe e s uden s would eel sa e, us
each o he and ha e he cou age o ake pa in class by
engaging in discussion wi h he eache and o he s uden s.
This kind o de elopmen al wo k is in line wi h cu en
s udies on a posi i e lea ning a mosphe e, which emphasizes
us , gene al app ecia ion (i.e., alking o each o he poli ely,
lis ening o each o he , and le ing each o he inish speaking)
and pleasan eache -s uden and s uden -s uden in e ac ions
du ing he lea ning p ocess (Kiu u e al.,2012;Ra mawa y,
2018;Alles e al.,2019;Suya no e al.,2019). The abo e-
men ioned cha ac e iza ion also desc ibes how a posi i e
lea ning a mosphe e is unde s ood in his s udy. Nex , he
con ex o his s udy and he de elopmen al wo k conce ning
he lea ning a mosphe e will be desc ibed in dep h.
Con ex o he s udy
The esea ch con ex was he inal yea o Finnish physical
educa ion (PE) eache educa ion, when mos PE s uden s ca y
ou he majo pa o hei pedagogical s udies. In Finland,
PE eache educa ion is a mas e ’s deg ee p og am (300 ECTS
c edi s), which is highly alued; only 5–6 pe cen o applican s
a e accep ed annually. PE s uden s ca y ou one- hi d o
hei pedagogical s udies in hei own acul y whe e hey a e
in eg a ed as a pa o hei own majo subjec , spo pedagogy.
Two- hi ds o he pedagogical s udies a e aken in he Facul y
o Educa ion, in he Depa men o Teache Educa ion. This
s udy ocuses pa icula ly on he sepa a e pedagogical s udy
module ha PE s uden s ca y ou a he Depa men o Teache
Educa ion in hei inal academic yea . I is a la ge s udy module
(28 ECTS c edi s) and las s one academic yea . The e a e 45–60
s uden s in hese modules annually, augh by wo p o esso s
(la e in his ex called eache s).
The inal-yea s udy module consis s o h ee heo e ical
cou ses and h ee p ac ical aining pe iods, aken
simul aneously. The inal module has been de eloped o e
se e al yea s (Klemola e al.,2013;Tynjälä e al.,2016;
Lau i salo e al.,2019). As his inal-yea s udy module is a key
componen in he p o essional de elopmen o eache s, all
cou ses and aining pe iods ha e been de eloped in a way ha
bes suppo s he de eloping eache .
The pedagogical p ac ices o he inal yea s udy module
a e based on sel -de e mina ion heo y (Ryan and Deci,2000)
and Go don’s (2003) in e ac ion model (Lau i salo e al.,2019).
Feeling sa e and belonging o he communi y a e co e eelings
ha eache s hope s uden s expe ience du ing he pedagogical
p ac ices o he inal yea . The e o e, hey consciously
cons uc ed he inal yea s udy module o inco po a e p ac ices
ha suppo and os e a sense o communi y and solida i y.
Fo example, a he beginning o he yea , he eache s assigned
di e en du ies and esponsibili ies o hei s uden s. While one
PE s uden g oup was esponsible o he wellbeing o pee
s uden s, ano he was in cha ge o guiding s uden s’ lea ning
asks and a hi d o ganized he pa y a he end o he yea . In
addi ion, one emale s uden was elec ed and named “mama”
and one male s uden “papa” o he yea . The mama and he
papa o he inal yea ac ed as messenge s be ween he s uden s
and he eache s. The aim o hese abo e-men ioned examples
o he esponsibili ies was o suppo and main ain a sense o
communi y h oughou he yea .
Teache s s essed ha s uden commi men o he
pedagogical p ac ices in he inal yea was impo an because
he e we e only wo eache s o e e y 45–60 s uden s annually,
and hei eaching in he inal yea occu ed p ima ily h ough
discussion and collabo a ion. As such, s uden s we e equi ed
o us and wo k wi h each o he h oughou he yea . The
eache s conside ed he i s week o he inal yea c i ical.
