The main goal of our project was to empower primary school teacher to include pupils with special educational needs into physical education classes assisted by digital tools. To achieve this objective, we focused on identifying teachers' competences in information communication technology and inclusive class creation, along with their perceived self-efficacy in inclusive physical education. Subsequently, we developed digitalized content for primary school teachers, facilitating their work in inclusive PE classes and guiding them in utilizing digital platforms through assistance and support measures.
Primary physical (PE) education is a cornerstone for foundation for lifelong engagement in physical activity and sport. Studies showed, that pupils with special educational needs (SEND) are less likely participate in physical education lessons and are left out for a variety of reasons. The largest barrier for quality PE in primary school is qualification and preparation of teachers (Lynch, 2017), with perceived self- efficacy being a key for inclusion (Kwon and Block, 2017). The COVID-19 shift to distance learning exacerbated challenges. The primary school teachers had to find new ways and methods to sustain physical activity for pupils. Research showed that using digital technologies was inert, depending on teacher and often leaving PE responsibilities to students and parents. Situation highlighted the need to support the teacher in curriculum design and practice provision how to integrate students with special educational needs into general PE classes. This project focused on primary school teachers, lacking knowledge in adapted physical activity and digital resource, aiming to facilitate and empower them in providing inclusive education.