Perspective of preschool educators on physical education: overcoming challenges and offering recommendations

Background: Incorporating habitual physical activity and building fundamental motor skills in preschool age indeed form a foundation for lifelong health and a healthy lifestyle where qualified preschool teachers can play a pivotal role in influencing this process. Purpose: The presented study aimed to acquire knowledge about preschool teachers' interest in teaching physical education. Methods: The study was conducted in March 2024, involving 112 female preschool teachers from 31 preschools across the Eastern part of Slovakia. An anonymous questionnaire likely encourages open and honest responses, contributing to the reliability of the data. Findings: Even though most teachers are aware of the importance of physical education in children's lives, and many of them are physically active themselves, its implementation is limited by the content of the State Education Program (ISCED 0), the lack of methodological materials and often the negative attitude of the children's caregiver. Conclusion: The results confirmed the need to re-evaluate the content of ISCED 0, especially in the sphere of required competencies, as well as the adjustment of study programs for early child education, where physical education and motor skills development are marginally significant. Furthermore, integrating non-traditional methods, such as bracing and sauna, can further diversify the physical education curriculum and contribute to a more comprehensive and dynamic approach that supports children's health. These methods add variety and motivation, making the learning experience more engaging for the children and the teachers.