Abstract:

Pupils who come from socially disadvantaged backgrounds show a significant failure in motor development.This is because their family background is unable to create good conditions for adequate motor learning with enought stimulusses. On the other hand, the challenge is to creating an inclusive environment in schools to enable Roma children from marginalized communities to be fully integrated into the educational process, taking into account their social, cultural, linguistic, and personal needs. The competences of the teachers of socially excluded pupils should be adequately widened of the knowledge of the characteristics of the socially excluded localities, all social influences, which are connected with this social phenomenon.The work addresses the crucial role assumed from the physical education and physical activity and its value on socio-affective realization for everyone, also from disadvantaged environment, and highlights the needs to promote physical-inclusive activity in order to provide the opportunity to learn through body experience in movement.

The aim of the research was to analyze the level of 1st grade pupils motor competencies among in terms of disadvantagee enviroment, gender, and physical literacy level. The level of basic motor competencies was assessed using the MOBAK 1 test battery (Hermann, Seelig 2014). Applying multidimension of mathematical and statistical methods, we carried out the identification of the structure of the attributes of physical literacy of the paediatric population. A parametric t-test for independent samples, F - test for compare variances, the correlation coefficient and Effect Size were used to compare the results of our study. All tests were performed at α = 0.01 or α = 0.05. The statistical significance of the differences in the level of movement competencies between the group from disadvantaged environment and standard population group was confirmed. The changes in the internal structure of basic motor competencies from the viewpoint of gender differences were determined as well, clearly reflected gender differences in the level of basic motor competencies in terms of gender: the dominance of boys in movements with the subject, and vice versa, girls in movements of their own body. The analysis allows us to conclude that the verification of our assumption that disadvantaged environment significantly negatively affect the level of motor competencies of pupils and suggest a tendency for problems with pro-prioreceptive perception of body movements.

The competences of the teachers of socially excluded pupils should be adequately widened of the knowledge of the characteristics of the socially excluded localities, all social influences and impacts, which are immediately connected with this social phenomenon.

Keywords:

Inclusion, MOBAK 1, motor competencies, physical literacy.