The aim of the research was to investigate teachers’ self-efficacy and attitudes towards inclusion of pupils with disabilities in mainstream education. The research group consisted of 253 physical education teachers (125 male and 128 female) with an average age of 40.52 ± 10.69 working in primary (62%) and secondary (38%) Slovak schools. To obtain empirical data, the standardized questionnaire methods SE-PETE-D and PEATID-III were used. In the analysis of self-efficacy, using the Mann–Whitney U test, significant differences were found in practical experience with pupils with disabilities and (a) teachers’ self-efficacy (p ≤ 0.01) and (b) their attitudes (p ≤ 0.05). The same significant differences (p ≤ 0.05) were found between participation in APA/APE courses and both (a) self-efficacy as well as (b) attitudes. Moreover, the research found the same significant differences (p ≤ 0.01) between the type of disability and both (a) self-efficacy and (b) attitudes. A significantly positive correlation with a moderate relationship between teachers’ self-efficacy and their attitudes towards pupils with disabilities (p ≤ 0.01) were also found. Based on our findings, recommendations with specific proposals for physical and sports education practice were formulated.

(1) The aim of this paper was to explore the views of primary and secondary school children’s parents on physical education (PE) and to subsequently analyse the differences in their views. The gender of the parent and child was taken into consideration as well as the parents’ levels of education. (2) The research sample consisted of 821 participants 668 of which were female (81.4%) and 153 of which were male (18.6%). The views of the children’s parents were collected through a non-standardized questionnaire. The questionnaire was divided into four areas (1—attitudes towards the physical education teaching process, 2—physical activity as part of lifestyle, 3—physical education during the COVID-19 pandemic, 4—social capital), with a total of 18 items in the questionnaire. The reliability of the questionnaire was analysed using Cronbach’s coefficient reached 0.835. Confirmatory factor analysis was also used to test the predicted factor structure. (3) In general, this research found that parents were more likely to express dissatisfaction if their child was only provided with 2 PE classes per week and would accept an increase in this number. Those parents whose children do not participate in organized physical activities were shown to be unsatisfied with their children’s physical fitness. A more significant limitation of children’s physical activity (PA) was observed among parents with secondary education. Parents with secondary education also feel that their child partaking in PA when they have free time is not so important, whereas parents with a higher level of education feel that it is. (4) Parents expressed positive evaluations of PE and recognized the importance it has in their child’s education. In the questionnaire, questions were related to physical fitness and PA specifically during the COVID-19 pandemic and this research observes the differences in opinions of parents depending on the level of education they attained and the gender of their child.

Quality Physical Education (QPE) is crucial, yet its delivery at the primary level is often challenged by generalist teachers’ inadequate preparedness, a deficit that collaborative tandem teaching can address. This study compared the perceived preparedness of 618 generalist teachers with varied tandem teaching experience in Slovakia and North Macedonia, examining differences linked to the structural model type. Data were collected via a questionnaire assessing self-perceived preparedness across 11 PE domains and the need for continuous professional development. A Chi-square test compared responses between the Slovakian model (rotational sports coaches, co-teaching 1 of 3 weekly lessons) and the North Macedonian model (consistent PE teachers, co-teaching all 3 weekly lessons). Generalist teachers in both countries reported overall high preparedness, but a significant deficiency was identified in working with children with diverse learning needs (p < 0.01). North Macedonian teachers, who experience a long-term partnership with a dedicated PE teacher in all weekly PE lessons, reported being significantly better prepared across most domains (e.g., selection of equipment, p = 0.000) than Slovakian teachers, who utilize short, rotational partnerships in 1 of 3 weekly lessons. The findings suggest that the structure of the tandem teaching model is a key factor in enhancing generalist teachers’ preparedness and professional growth in QPE.