Du ing ha ime, hey implemen ed plen y o ins uc ion and
ace- o- ace eaching and included se e al p ac ices o help
he s uden s us and ge o know each o he be e . The
eache s con eyed ha he wo k and ac ions in his i s week
we e c ucial o he success o he en i e s udy module. A e
he i s week, nu u ing he lea ning a mosphe e is a goal in
e e y eaching si ua ion h oughou he yea . S uden s we e
asked o ake ca e o hei pee s and o ganize di e en ac i i ies
suppo ing he lea ning a mosphe e also in hei spa e ime.
A he beginning o he inal yea , eache s also in oduced
s uden s o he Th ee K model, which is a pedagogical p ac ice
based on h ee di e en alues. Values a e espec (kunnioi us),
encoun e ing (koh aaminen), and p esence (kii ee ömyys) ( he
le e “K” e e s o he i s le e o each wo d in Finnish).
The model’s alues we e ca ied ou in all o mal and in o mal
si ua ions and mee ings h oughou he yea . Respec e e ed
o e e y pe son’s impo ance and alue: “I’m impo an , you’ e
F on ie s in Educa ion 03 on ie sin.o g
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Vi anen e al. 10.3389/ educ.2022.886139
impo an , and we’ e impo an ;” encoun e ing he desc ibed
hough , “Wi h an open mind and in e es , I wa ch o he people
and new hings. I ask o help, and I gi e help;” and p esence
deno ed he p esence o all s uden s and eache s in all o mal
and in o mal si ua ions: “I’m p esen igh now.” Teache s
e u ned o his model se e al imes h oughou he yea o
emind he class o i s exis ence.
Aim and esea ch ques ions o he
s udy
Teache s o his inal-yea s udy module ha e done a
lo o wo k o de elop he lea ning a mosphe e, making
his a sui able con ex o his s udy which aim is o
examine he ela ionship be ween he lea ning a mosphe e
and lea ning gene ic skills. Be o e examining his ela ionship,
he expe iences o PE s uden s wi h he lea ning a mosphe e
and he lea ning o gene ic skills du ing his inal yea s udy
module a e in es iga ed. Mo e speci ically, we add essed he
ollowing esea ch ques ions: (1) How do he s uden s pe cei e
and expe ience he cons uc ed lea ning a mosphe e? (2) Wha
gene ic skills do PE s uden s epo o lea n du ing he inal yea
s udy module? (3) Wha kind o ela ionship exis s be ween he
pe cei ed lea ning a mosphe e and lea ning gene ic skills?
Ma e ials and me hods
This s udy was ca ied ou in a collabo a ion be ween
eache s and esea che s. Teache s planned and ook ca e
he eaching, whe eas esea che s conduc ed he s udy (da a
ga he ing, analyses). Despi e ha ing hese di e en asks, ou
expe ience was ha we conduc ed his s udy oge he . Fo
example, eache s helped he esea che s o collec da a as a
pa o hei own eaching, analysis was discussed join ly and
eache s el ha hey had ecei ed aluable in o ma ion o he
de elopmen o hei eaching.
This s udy’s da a we e collec ed ia an in e ne ques ionnai e
and in e iews. Pa icipa ion in his s udy was olun a y. The
ques ionnai e da a was ga he ed om all PE s uden s (N= 189)
o ou inal yea s udy modules du ing ou di e en yea s; 125
o hem (66%) answe ed he ques ionnai e. The ques ionnai e
has been de eloped and es ed in di e en educa ional con ex s
o e he cou se o many yea s (e.g., Tynjälä and Vi anen,
2005;Vi anen e al.,2014;Vi anen and Tynjälä,2019). The
ques ionnai e consis ed o wo di e en hemes: (1) lea ning
ou comes, which included ques ions abou lea ning gene ic
skills; and (2) lea ning p ocesses, which included ques ions
ela ed o he in eg a ion o heo y and p ac ice, assessmen and
eedback, he na u e o eaching and lea ning, and he lea ning
a mosphe e. In he s udy, only ce ain pa s o he hemes o he
ques ionnai es we e used: he 20 highes -sco ing gene ic skills
om he heme o lea ning ou comes, and s a emen s ela ing o
he lea ning a mosphe e om he heme o lea ning p ocesses.
