| Abstract [eng] |
The dissertation reveals how emotional intelligence traits can be developed in primary school students with severe special educational needs during physical education classes. This work reviews the contemporary approach to emotional intelligence, elucidating its theoretical foundations, importance, and role in daily life, especially substantiating its developmental possibilities within the specifics of physical education classes. To determine and analyze the prerequisites for developing emotional intelligence traits in primary school students with severe special educational needs during physical education classes, a qualitative micro-ethnographic research was conducted using the methods of episodic analysis and reflexive thematic analysis. Data analysis from the teacher-researcher's perspective revealed that the emotional intelligence traits of the mentioned students are developed during active social interactions in physical education classes. The content of these interactions consists of situation-action-reaction chains, which differ in developing each emotional intelligence trait. The study revealed that different situations enable the teacher or classmates to apply the corresponding methods and tools revealed in the work, also referred to as actions to develop specific traits. These actions outline what, how, when, and why something was done and which emotional intelligence trait was being developed, thus revealing various methods ant tools. The conclusions of the study suggest that the process of developing emotional intelligence traits in primary school students with severe special educational needs can be effective during physical education classes without changing the lesson objectives or focus, but by purposefully applying the disclosed methods and tools during interactions with students and forming the necessary conditions revealed by the research. |
