Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
DEPÓSITO LEGAL ZU2020000153
Esta publicación científica en formato digital
es continuidad de la revista impresa
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias
Sociales
y Arte
Año 14 N° 41
Septiembre - Diciembre 2023
Tercera Época
Maracaibo-Venezuela
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Adaptation trait Development for Scholars with Severe Educational
Needs During Primary School Physical Education
Simas Garbenis *
Renata Geležinienė **
ABSTRACT
The aim of this research is to determine how emotional intelligence trait adaptability is
integrally developed through physical education of scholar`s with severe special educational
needs. To achieve this aim firstly a research question was formulated how is the adaptability
trait developed during various social and educational contexts of physical education? This
research is based on the fundamentals of qualitative microethnographic research. Several
data collection and analysis methods were used: scientific literature analysis, video
recordings, Braun and Clarke`s reflexive analysis, latent coding using the Huber and Froelich
method of sequential analysis. The results revealed 13 sub-themes and 7 themes which
generated these main conclusions: The adaptation trait for scholars with severe special
educational needs can be developed through various social interactions and educational
contexts, which usually are constructed by the teacher, on an individual, group levels and in
some cases multidimensionally, independent on the phase of the lesson, hence the activity
itself is most important, thus making physical education a preferable context for such
development.
KEYWORDS: Special education, physical education, emotional development, primary
school students.
* Lecturer, Ph.D. Student, Vilnius University Siauliai Academy, ORCID ID: https://orcid.org/0000-
0002-1261-446X. E-mail: simas.garbenis@sa.vu.lt
** Doc. dr., Vilniaus University Siauliai Academy. ORCID ID: https://orcid.org/0000-0001-6787-
3306. E-mail: renata.geleziniene@sa.vu.lt
Recibido: 30/03/2023 Aceptado: 10/05/2023
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Desarrollo de rasgos de adaptación en estudiantes con necesidades
educativas severas durante la Educación Física de la escuela primaria
RESUMEN
El objetivo de esta investigación es determinar cómo la adaptabilidad del rasgo de inteligencia
emocional se desarrolla integralmente a través de la Educación Física de los estudiantes con
necesidades educativas especiales severas. Para lograr este objetivo, en primer lugar, se
formuló una pregunta de investigación: ¿Cómo se desarrolla el rasgo de adaptabilidad durante
diversos contextos sociales y educativos de la Educación Física? Esta investigación se basa en
los fundamentos de la investigación microetnográfica cualitativa. Se utilizaron varios
métodos de recolección y análisis de datos: Análisis de literatura científica, grabaciones de
video, análisis reflexivo de Braun y Clarke, codificación latente utilizando el método de
análisis secuencial de Huber y Froelich. Los resultados revelaron 13 subtemas y 7 temas que
generaron estas principales conclusiones: El rasgo de adaptación para los estudiantes con
necesidades educativas especiales severas se puede desarrollar a través de diversas
interacciones sociales y contextos educativos, que generalmente son construidos por el
maestro, en un individuo, niveles grupales y, en algunos casos, multidimensionales,
independientes de la fase de la lección; por lo tanto, la actividad en sí es lo más importante, lo
que hace que la Educación Física sea un contexto preferible para tal desarrollo.
PALABRAS CLAVE: Educación especial, educación física, desarrollo emocional, estudiantes
de primaria
Introduction
To signify the research aim, importance, and problem several theoretical questions are
answered: why emotional intelligence? why for children with severe special educational
needs? why physical education? how?
Answering the first question, recent discoveries presented in scientific literature it is
stated, that in recent years emotional intelligence research has been gaining more and more
focus of researchers working in various fields, including education in order to identify its
development on behavior, quality of life, and other significant phenomena (Kleef & Cote,
2022). In an educational settings emotional intelligence development might improve
scholar`s capacity to adapt to meet current and upcoming challenges, especially in inclusive
education settings, to perform better socially, academically, emotionally (Frederickson et. al.,
2012; Petrides & Mavroveli, 2018; Fiorilli et. al., 2020; Guler ir S. Turan 2022). These
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statements suggest that the research object development of emotional intelligence trait adaptability is
beneficial to scholars both with and without special educational needs and their
effectiveness in various educational settings. These statements offer an understanding of the
importance of its development in modern curricula especially for future teachers because they
are facing the need to be trained regarding the latest concepts of educational processes
(Kryvylova et. al., 2022).
