Understanding Systemic and Individual Determinants of Physical Education Enjoyment Among Children With and Without Special Educational Needs

Purpose: Enjoyment of physical education (PE) is a key determinant of children’s motivation to be physical-ly active, a behavior crucial for obesity prevention. Yet, little is known about how students with special edu-cational needs (SEN) experience PE enjoyment. This study (1) compared PE enjoyment between students with and without SEN and (2) identified individual and contextual factors associated with enjoyment among students with SEN. By examining school, regional, and personal influences, the study contributes to under-standing the system shaping children’s engagement in PE.

Methods: A cross-sectional survey was conducted in six Danish schools across three regions. In-class questionnaires assessed PE enjoyment, demographics, and leisure-time sport participation. Analyses were part of the “Moving PE” project, promoting inclusive and positive PE experiences for students with SEN through co-teaching.

Results: A total of 428 students (aged 6–15 years) completed the questionnaire, including 89 with SEN. Students with SEN reported lower enjoyment (mean = 18.73) than peers without SEN (mean = 20.29; p = .029). Among students with SEN, boys, those in Eastern Denmark, and those active in leisure-time sports reported higher enjoyment, while students from larger schools reported lower enjoyment.

Conclusions: Although most students with SEN enjoy PE, their lower average enjoyment indicates inequi-ties in access to motivating activity experiences. Identifying individual (gender, leisure-time activity) and contextual (school size, region) factors enhances systems understanding of how inclusive school environ-ments can foster active lifestyles and support obesity prevention.