Diferencie vo vnímaní faktorov ovplyvňujúcich pocity žiakov so zdravotným znevýhodnením na hodinách telesnej a športovej výchovy z pohľadu typu základnej školy
Differences in the Perception of Factors Influencing the Feelings of Pupils with Disabilities in Physical and Sports Education Classes from the Perspective of the Type of Primary School

Summary/Abstract: This paper aims to analyze and compare the factors influencing the perceptions of pupils in mainstream primary schools and primary schools for pupils with disabilities (D) towards physical and sports education (PE). A trio of factors was analyzed and compared. The personality factor focusedon the individual characteristics of pupils influencing their feelings towards PE. The classmate factore xplored perceptions of social relationships within the team and the teacher factor investigated howpupils evaluate the teacher and the teaching process he/she leads. The research population consisted of 172 pupils from primary and elementary schools for pupils with disabilities who participate inthe compulsory subject of PE. The research had a quantitative design and was conducted througha questionnaire (α=0,836). The results of the research indicate positive feelings of PE among primaryschool pupils for pupils with D, who generally experienced more positive feelings in the classroom than pupils included in mainstream primary schools. In terms of primary school type, both groups of pupils felt most positively about their classmates. Pupils educated in mainstream primary schools next ratedthe personality factor and the teacher factor positively, and conversely, pupils educated in primaryschools for pupils with D rated the teacher positively, followed by the personality factor. Our research findings highlighted the need for individual support for pupils in inclusive settings from teachers and classmates, which may significantly influence their feelings towards PE.

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