Evaluating and Optimizing the Physical Capacity of Children with Special Educational Needs in Physical Education: A primary Education Scholl Perspective
Abstract
This study aims to evaluate and optimize the physical capacities of children with special educational needs (SEN) through physical education and sports lessons. Participants were divided into an experimental group (15 boys, 10 girls) and a control group (15 boys, 10 girls). The 12-week study used pre-test and post-test measurements, with physical fitness assessed via the Eurofit test battery. The experimental group received two hours of standard physical education plus a two-hour adapted sports program weekly, while the control group continued standard classes. Data were analyzed using descriptive statistics, dependent samples t-test, MANCOVA, and ANCOVA. All participants in the experimental group showed significant improvements in all physical performance tests (p≤.002). In the girls' experimental group, significant changes were observed in the Flamingo Balance Test, 20-meter Sprint Test, hand grip strength, sit-and-reach, sit-up, standing long jump, and ball throw tests (t=-7.21 to 18.25; d=1.39–5.77); in the boys' experimental group, significant improvements were obtained in sprint, hand grip strength, Flamingo Balance Test, sit-and-reach, sit-up, standing long jump, and ball throw tests (t=-10.35 to 20.84; d=1.18–5.38). In contrast, only a limited number of parameters showed changes in the control group. When pre-test scores were controlled, MANCOVA analysis revealed a highly significant difference between groups in terms of the primary factor (F(7,34)=148.35, p<.001, ηp²=.968); in variable-based ANCOVA analyses, the highest explained variance ratios were observed in the shuttle run (ηp²=.900), flexibility (ηp²=.880), and hand grip (ηp²=.804) tests. In conclusion, a structured, differentiated, and inclusive physical education program can significantly improve physical capacity in children with SEN.
Keywords
Optimization, Physical Capacity, Special Education Needs (Sen), Physical Education
References
- Al-Hadabi, B., Yetgin, M. K., Dervent, F., & Aljuhani, O. (2025). Evaluating the Influence of weight status and gender on moderate to vigorous physical activity and sedentary time in physical education lessons: A Cross-Sectional Study. In Healthcare, 13(5), 562. [CrossRef] [PubMed]
- Anaby, D., Avery, L., Gorter, J. W., Levin, M. F., Teplicky, R., Turner, L., & Hanes, J. (2020). Improving body functions through participation in community activities among young people with physical disabilities. Developmental Medicine & Child Neurology, 62(5), 640-646. [CrossRef] [PubMed]
- Borms, D., Maenhout, A., & Cools, A. M. (2016). Upper quadrant field tests and isokinetic upper limb strength in overhead athletes. Journal of Athletic Training, 51(10), 789-796. [CrossRef] [PubMed]
- Coates, J., & Vickerman, P. (2008). Let the children have their say: Children with special educational needs and their experiences of physical education a review. Support for Learning, 23(4), 168-175.
- Demirci, P. T., Çınar, İ., & Demirci, N. (2014). Studying the problems of primary school teachers derived from inclusive education and physical education programme of The students in need of Special Education. International Journal of Turkish Education Sciences, 2(2), 136-150.
- Demirci, P. T., & Demirci, N. (2018). The effects of game and physical activity lessons in children with learning disabilities. Kinesiologia Slovenica, 24(3), 47-55. [CrossRef]
- Emmers, E., Baeyens, D., & Petry, K. (2020). Attitudes and self-efficacy of teachers towards inclusion in higher education. European Journal of Special Needs Education, 35(2), 139-153. [CrossRef]
- Hutzler, Y., Meier, S., Reuker, S., & Zitomer, M. (2019). Attitudes and self-efficacy of physical education teachers toward inclusion of children with disabilities: a narrative review of international literature. Physical Education and Sport Pedagogy, 24(3), 249-266. [CrossRef]
- Jaksic, D., Mandic, S., Maksimovic, N., Milosevic, Z., Roklicer, R., Vukovic, J., & Drid, P. (2020). Effects of a nine-month physical activity intervention on morphological characteristics and motor and cognitive skills of preschool children. International Journal of Environmental Research and Public Health, 17(18), 6609. [CrossRef] [PubMed]
- Leyser, Y., Kapperman, G., & Keller, R. (1994). Teacher attitudes toward mainstreaming: a cross‐cultural study in six nations. European Journal of Special Needs Education, 9(1), 1-15. [CrossRef]