Differences and Determinants of Physical Education Enjoyment in Children With and Without Special Educational Needs

Purpose: Enjoyment of physical education (PE) is a key determinant of children’s motivation to be physically active. However, little is known about how students with special educational needs (SEN) experience enjoyment in inclusive PE settings. This study aimed to (1) compare PE enjoyment between students with and without SEN, and (2) identify individual and contextual factors associated with enjoyment among students with SEN. The study provides novel quantitative evidence on an underrepresented group, contributing to the development of inclusive and motivating PE practices.
Methods: A cross-sectional survey was conducted in six Danish schools across three regions. In-class questionnaires assessed PE enjoyment, demographic characteristics, and leisure-time sport participation. Group differences were examined using Pearson’s chi-square and Mann–Whitney U tests, and predictors of enjoyment were analyzed through multivariate linear regression. Analyses were part of the larger “Moving PE – for children with special needs in school and leisure time” project, which focuses on providing students with SEN positive experiences in PE through the integration of co-teaching.
Results: A total of 428 students (aged 6–15 years) completed the questionnaire, including 89 with SEN. The overall mean enjoyment score was 19.95 (range 4–24). Students with SEN reported significantly lower enjoyment (mean = 18.73) compared with those without SEN (mean = 20.29; p = .029). Among students with SEN, boys, those attending schools in Eastern Denmark, and those participating in leisure-time sports reported higher enjoyment, whereas students from larger schools reported lower enjoyment. No significant differences were found by age.
Conclusion: Although most students with SEN enjoy PE, their overall enjoyment remains lower than that of peers without SEN. The findings identify both individual (gender, leisure-time activity) and contextual (school size, region) factors linked to PE enjoyment. This study advances understanding of how inclusive and supportive PE environments can enhance engagement and motivation among students with SEN, offering evidence to inform school-based physical activity promotion and teacher training initiatives.