Canfyddiadau athrawon Addysg Gorfforol ynghylch Addysg Gorfforol o ansawdd uchel o fewn ysgolion cyfrwng Cymraeg yn ne Cymru


Canfyddiadau athrawon Addysg Gorfforol ynghylch Addysg Gorfforol o ansawdd uchel o fewn ysgolion cyfrwng Cymraeg yn ne Cymru
Lowri Edwards, Anna Bryant ac Anwen Mair Jones

Mewn adroddiad yn 2013, awgrymodd Llywodraeth Cymru fod codi statws Addysg Gorfforol (AG) i fod yn bwnc craidd, fel Cymraeg a Mathemateg, yn hanfodol er mwyn ceisio atal yr epidemig gordewdra presennol. Serch hynny, mae’n rhaid cael gwersi AG o ansawdd uchel er mwyn cael effaith gorfforol gadarnhaol ar ddisgyblion. Mae gan athrawon AG rôl hanfodol wrth weithredu AG o ansawdd uchel, ac felly bydd deall eu canfyddiadau ynghylch AG o ansawdd uchel yn bwysig. Cynhaliwyd cyfweliadau gyda deg o athrawon AG ysgolion cyfrwng Cymraeg de Cymru (saith dyn a thair menyw). Daeth i’r amlwg fod tebygrwydd rhwng theori cyfredol yn y maes a chanfyddiadau’r athrawon, er enghraifft pwysigrwydd creu amgylchedd dysgu cadarnhaol. Fodd bynnag, roedd yna wahaniaethau rhwng y theori a’r ymarfer, er enghraifft dryswch gyda’r term llythrennedd corfforol. Goblygiad yr astudiaeth yw fod angen ymgynghori gydag athrawon AG i lunio polisïau AG o ansawdd uchel. Yn y dyfodol dylid cynnal ymchwil gweithredol i hybu’r term llythrennedd corfforol.


Cyfeiriad:

 
  	Lowri Edwards, Anna Bryant ac Anwen Mair Jones, 'Canfyddiadau athrawon Addysg Gorfforol ynghylch Addysg Gorfforol o ansawdd uchel o fewn ysgolion cyfrwng Cymraeg yn ne Cymru', Gwerddon, 20, Hydref 2015, 44-60.
   

Allweddeiriau

 
    Addysg Gorfforol ansawdd uchel, amgylchedd dysgu cadarnhaol, llythrennedd corfforol.
    

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