Start Date
16-6-2025 3:30 PM
End Date
16-6-2025 5:00 PM
Abstract
Introduction
/="/">Sport and thus physical education (PE) contribute significantly to the holistic development of children and young people with a cognitive impairment (Albaum et al., 2022). To achieve this goal in PE, it is important to have well-educated and skilled PE-teachers. However, in Germany, many PE classes in special education settings are predominantly taught by non-specialist teachers (Greisbach, 2017). Moreover, there remains a significant lack of clarity about how non-specialist teachers design their PE lessons and about which goals they aim to achieve. This study addresses this gap by analysing how non-specialist teachers teach PE for students with learning difficulties.
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Methodology
/="/">A qualitative research design was employed to capture the perspectives of non-specialist PE teachers. Semi-structured interviews were conducted with five special education teachers. The data were analyzed using qualitative thematic analysis according to Mayring (2022), applying thematic categories. By using the software MAXQDA, the categories were developed inductively.
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Results
/="/">The data analysis shows that non-specialist PE teachers rely on the advice of more experienced colleagues and their own personal sporting experience, developing routines through learning by doing. They use these primarily for lesson structure and visual aids, but struggle to adapt activities to individual needs, limiting educational goals. Despite positive relationships with students, their effectiveness is hindered by a lack of resources, including safety regulations, adaptable methods, and lead-up games.
Conclusions
/="/">Non-specialist teachers need to be supported with specialized training and practical sports assistance to unlock their full potential and effectively deliver targeted PE.
References
/="/">Albaum, C., Mills, A., Morin, D., & Weiss, J. A. (2022). Attitudes Toward People With Intellectual Disability Associated With Integrated Sport Participation. Adapted Physical Activity Quarterly, 39(1), 86–108. https://doi.org/10.1123/apaq.2021-0006
Greisbach, M. (2017). Förderschwerpunkt Lernen – Basiswissen für den inklusiven Sportunterricht – Einführung [Learning Difficulties – Fundamental Knowledge for Inclusive PE –Introduction]. In Giese, M., & Weigelt, L. (Eds), Inklusiver Sport- und Bewegungsunterricht: Unterricht und Praxis aus der Perspektive der Förderschwerpunkte [Inclusive PE: Teaching From the Perspective of Special Education Needs] (p. 32-52). Meyer & Meyer.
Mayring, P. (2022). Qualitative Inhaltsanalyse: Grundlagen und Techniken [Qualitive Content Analysis: Basics and Techniques]. Beltz.
Recommended Citation
Kummert, Laura and Zimlich, Matthias, "Teaching Physical Education (PE) to Students With Learning Difficulties From the Perspective of Non-Specialist Teachers" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 17.
https://sword.cit.ie/isapa/2025/day1/17
Teaching Physical Education (PE) to Students With Learning Difficulties From the Perspective of Non-Specialist Teachers
Introduction
/="/">Sport and thus physical education (PE) contribute significantly to the holistic development of children and young people with a cognitive impairment (Albaum et al., 2022). To achieve this goal in PE, it is important to have well-educated and skilled PE-teachers. However, in Germany, many PE classes in special education settings are predominantly taught by non-specialist teachers (Greisbach, 2017). Moreover, there remains a significant lack of clarity about how non-specialist teachers design their PE lessons and about which goals they aim to achieve. This study addresses this gap by analysing how non-specialist teachers teach PE for students with learning difficulties.
/="/">
Methodology
/="/">A qualitative research design was employed to capture the perspectives of non-specialist PE teachers. Semi-structured interviews were conducted with five special education teachers. The data were analyzed using qualitative thematic analysis according to Mayring (2022), applying thematic categories. By using the software MAXQDA, the categories were developed inductively.
/="/">
Results
/="/">The data analysis shows that non-specialist PE teachers rely on the advice of more experienced colleagues and their own personal sporting experience, developing routines through learning by doing. They use these primarily for lesson structure and visual aids, but struggle to adapt activities to individual needs, limiting educational goals. Despite positive relationships with students, their effectiveness is hindered by a lack of resources, including safety regulations, adaptable methods, and lead-up games.
Conclusions
/="/">Non-specialist teachers need to be supported with specialized training and practical sports assistance to unlock their full potential and effectively deliver targeted PE.
References
/="/">Albaum, C., Mills, A., Morin, D., & Weiss, J. A. (2022). Attitudes Toward People With Intellectual Disability Associated With Integrated Sport Participation. Adapted Physical Activity Quarterly, 39(1), 86–108. https://doi.org/10.1123/apaq.2021-0006
Greisbach, M. (2017). Förderschwerpunkt Lernen – Basiswissen für den inklusiven Sportunterricht – Einführung [Learning Difficulties – Fundamental Knowledge for Inclusive PE –Introduction]. In Giese, M., & Weigelt, L. (Eds), Inklusiver Sport- und Bewegungsunterricht: Unterricht und Praxis aus der Perspektive der Förderschwerpunkte [Inclusive PE: Teaching From the Perspective of Special Education Needs] (p. 32-52). Meyer & Meyer.
Mayring, P. (2022). Qualitative Inhaltsanalyse: Grundlagen und Techniken [Qualitive Content Analysis: Basics and Techniques]. Beltz.