The answer to the second question lies in the characteristics and challenges of
scholars with severe special educational needs. In the context of inclusive education various
research had shown that scholars who are diagnosed with various types of special
educational needs, despite their differences and similarities might be in the increased risk of
becoming socially excluded, experience learning failures and psychological difficulties,
develop inappropriate behavior patterns, negative self-awareness etc. (Fink et. al., 2015;
D`Amico & Guastaferro, 2017; Lereya et. al., 2022). Understanding the existence of these
risks it can be vividly seen that they are seemingly connected to one`s inability to adapt not
only in educational contexts, but other areas, that reflect in school activities as well.
Although Marzec (2017) stated that one of the main benefits of inclusive education is to
optimize all educational processes for scholars with various special educational needs and
ensure their social adaptation. The problem if this research is that most similar research is
conducted focused solely on singular disabilities or special needs, especially on autism
spectrum disorder, higher-grade scholars, thus leaving little to no research in regard to severe
special educational needs as a singular whole and such scholar emotional intelligence
adaptation trait development (Borisova, 2020; Tenerife et. al., 2022).
To clarify why this research is based on the activities of physical education classes
several research conclusions are evaluated, that present the methods to effectively develop
emotional intelligence through high quality and healthy social interactions, because it is
present not only in inter-personal, but also in the intra-personal levels (Metaj-Macula, 2017).
Furthermore, such classes are complex in the aspect of both easy and difficult activities,
learning is based on both simple and complex movement, both positive and negative
emotions are experienced, possibilities to differentiate the educational curricula (Deunk et.
al., 2018; Petsos & Gorozidis, 2019). These statements suggest that physical activity might
act as a natural vessel for emotional intelligence and adaptation development for scholars
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with severe special educational needs. That is why the aim of this research- is to determine how
emotional intelligence trait adaptability is integrally developed through physical education of scholars with
severe special educational needs.
To achieve this aim firstly a research question was formulated- how is the adaptability trait
developed during various social interactions and educational contexts of physical education?
Secondly, to answer the research question, during this qualitative microtehnographic
research several data collection and analysis methods were used: scientific literature analysis,
video recordings, Braun and Clarke`s reflexive analysis, latent coding using the Huber and
Froelich method of sequential analysis.
1. Literature review
In recent years a significant increase on the topic of emotional intelligence, its concept,
and the various impact of its development on behavior, quality of life, and other significant
phenomena (Kleef & Cote, 2022). Despite that emotional intelligence is a widely research
topic in such fields as: organizational, health, business, etc., several research had led to
conclusions that emotional intelligence can benefit as a factor in educational contexts that
greatly increases a scholar`s capacity to overcome emotional obstacles such as stress, anxiety,
tendencies to skip classes or school days, display aggressive or inappropriate behavior,
become socially excluded and socially underperform (Frederickson, et. al., 2012; Petrides &
Mavroveli, 2018; Fiorilli, et. al., 2020; Guler & Turan, 2022). All these factors can be
theoretically linked to one’s ability to adapt not only in new contexts, but also to vast and
fast-changing educational requirements, challenges. The research conclusions which were
stated above can be evaluated as a scholar’s lack of ability to use one’s potential in meeting
new challenges, requirements or acting in new contexts. These statements suggest the ability
to adapt, as a singular trait, and its development gains importance both for scholars and
teachers alike. Future teachers should be trained to be able to meet these challenges,
understand the changing concept of modern education and to be able to design learning
environments in creative, multidisciplinary ways (Oleksenko & Khavina, 2021; Kryvylova,
et. al., 2022).
Recent scientific literature that has presented the main theories of emotional
intelligence, suggests that emotional intelligence is a complex structure, hence it itself as a
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singular structure, its evaluation tools, methods, prediction parameters are described and
presented with significant differences (Salovey & Mayer, 1990; Goleman, 1995; Bar-On, 1997;
Petrides & Furnham, 2001). In regards of this paper, it has been chosen to theoretically base
this research using the Petrides, Furnham, (2001) developed trait emotional intelligence
theory, hence this theory is mostly in correlation with the research aim, research question,
the importance of developing adaptability as a singular trait for primary school-aged
scholars, because this theoretical model is the only one, that distinguishes adaptability as a
singular trait (Petrides & Furnham, 2001).