The ques ionnai e was analyzed using di e en s a is ical
me hods (e.g., a compa ison o he mean alues, Pea son’s
co ela ion coe icien , and eg ession analysis). Fi s , using a
i e-poin scale, s uden s we e asked o assess he lea ning
a mosphe e o hei inal yea s udy module wi h he help o
six s a emen s. S a emen s a e based on cu en s udies on a
posi i e lea ning a mosphe e, which emphasize us , gene al
app ecia ion and pleasan eache -s uden and s uden -s uden
in e ac ions du ing he lea ning p ocess (Kiu u e al.,2012;
Ra mawa y,2018;Alles e al.,2019;Suya no e al.,2019).
These s a emen s, wi h hei ecei ed mean alues and s anda d
de ia ions, a e p esen ed in Table 1. Fo u he analysis, he
agg ega e scale “Posi i e lea ning a mosphe e” (α= 0.68) was
o med om he s a emen s shown in Table 1. This agg ega e
scale was used in he co ela ion analysis (Pea son co ela ion
coe icien ), whe e he ela ionship be ween posi i e lea ning
a mosphe e and lea ning gene ic skills was examined. This
ela ionship was also assessed ia eg ession analysis in a
con i ma o y se ing. In his design, he se en gene ic skills (see
Table 2) we e he dependen a iables and he agg ega e scale
“Posi i e lea ning a mosphe e” was he independen a iable.
The eg ession analysis ollowed a s epwise pa e n so ha he
inal model included only he a iables ha we e associa ed
wi h s ong explana o y ac o s. Only he highes coe icien o
de e mina ion is epo ed, as all o he s we e mino (R2= 0.91–
0.96). Second, s uden s we e asked o assess hei lea ning o
gene ic skills du ing he inal yea s udy module on a i e-
poin scale (1 = no hing, 5 = a g ea deal). Al oge he , he
lis o gene ic skills included 55 di e en skills. I included
22 basic academic skills (BAS), such as c i ical hinking skills,
p oblem-sol ing skills, and skills o knowledge acquisi ion; 12
social skills (SS), such as in e ac ion skills, collabo a ion skills,
and he abili y o lis en o o he s; and 19 o he skills (OS),
such as independen wo king skills, he abili y o ope a e in
TABLE 1 Mean alues o s a emen s desc ibing he lea ning
a mosphe e o he inal yea s udy module assessed by PE s uden s.
S a emen s conce ning lea ning
a mosphe e o he inal yea
s udy module
Mean alues
min. 1, max.
5
S anda d
de ia ions
(SD)
Communica ion wi h he eache el
na u al.
4.81 0.40
We had good eam spi i in his cou se. 4.75 0.44
Collabo a ion wi h o he s uden s was
smoo h.
4.74 0.44
The h eshold o ask o cla i ica ions was
low.
4.71 0.59
I was easy o ge one’s own oice hea d
du ing he inal yea .
4.58 0.64
I was easy o sha e one’s own opinions
and hough s.
4.48 0.78
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TABLE 2 Associa ions be ween a pe cei ed posi i e lea ning
a mosphe e and lea ning o he gene ic skills (Pea son
Co ela ion Coe icien ).
Gene ic skills Co ela ions wi h
posi i e lea ning
a mosphe e
Resou ce ulness, inno a i eness, o c ea i i y (OS) 0.404**
Planning one’s own ca ee (OS) 0.310**
Basic skills o one’s occupa ion/ ield (BAS) 0.309**
Con inuing lea ning skills (OS) 0.308**
W i en communica ion skills (BAS) 0.307**
O al communica ion skills (BAS) 0.304**
P ojec -wo k skills (BAS) 0.302**
BAS, Basic academic skills; SS, Social skills; OS, O he skills; **p <0.01.
TABLE 3 Mean alues o a iables desc ibing pe cei ed lea ning o
gene ic skills among PE s uden s du ing hei inal yea s udy module
(n= 119).
