EduPort 2026, 10(1):003 | DOI: 10.21062/edp.2026.003

VNÍMANIE PRÁCE PEDAGOGICKÉHO ASISTENTA NA INKLUZÍVNYCH HODINÁCH TELESNEJ A ŠPORTOVEJ VÝCHOVY  V ZÁKLADNÝCH ŠKOLÁCH

Bianca Nagyová, Dagmar Nemček
Katedra špeciálnej pedagogiky a inkluzívneho vzdelávania, Pedagogická fakulta, Univerzita Komenského v Bratislave (SLOVENSKO)

PERCEPTION OF THE WORK OF TEACHING ASSISTANT IN INCLUSIVE PHYSICAL AND SPORTS EDUCATION IN PRIMARY SCHOOLS

Inclusive physical and sports education is an integral part of the educational process in mainstream primary schools. Their aim is to create conditions for the active participation of all pupils without distinction, respecting their individual needs, abilities, and disabilities. In the context of the dynamic development of inclusive education in Slovakia, teaching assistants play a significant role, representing an important element  of teamwork among all stakeholders in the educational process. Their presence can significantly support  the participation of pupils with disabilities in physical and sports education. The aim of the research was to highlight the importance of the work of teaching assistants in inclusive physical and sports education in primary schools. The research focused on four research questions:
(1) How do teaching assistants perceive their role and the importance of their work in inclusive physical  and sports education in primary schools?
(2) How do parents of pupils with disabilities and able-bodied pupils perceive the presence of teaching assistants in inclusive physical and sports education in primary schools from the perspective of teaching assistants?
(3) How do teaching assistants and physical and sports education teachers cooperate?
(4) What needs do teaching assistants identify in terms of their further professional development in relation  to supporting pupils with disabilities in inclusive physical and sports education? 
The research was qualitative in nature. The research sample met pre-defined key criteria. Participants had  to be: (1) teaching assistants working in mainstream primary schools who regularly assist in inclusive physical and sports education in which pupils with disabilities are included, and (2) they had to have at least one school year of teaching experience. Six teaching assistants participated in the research. A semi-structured interview method was used. The interviews focused on the role and importance of teaching assistants in inclusive physical and sports education, the views of parents of pupils with disabilities and their able-bodied classmates  on the assistance provided by teaching assistants in physical and sports education, the cooperation between teaching assistants and physical and sports education teachers, and the possibilities for further professional development of teaching assistants. The results of the research showed that teaching assistants perceive their role in physical and sports education as important and irreplaceable, especially in the context of supporting pupils with disabilities. The presence  of teaching assistants in physical and sports education is considered a key factor in supporting the emotional, social, and physical development of these pupils, as well as in increasing their active participation in physical and sports activities. Teaching assistants also reflected on the positive reactions of parents of pupils  with disabilities and their able-bodied classmates, who perceived the presence of a teaching assistant  as an element supporting equal opportunities in education. Cooperation between teaching assistants and physical and sports education teachers was assessed as active, open, and effective. Their cooperation was based primarily on mutual communication, flexible distribution  of tasks before teaching, and joint resolution of situations that arose during the teaching process. At the same time, however, teaching assistants pointed to the need for a clearer definition of their competences and more systematic support from the school. Teaching assistants identified an insufficient level of their professional knowledge. They expressed the need  for practical further training, especially in the areas of modifying physical activities, motivation, managing pupils' emotional reactions, and resolving crisis situations. According to the participants, further training  in special education and inclusive physical and sports education would contribute to improving the quality, effectiveness, and professionalism of teaching assistants in physical and sports education education  in mainstream primary schools.

Keywords: teaching assistant, inclusion, pupils with disability, physical and sports education

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Nagyová B, Nemček D. VNÍMANIE PRÁCE PEDAGOGICKÉHO ASISTENTA NA INKLUZÍVNYCH HODINÁCH TELESNEJ A ŠPORTOVEJ VÝCHOVY  V ZÁKLADNÝCH ŠKOLÁCH. EduPort. 2026;10(1):003. doi: 10.21062/edp.2026.003.
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