Scientific literature signifies that, both emotional intelligence and inclusive education
are becoming more widely and more deeply researched in educational contexts, due to their
intervening connection to provide a high-quality education for scholars with various special
educational needs (Marzec, 2017). In the context of inclusive education various research had
generated conclusions that such scholars due to their specific needs might be in the increased
risk of becoming socially excluded, experience learning failures and psychological
difficulties, develop inappropriate behavior patterns, negative self-awareness etc. (Fink et.
al., 2015; D`Amico & Guastaferro, 2017; Lereya, et. al., 2022). These factors can also be
theoretically linked to one`s inability to adapt in educational contexts and their
requirements, generating an even greater importance of adaptability trait development for
such scholars.
As stated by Marzec (2017) one of the main benefits of inclusive education is to
optimize all educational processes for scholars with various special educational needs and
ensure their social adaptation. There is significant knowledge gap in scientific literature
regarding adaptability trait development for scholars with various special educational needs,
hence most of similar research is conducted with the scope one specific area of special needs
(sensory, cognitive, physical, etc.), especially autism spectrum disorders (Borisova, 2020;
Tenerife, et. al., 2022). This means that is a lack of research data that emphasizes special
education needs by degree and not by type. Such data would potentially be more practically
implacable for teachers that work in inclusive education contexts. It can be stated that the
importance of such research can be described as twofold, firstly, that the adaptability trait
development in itself is important not only for scholar`s to be successful in educational
contexts, but in other daily activities, secondly it is important to scholars with severe
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educational needs, hence they lack the ability to adapt in such contexts, there is little to no
data present on such development yet.
Furthermore, it is utterly important to signify the choice of physical education classes
and their importance of adaptability trait development for scholars with severe special
educational needs. Scientific literature has revealed that emotional intelligence can be
effectively developed through high quality and healthy social interactions, because emotional
intelligence is present not only in inter-personal, but also in the intra-personal levels (Metaj-
Macula, 2017). These types of social interactions are beneficial for younger scholars, that
develop their abilities, competencies during such and similar social interactions (Kaliska,
2019). Most of such development through social interactions is being conducted through
programs or regular physical activity that is effective in developing scholar emotional
intelligence (Canabate et. al., 2020; Nurbait & Bastian 2021).
It is for these reasons that it is only logical that physical education classes by
themselves are more than appropriate contexts for such social interactions to take place.
Such classes are complex in the aspect of both easy and difficult activities, learning is based
on both simple and complex movement, both positive and negative emotions are
experienced, possibilities to differentiate the educational curricula (Deunk, et. al., 2018;
Petsos & Gorozidis, 2019). It is because of such complexity that scholars naturally are being
forced to learn how to adapt through working in teams, expressing new movement,
controlling their emotional behavior, etc. These statements suggest that scholars only by
participating in such classes are open not only to achieve various goals of such classes, but
also integrally develop their adaptability trait.
Briefly summarizing the three theoretical questions that were stated in the begging of
the literature review it can be stated that the importance of adaptability trait development
for scholars with severe special educational needs is signified through their lack of such skills
in educational, especially in inclusive education contexts, the benefits of emotional
intelligence and the adaptability trait itself, that is greatly useful not only in educational
contexts, but also in other daily life activities, the existing lack of knowledge that emphasizes
a more vast scope of severe special educational needs scholars and their adaptability trait
development, not only focusing on higher-grade scholars, adults, singular type of disabilities
and/or special needs.
2. Research methodology
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This research is based on qualitative research methodology, more specifically a
microethnographic research, which was conducted through 6 main phases in which several
research methods were implemented, different tasks completed. Note that in this
microethnographic research the researcher and the teacher is the same specialist, meaning
the research data was selected carefully and with a more in-depth evaluation of how and
what should be analyzed and included in the research to effectively achieve its aim ant
answer the research question.
All codes, sub-themes and themes which were included in the result section are
finalized without presenting the whole coding and theme generating process, but with a
presentation on how they were chosen which is later on. It is also important to note that
based on this research object and aim, the effect, or rather change of the adaptability trait
was not measured, hence the focus was primarily on the development process itself and not
the result.
