Developing Traits of Self-Confidence and Intrinsic Motivation in Students with Severe Special Educational Needs in Physical Education Lessons

TL;DR

This study explores how physical education lessons help students with severe special needs develop self-confidence and intrinsic motivation through supportive teacher-pupil interactions.

Contribution

The study identifies constructive dialogic interaction as a key factor in developing emotional intelligence traits in students with severe SEN.

Findings

Constructive dialogic interaction with emotional support enhances self-confidence and intrinsic motivation.

Self-efficacy demonstration and positive self-assessment are key features of developing self-confidence.

Intrinsic motivation is shown through choosing challenging tasks and striving for improvement.

Abstract

This study, by analyzing processes taking place in physical education (PE) lessons, sought to identify how traits of self-confidence and intrinsic motivation developed in pupils with special educational needs (SEN). The research employed a micro-ethnographic study that was directed at the research object: opportunities to develop pupils’ traits of self-confidence and intrinsic motivation. Empirical data were gathered through video recordings of PE lessons. The sample comprised 36 first-grade pupils with severe SEN. Using reflexive thematic analysis, we identified themes and subthemes that revealed the development of emotional intelligence traits: self-confidence and intrinsic motivation, as well as themes and subthemes that revealed the manifestation of these traits in PE lessons. The study found that constructive dialogic interaction—emphasizing emotional support and strength-oriented, reciprocal teacher–pupil reflection—was the key factor in developing both self-confidence and intrinsic motivation. The study revealed distinctive features of self-confidence (demonstration of self-efficacy, positive self-assessment, reflection on the perception of strengths) and intrinsic motivation (choosing challenging tasks, determination and persistence, the need to improve skills and achieve better results). The empirical findings reflected universal methods for cultivating emotional intelligence traits that could be transferred to other educational contexts. The article presents a small part of the dissertation research data.

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