Gene ic skills Mean alues
(min. 1,
max. 5)
S anda d
de ia ions
(SD)
In e ac ion skills (SS) 4.48 0.68
Holis ic hinking (BAS) 4.39 0.65
Abili y o lis en o o he s (SS) 4.36 0.70
Seeing hings om he pe spec i e o
o he s (SS)
4.31 0.67
Inc eased awa eness o one’s know-how
(OS)
4.26 0.71
Taking esponsibili y o one’s wo k (OS) 4.24 0.77
De eloping an o e all pic u e o one’s ield
(BAS)
4.18 0.75
Collabo a ion skills (SS) 4.18 0.78
Abili y o apply lea ned skills and
knowledge in di e en si ua ions (OS)
4.17 0.68
Assessing one’s own wo k (OS) 4.17 0.68
Abili y o ope a e in new si ua ions (OS) 4.14 0.71
Planning and o ganiza ion skills (BAS) 4.14 0.76
Basic skills o one’s occupa ion/ ield (BAS) 4.14 0.78
Deep unde s anding o hings lea ned
(BAS)
4.13 0.70
Inc easing one’s sel -con idence (OS) 4.07 0.75
Abili y o e alua e he ac ions o o he s
(SS)
4.01 0.76
O al communica ion skills (SS) 4.00 0.75
Independen wo king skills (OS) 4.00 0.83
C i ical hinking skills (BAS) 3.97 0.79
Con inuing lea ning skills (OS) 3.97 0.80
BAS, Basic academic skills; SS, Social skills; OS, O he skills.
new si ua ions, and inc easing one’s ini ia i e. In addi ion, ou
ques ionnai e included wo nega i e ou comes: disad an ages o
he ield and bad p ac ices. Due o ou ex ensi e lis o gene ic
skills, we epo ed only he 20 highes sco es o gene ic skills
assessed by s uden s (Table 3).
In e iews (n= 19) wi h PE s uden s in ol ed h ee
di e en inal yea s udy modules. Teache s asked olun ee s
o he in e iew. The esea che con ac ed he p ospec i e
in e iewees, in o med hem o he pu pose o he s udy and
ca ied ou he in e iews, each o which las ed abou 45–
60 min. These in e iews we e collec ed 6 mon hs a e he
end o he inal yea s udy module. S uden in e iews we e
in en ionally ca ied ou se e al mon hs a e he inal yea s udy
module in o de o make su e ha s uden s would ha e an
o e all imp ession o he inal yea . S uden in e iews included
ques ions abou s uc u e, o ms o ac i i ies, eache s, lea ning
a mosphe e, assessmen and eedback, p ac ical aining o he
inal yea , and he ole o he inal yea as a pa o he PE
quali ica ion. Speci ic pedagogical p ac ices co e ed in he inal
yea , such as he Th ee K model, and di e en du ies and
esponsibili ies o PE s uden s, we e discussed in he in e iews
as well. All in e iews we e ansc ibed e ba im.
The ansc ibed in e iews we e analyzed by applying
quali a i e con en analysis (Elo and Kyngäs,2008). S uden s’
answe s o ques ions conce ning he lea ning a mosphe e
and he Th ee K model we e ex ac ed om he in e iew
ansc ip s. The analysis ocused on he same issues ha
he eache s assessed as signi ican o he cons uc ion o
a posi i e lea ning a mosphe e. These included desc ip ions
o he s uden s’ expe iences and iews o hei du ies and
esponsibili ies, he i s week o he inal yea s udy module and
he Th ee K model. Summa ies o hese iews may be ound in
he esul s o his s udy.
Resul s
RQ1: Lea ning a mosphe e o he inal
yea s udy module—S uden s’
pe spec i es
As shown in Table 1, all mean alues o he s a emen s
conce ning lea ning a mosphe e we e a he high (4.48–4.81,
max. 5). Thus, he s uden s pe cei ed he inal yea ’s lea ning
a mosphe e as posi i e. Fo example, PE s uden s el ha he
communica ion wi h he eache (4.81) and wi h o he PE
s uden s (4.74) we e na u al and smoo h.
The indings om he s uden in e iews a e in line wi h
he quan i a i e analysis ega ding he lea ning a mosphe e o
he inal yea assessed by PE s uden s abo e: he s uden s
expe ienced ha he eache s succeeded in hei goal
o cons uc ing a posi i e a mosphe e o lea ning and
p o essional de elopmen . The s uden s epo ed ha he
lea ning a mosphe e was wa m, dialogic, and in e ac i e. Fo
example, one pa icipan desc ibed he lea ning a mosphe e o
he inal yea : “I had such a wa m and sa e eeling he e.”
Acco ding o he s uden s, he eache s no only pu e o
in o he lea ning a mosphe e a he beginning o he inal yea
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bu main ained i in a ious ways h oughou he whole yea .
