Developing Traits of Self-Confidence and Intrinsic Motivation in Students with Severe Special Educational Needs in Physical Education Lessons.

This study, by analyzing processes taking place in physical education (PE) lessons, sought to identify how traits of self-confidence and intrinsic motivation developed in pupils with special educational needs (SEN). The research employed a micro-ethnographic study that was directed at the research object: opportunities to develop pupils' traits of self-confidence and intrinsic motivation. Empirical data were gathered through video recordings of PE lessons. The sample comprised 36 first-grade pupils with severe SEN. Using reflexive thematic analysis, we identified themes and subthemes that revealed the development of emotional intelligence traits: self-confidence and intrinsic motivation, as well as themes and subthemes that revealed the manifestation of these traits in PE lessons. The study found that constructive dialogic interaction-emphasizing emotional support and strength-oriented, reciprocal teacher-pupil reflection-was the key factor in developing both self-confidence and intrinsic motivation. The study revealed distinctive features of self-confidence (demonstration of self-efficacy, positive self-assessment, reflection on the perception of strengths) and intrinsic motivation (choosing challenging tasks, determination and persistence, the need to improve skills and achieve better results). The empirical findings reflected universal methods for cultivating emotional intelligence traits that could be transferred to other educational contexts. The article presents a small part of the dissertation research data.