During phase 1 of this research the scientific literature was analyzed by using a method
of scientific literature analysis to develop the theoretical framework of this research. This
framework consists of the justification of used trait emotional intelligence theory, research
scope, research sample, theoretical background regarding research thesis.
During phase 2 of this research the decisions of how the video data recordings will be
collected and the research sample were formulated. These decisions included that the video
recordings must take place during an 8-month period of a single school year of 1st grade students in
a special education school located in Lithuania, must include whole class members and their
activities during physical education classes. These decisions formulated inclusion and exclusion
criteria to generate the research sample: 1) 1st grade scholars; 2) diagnosed with severe special
educational needs; 3) both scholar and his/her parent/guardian freely and voluntarily taking
part in the study; 4) is no more than 2 years older or younger than other class members; 5) is
physically capable to participate in physical education classes.
During phase 3 of the research, the researcher sample has been generated. It consisted of
36 1st grade scholars from 3 different classes aged between 8-9 years old. All these scholars were qualified
to take part in the research regarding the inclusion and exclusion criteria. All these scholars
participated in the research from its beginning till end, which means that no scholars ended
their participation in this research early. Everyone of the research participants was given a
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certain code to prevent any publication of personal data or sensitive information. The needed
legal and ethical documentation and signed approval was also signed in order to ensure that
the research fulfills anonymity, confidentiality and ethical requirements.
During phase 4 of the research the main research data was collected and categorized. By using
a method of video recording 111 physical activity classes were recorded. These video recordings
were categorized by inclusion and exclusion criteria which were generated based on the research
aim and research question. These criteria: 1) adaptation trait development through new
activities; 2) adaptation trait development in new educational areas; 3) adaptation trait
development during new educational contexts; 4) adaptation trait development during
social interactions; 5) adaptation trait development during educational contexts that are not
traditional and insignificant or typical (games, already performed activities, educational
curriculum differentiation). After categorizing the video recordings based on these criteria
637 minutes and 46 seconds of video recordings were considered as significant for the
research.
During phase 5 of the research the data was analyzed by 6 phases of the Braun and
Clarke`s (2019) reflexive analysis method. Regarding these 6 phases, during phase 2 of reflexive
thematic analysis the video recordings were latent coded using the Huber and Froelich (2020)
method of sequential analysis. Using a combination of these methods both wide and in-depth
analysis of research data was applied, allowing for more robust research evidence and
conclusions.
During phase 6 of the research, the results were compared in a scientific discussion
and main conclusions were generated.
3. Results
To clearly present the results as themes, firstly they are separated into strictly individual and group
development level clusters of themes and sub-themes in tables 2-3. These tables do not represent the
relationships between sub-themes and themes, they represent what themes and sub-themes were generated after
the finalized coding process. At the end of this result section the theme and sub-theme relationships are
presented as a finalized thematic map in figure 1. An example of a coded sequence is presented in table 1. Note
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that all sub-themes are generated by using the same coding template, both in individual development level and
group development level.
Table 1 part 1. A coding template example table.
Curricula part: movement skill development.
Lesson theme: participation in mid-high intensity movement development games.
Scholar`s goal: to improve movement skills through various game activities.
Part of the lesson: main.
Lesson task organization method: frontal.
Situation
The lesson is taking place outside, but due to challenging weather
conditions the scholars are playing a game they know in a unusual
educational setting, which includes a different surrounding with trees,
shade, no movement zone marking.
Initiated
action
The scholars k5, k6, k9 failing to determine the movement zone boundaries
without usual markings move away too far from it, so the teacher initiates a
social interaction with each scholar separately and helps them to return to
the designated movement zone by calling their names and repeating how can
they imagine the movement zone boundaries.
Reaction
The scholars demonstrate a non-verbal agreement with the teacher and his
said remarks, and accepting his help return to the designated movement
zone.
Result
Individual: Students k5, k6, k9 failing to adapt to the new movement zone
requirements the teacher seeks to help them, thus creating a sequence in
which the students are being provided with individual help on how to adapt
to new requirements and demonstrate their understanding of the teachers’
said remarks and continue the activity accordingly.
(Created by author)
This example is also involved in the result analysis as a part of the individual assistance
from teacher and main activities sub-themes.