Fo example, one s uden said ha , a he s a o almos all
lessons, he eache s asked he s uden s o news o ca ied ou
ce ain exe cises ha equi ed hem o ake pa in ac ion o
in discussion. A e his kind o ac i e beginning, he s uden s
ound i easie o ake pa in he in e ac i e and collabo a i e
wo k equi ed o hei lessons.
While he s uden s ini ially el ha he esponsibili ies hey
ecei ed we e sligh ly sepa a e om hei o he s udies and he
wo k equi ed o hem o hei inal yea , hey ound ha hey
became na u ally connec ed o he pedagogical p ac ices and
ac ions o hei s udies. One s uden said, “Responsibili ies we e
one pa o he sense o communi y du ing ou inal yea . We
we e all esponsible o how hings happened du ing he yea .”
Mo eo e , s uden s said ha eache s ga e hem esponsibili y
o e hei own lea ning, helping hem eel ha he eache s
comple ely us ed hem.
Acco ding o he s uden s, he Th ee K model was highly
isible and p esen du ing he inal yea . The s uden s el ha
he eache s hemsel es mani es ed he model hey de eloped.
An exce p om an in e iew wi h one s uden illus a es his
pe spec i e:
. . .Teache s a e so wa m. They con ey e y s ongly
ha hey a e in e es ed in us, and hey wan o help
us. And we [ he s uden s and eache s] a e wo king
oge he his yea . They do no always ha e he igh
answe s o solu ions, bu hey a e eady o wo k and
hink oge he wi h us. . . When hey said ha hey
would like o os e such hings [ he s uden is e e ing
o he Th ee K model], i is clea in hei ac ions. Fo
example, i hey alk abou in e ac ion skills and say
ha ac i e lis ening is e y impo an in in e ac ions,
hey hemsel es use ac i e lis ening. In o he wo ds,
hey don’ jus say ha his is he hing ha you
mus lea n bu ac on he lessons and elsewhe e hey
each (S uden 4).
As no ed in he exce p abo e, he s uden s ecognized ha
he eache s hemsel es ac ed in line wi h hei own demands.
The s uden s also claimed ha hey would like o emula e hei
eache s in he u u e.
RQ2: Pe cei ed lea ning o gene ic
skills among physical educa ion
s uden s du ing hei inal yea s udy
module
As shown in Table 3, among he 20 highes sco es o skills
we e eigh gene ic skills om he ca ego y “o he gene ic skills,”
as well as six gene ic skills om he “basic academic skills” and
“social skills” ca ego ies. These ca ego ies a e ep esen ed by he
ollowing abb e ia ions: BAS, basic academic skills; SS, social
skills; and OS, o he skills, and a e included wi h each gene ic
skill p o ided in Table 3.
Acco ding o he PE s uden s’ assessmen s, he highes
sco es we e gi en o a ious social skills: in e ac ion skills (mean
alue was 4.48, max. 5), abili y o lis en o o he s (4.36), seeing
hings om he pe spec i es o o he s (4.31), and collabo a ion
skills (4.18). F om he BAS ca ego y, s uden s pa icula ly
epo ed lea ning holis ic hinking (4.39) and de eloping an
o e all pic u e o one’s ield (4.18). F om he OS ca ego y,
s uden s assessed ha hey lea ned inc eased awa eness o one’s
know-how (4.26) and aking esponsibili y o one’s wo k (4.24).
Thus, he pedagogical p ac ices o he inal yea s udy module
seem o o e oppo uni ies o de elop e sa ile social skills and
inc ease s uden s’ awa eness o hemsel es as p o essional agen s
(inc eased awa eness o one’s know-how) and hei p o ession
in he wide con ex (de eloping an o e all pic u e o one’s ield,
holis ic hinking).
RQ3: Rela ionship be ween pe cei ed
lea ning a mosphe e and lea ning
gene ic skills
As shown in Table 2, i was es ablished ha a posi i e
lea ning a mosphe e was associa ed wi h he lea ning o
esou ce ulness, inno a i eness, c ea i i y; abili y o plan
a ca ee ; basic ield-speci ic occupa ional skills; con inuing
p o essional de elopmen , and ew gene ic academic skills (i.e.,
w i en and o al communica ion skills, p ojec -wo k skills).