Background/Objectives: To address the inconsistent provision of specialist physical education (PE) in primary schools, this study investigated the comparative efficacy of distinct team teaching configurations. The objective was to compare these instructional models’ impact on students’ basic motor competencies (MC) and self-reported physical literacy (PL). Methods: This cluster-randomized trial involved N = 266 students (grades 1–4) in Slovakia, assigned to one of five instructional models (PE teacher; GT+PET; PET+AT; GT+C; and GT+AT). The five-month intervention included two 45 min PE lessons weekly. Given the cluster design and non-normal data, the Wilcoxon singed-rank test and Kruskal–Wallis H-test were applied to assess the differences, and Cohen’s r was applied to determine effect size. Results: Comparative analysis showed no significant differences across teaching models for Self-Movement (p = 0.544), Object-Movement (p = 0.138), or PL (p = 0.219). Significant within-group MC gains were found in 4 teaching models, yet the practical effect size was generally weak to moderate (r ranging from 0.21 to 0.69). The strongest practical improvement was observed in the AT+PET Self-Movement group (r = 0.69). In contrast, the GT+PET configuration achieved no significant MC gain. For PL, only the AT+PET and GT+PET models showed significantly positive but moderate changes (r = 0.32 and 0.37). Conversely, the GT+C model resulted in a moderately significant decline in PL (Δ = −9.16, r = 0.43). A positive but practically weak correlation emerged between the MC subscales and PL (ρ ranging from 0.135 to 0.238, p < 0.05), with the highest limited association for Catching (ρ = 0.377, p < 0.01). The frequency of organized out-of-school physical activity was positively correlated with MC subscales (ρ = 0.195–0.282, p < 0.01) but not significantly correlated with PL. Conclusions: No single teaching model proved superior for improving overall motor competence or self-perceived physical literacy. While most effective configurations yielded moderate practical gains, the GT+C model presents a key paradox: while effective for objective skills, it proved detrimental to self-perceived physical literacy. These findings lead to explicit policy and implementation recommendations focused on strengthening collaborative instruction. Policymakers should consider strategies to support the integration of specialist PE teachers (PETs), such as establishing co-teaching as a recommended practice and allocating dedicated resources for funding and collaborative planning time to leverage the specialized knowledge they bring. Furthermore, schools are encouraged to focus on the effective implementation of PET-involved team teaching approaches (e.g., AT+PET and GT+PET). These models are not only effective but also support the co-professionalization of the generalist teacher, which is essential for ensuring that high-quality, evidence-based PE practices are consistently embedded.

The explosion of information and the development of information and communication technologies contribute to serious worldwide problems - sedentary life styles and physical inactivity of people, all with related health, economic and social consequences. International organizations are actively addressing these current problems of the world. Good example of successful cooperation between international bodies is ICSSPE's International Committee of Sport Pedagogy (ICSP) and its participation on international projects: "International Position Statement on Physical Education", "Benchmarks for Physical Education", "Designed to Move", "Global Voices on Quality of Physical Education and Sport", "International Charter of Physical Education, Physical Activities and Sport", "Quality Physical Education Guidelines for Policy Makers", "Madagascar project"

Background/Objectives: To address the inconsistent provision of specialist physical education (PE) in primary schools, this study investigated the comparative efficacy of distinct team-teaching configurations. The objective was to compare these instructional models' impact on students' basic motor competencies (MC) and self-reported physical literacy (PL). Methods: This quasi-experimental, cluster-randomized study involved N=266 students (grades 1-4) assigned to one of five instructional models: single PE teacher or four team-teaching configurations (Generalist Teacher + PE Teacher [GT+PE T], Generalist Teacher + Assistant Teacher [GT+AT], Generalist Teacher + Sports Coach [GT+C], and PE Teacher + Assistant Teacher [PE T+AT]). The five-month intervention included two 45-minute PE lessons weekly. Motor competence (MC, MOBAK) and perceived physical literacy (PL, PLAYSelf) were assessed pre- and post-intervention. Given the cluster design and non-normal data, non-parametric tests were used; Kruskal-Wallis H-test compared change scores between groups, complemented by Spearman’s rank-order correlations for construct alignment and covariate analysis. Results: Statistically significant within-group overall MC gains were achieved exclusively by configurations including a qualified PE teacher (GT+PE T and PE T+AT; p < 0.05). The GT+PE T model showed the largest positive change, including significant PL improvement (Δ = +5.65). Conversely, the GT+C model resulted in a significant decline in self-reported PL (Δ = -9.16). A small but significant positive correlation (ρ = 0.149) emerged between Object-Movement skills and Perceived Physical Literacy post-intervention. Conclusions: The effectiveness of collaborative PE instruction is highly dependent on the explicit inclusion of a qualified PE teacher, reinforcing the crucial role of specialized pedagogical content knowledge. Models lacking this core expertise may be detrimental to both motor skill development and the affective components of physical literacy. These findings highlight the need for policy focused on high-quality, PE teacher-led primary PE.