Evaluating and Optimizing the Physical Capacity of Children with Special Educational Needs in Physical Education: A primary Education Scholl Perspective

This study aims to evaluate and optimize the physical capacities of children with special educational needs (SEN) through physical education and sports lessons. Participants were divided into an experimental group (15 boys, 10 girls) and a control group (15 boys, 10 girls). The 12-week study used pre-test and post-test measurements, with physical fitness assessed via the Eurofit test battery. The experimental group received two hours of standard physical education plus a two-hour adapted sports program weekly, while the control group continued standard classes. Data were analyzed using descriptive statistics, dependent samples t-test, MANCOVA, and ANCOVA. All participants in the experimental group showed significant improvements in all physical performance tests (p≤.002). In the girls' experimental group, significant changes were observed in the Flamingo Balance Test, 20-meter Sprint Test, hand grip strength, sit-and-reach, sit-up, standing long jump, and ball throw tests (t=-7.21 to 18.25; d=1.39–5.77); in the boys' experimental group, significant improvements were obtained in sprint, hand grip strength, Flamingo Balance Test, sit-and-reach, sit-up, standing long jump, and ball throw tests (t=-10.35 to 20.84; d=1.18–5.38). In contrast, only a limited number of parameters showed changes in the control group. When pre-test scores were controlled, MANCOVA analysis revealed a highly significant difference between groups in terms of the primary factor (F(7,34)=148.35, p<.001, ηp²=.968); in variable-based ANCOVA analyses, the highest explained variance ratios were observed in the shuttle run (ηp²=.900), flexibility (ηp²=.880), and hand grip (ηp²=.804) tests. In conclusion, a structured, differentiated, and inclusive physical education program can significantly improve physical capacity in children with SEN.