These associa ions, howe e , we e no s ong (p<0.01).
Due o mode a e associa ions be ween he gene ic skills
and he posi i e lea ning a mosphe e, he coe icien s o
de e mina ion we e also mino . The highes coe icien o
de e mina ion was o “ esou ce ulness, inno a i eness o
c ea i i y” (R= 0.404, R2= 0.163, F= 15.768, p<0.001)— ha
is, he posi i e lea ning a mosphe e explained 16 pe cen o he
lea ning o esou ce ulness, inno a i eness o c ea i i y.
Discussion
In his s udy, he ole o a posi i e lea ning a mosphe e o
lea ning gene ic skills was examined du ing he inal yea o
Finnish physical educa ion (PE) eache educa ion. This con ex
was sui able o examining his opic because eache s o he
module ha e de eloped hei pedagogical p ac ices o a long
ime and we e he e o e able o os e a sense o communi y
and solida i y in he class (e.g., Tynjälä e al.,2016;Lau i salo
e al.,2019;Mäkinen e al.,2022). The s udy ocused on (1)
PE s uden s’ expe iences o a mosphe e du ing he inal yea
o he module, (2) hei assessmen s o lea ning gene ic skills,
and (3) he ela ionship be ween pe cei ed a mosphe e and
lea ning gene ic skills.
The esul s conce ning he a mosphe e indica e ha
he eache s succeeded in hei objec i e o cons uc ing a
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posi i e en i onmen o PE s uden s’ lea ning and p o essional
de elopmen . S uden s epo ed ha he a mosphe e was wa m
and con e sa ional; hey also el ha i was easy and na u al
o speak hei minds. I could be said ha he s uden s el
equal o hei eache s. They el ha hei eache s us ed hem
comple ely, gi ing hem conside able esponsibili y in e ms o
hei own lea ning, hinking and collabo a ion.
Fu he mo e, pe cei ed lea ning o gene ic skills was e y
s ong. In his s udy, only he 20 mos lea ned gene ic skills
we e epo ed. The mean alues o all o hem we e a he
high; almos all had a 4 o abo e, wi h a maximum o 5.
In o he wo ds, PE s uden s assessed hey lea ned hese skills
conside ably well du ing he yea . Ea lie s udies ha e shown
ha in e ac i e and collabo a i e eaching p ac ices pa icula ly
suppo and os e he lea ning o gene ic skills (Kembe ,2009;
An hony and Ga ne ,2016;Vi anen and Tynjälä,2019). This
s udy suppo s hose indings as eaching in he cou se was
in e ac i e and he PE s uden s epo ed lea ning many di e en
social, basic academic and o he skills.
The e we e associa ions be ween posi i e lea ning
a mosphe e and some gene ic skills, such as he de elopmen o
c ea i i y, bu he co ela ions we e only mode a e (p<0.01).
This inding is also in line wi h ea lie , limi ed numbe o
s udies on he opic (e.g., Zeng,2021). Fo example, Vi anen
and Tynjälä (2019)and Cala ia e al. (2021)also ound ha a
pe cei ed posi i e a mosphe e suppo s c ea i i y. We discuss
ou indings mo e closely below.
Du ing he inal yea , he module in ques ion aimed o
suppo , abo e all, he p o essional g ow h o PE eache s,
whe eas he lea ning o di e en gene ic skills is no
he p ima y goal.
The eache s c ea ed a posi i e and sa e a mosphe e o
os e hei s uden s’ p o essional de elopmen . Acco ding o
he indings o his s udy, he eache s succeeded in hei aim
o cons uc ing a posi i e and sa e lea ning a mosphe e o hei
s uden s. In u he s udies i would be in e es ing o examine
whe he a s ong ela ionship exis s be ween pe cei ed posi i e
a mosphe e and p o essional de elopmen o s uden eache s.
Howe e , he indings do no show how he lea ning a mosphe e
o he inal yea s udy module should be de eloped in o de o
suppo and os e he lea ning o gene ic skills.
The ela ionship be ween lea ning a mosphe e and lea ning
gene ic skills was examined ia a ques ionnai e. Al hough
he analysis o he ques ionnai e da a shows ha PE s uden s
assessed he lea ning a mosphe e e y highly, he s a emen s
(see Table 1) we e ela ed o he a mosphe e in a a he gene al
way. Fo example, hey did no in es iga e he eache -s uden
ela ionship in de ail despi e he ac ha i has been ound
o be a signi ican ac o in cons uc ing a posi i e lea ning
a mosphe e in ea lie s udies (e.g., Kiu u e al.,2015;Kos iainen
e al.,2018;Pöysä e al.,2019). Kembe (2009) ound ha
an in e ac i e eache -s uden ela ionship was associa ed wi h
he de elopmen o highe -o de hinking capabili ies. Fo
his eason, he ques ionnai e s a emen s should be u he
de eloped so ha hey may mo e accu a ely con ey he eache -
s uden ela ionship.
As o limi a ions o he s udy, a en ion can be paid o
he ac ha he esul s o he analysis o he ques ionnai e
da a a e based on he esponden s’ sel -assessed answe s.
As a me hod, sel -assessmen has been c i icized because
assessmen s o one’s own ac ions a e conside ed un eliable
(e.g., Paulhus and Vazi e,2007). Fo example, B aun and
B achem (2017)s a e ha sel - epo ed compe ences canno
be equi alen o an objec i e assessmen o compe ences.
In he Finnish educa ional con ex , howe e , an in e es ing
phenomenon has been ound. Fo example, Vi anen (2013)
ound in he doc o al hesis ha Finnish s uden s assessed hei
lea ning and p o essional de elopmen du ing hei wo kplace
lea ning pe iods mo e c i ically han hei eache s o wo kplace
aine s did. Mo eo e , in he s udy, he wo kplace aine s
saw he lea ning and p o essional de elopmen o s uden s a
wo kplaces in he mos posi i e ligh . A s ong co ela ion
be ween assessmen s by eache s and s uden s has also been
demons a ed in o he s udies (e.g., Falchiko and Gold inch,
2000;Wang e al.,2009;Asikainen e al.,2014). I is also
no ewo hy ha he ques ionnai e used in his s udy has been
de eloped, es ed and applied o e a long pe iod o ime ac oss
se e al s udies (e.g., Tynjälä and Vi anen,2005;Vi anen e al.,
2014;Vi anen and Tynjälä,2019). Reliabili y o he esea ch
indings can also be suppo ed wi h he use o iangula ion o
he me hods. The lea ning a mosphe e indings we e examined
wi h he help o bo h in e iews and ques ionnai es and bo h
esul s we e comple ely in line wi h each o he .
To conclude, al hough his s udy ound only mode a e
ela ionship be ween pe cei ed posi i e a mosphe e and
lea ning gene ic skills, i s o he indings a e p omising.
The esea ch con ex ’s a mosphe e was conside ed e y
posi i e and sa e. Mo eo e , he lea ning o gene ic skills was
assessed as s ong and e sa ile. The e o e, he good p ac ices
documen ed in his s udy, such as how o cons uc a wa m
educa ional a mosphe e, may be applied when de eloping
o he s udy modules.
Da a a ailabili y s a emen
The o iginal con ibu ions p esen ed in his s udy a e
included in he a icle/supplemen a y ma e ial, u he inqui ies
can be di ec ed o he co esponding au ho .
E hics s a emen
E hical e iew and app o al was no equi ed o
he s udy on human pa icipan s in acco dance wi h
he local legisla ion and ins i u ional equi emen s. The
pa ien s/pa icipan s p o ided hei w i en in o med consen
o pa icipa e in his s udy.
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Au ho con ibu ions
All au ho s lis ed ha e made a subs an ial, di ec , and
in ellec ual con ibu ion o he wo k, and app o ed i
o publica ion.
Con lic o in e es
The au ho s decla e ha he esea ch was conduc ed
in he absence o any comme cial o inancial ela ionships
ha could be cons ued as a po en ial con lic
o in e es .
Publishe ’s no e
All claims exp essed in his a icle a e solely hose o he
au ho s and do no necessa ily ep esen hose o hei a ilia ed
o ganiza ions, o hose o he publishe , he edi o s and he
e iewe s. Any p oduc ha may be e alua ed in his a icle, o
claim ha may be made by i s manu ac u e , is no gua an eed
o endo sed by he publishe .
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