The individual adaptability trait development level result analysis has revealed that
there are 6 sub-themes which contribute to generating of 4 main themes. These sub-themes
indicate that during physical education classes for scholars with severe educational needs it
is possible to develop adaptability trait in the individual level by: 1) receiving individual
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assistance both from the teacher and other classmates in order to fulfill the new or changing
requirements of activities or educational areas. 2) Using indirect examples of other
classmates by generating experience when passively watching other social interactions with
are oriented towards adapting to new or changing requirements of activities or educational
areas. 3) Participating in various intensity and structure activities throughout the different
phases of the lesson.
Table 2. Adaptability trait development at individual level.
Sub-theme
Sub-theme
code
Theme
Theme code
Individual assistance from
teacher;
IAS1
Individual level development;
IAT1
Individual assistance from
classmates;
IAS2
Individual work;
IAT2
Indirect example;
IAS3
Group work;
IAT3
Warm-up activities;
IAS4
Failure assessment.
IAT4
Main activities;
IAS5
Ending activities.
IAS6
(Created by author)
The themes generated from these corresponding sub-themes indicate that scholars
with severe special educational needs can participate in physical education class activities
and both integrally develop their adaptability trait on a individual level by working
individually, working in a group with an individual task, assessing individual failure.
The result analysis of the group level adaptation trait development has revealed that there
are 7 sub-themes that contribute to the development of 3 themes. These sub-themes indicate
adaptation trait development in a group manner can be achieved by: 1) receiving group
assistance from the teacher or classmates while participating in new activities or new
educational contexts, settings. 2) When participating in a new activity or educational
context as a whole group, while constantly interacting with one another. 3) Using previous
individual or group classmate behavior examples on how to adapt to certain activities or
educational contexts. 4) During various intensity activities throughout different phases of
the lesson.
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Table 3. Adaptability trait development at group level.
Sub-theme
Sub-theme
code
Theme
Theme code
Group assistance from teacher;
GAS1
Group level development;
GAT1
Group assistance from
classmate;
GAS2
New educational setting;
GAT2
All class scholar interaction;
GAS3
New task assessment.
GAT3
Previous examples;
GAS4
Warm-up activities;
GAS5
Main activities;
GAS6
Ending activities.
GAS7
(Created by author)
The result analysis has revealed that the 3 themes indicating scholar with severe
special educational needs adaptability trait development on the group level is possible by
participating in activities which the whole class are taking part in new educational settings,
assessing the requirements of new tasks and/or activities.
Analyzing the finalized thematic relationships, it has been revealed that themes of individual
and group levels are not only singular factors that lead to adaptability trait development, but
also are intervened and form connections that overlap, thus creating a vast amount of
sequences during social interactions that can be created in order to integrally develop the
mentioned trait. Note that themes IAT1 and GAT1 are not being analyzed as they only
demonstrate connections between the rest of individual and group level themes.
The results have revealed various settings that were met in order to individually
develop one`s adaptability trait. Individual development theme IAT2 is in relationship with
theme IAT4. This connection signifies that scholars performing individual tasks may
encounter sequences during which they evaluate and assess their failure to adapt to certain
conditions or requirements and this reflective approach benefits for their adaptability trait
development.
Analyzing the results of group level adaptability trait development, it has been revealed that
the themes GAT2 and GAT3 are connected. This relationship signifies, that scholars
participating in new educational settings, such as untraditional movement zones, different
weather, different peers working together, etc., also experience the requirement to assess
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new tasks that are formed in those settings and vice versa. These requirements might include
new movements, new methods to form teams, understanding of unmarked movement zones,
etc.
Relationship between themes Theme
Links to sub-theme Sub-theme
Fig. 1. Finalized thematic map demonstrating 7 adaptability trait development themes.
Created by author
The result analysis has revealed that individual development theme IAT2 is in
relationship with group development theme GAT2. Which means that scholars participating
as a group in a new educational setting perform individual tasks, during which they
experience various social interactions to help them develop their adaptability trait.
Individual development theme IAT3 is in relationship with group development
themes GAT2, GAT3. This connection indicates that scholars working in groups, but
performing individual tasks also both individually and as a group take part in new
educational settings, new task assessments. During such activities scholars form sequences
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during which they create social interactions that help them manage those tasks and
integrally develop their adaptability trait.
4. Discussion
Firstly, it is important to note that the coding process has revealed descriptive
similarities between the research sample and other research, that revealed that children with
special educational needs are in the increased risk of becoming socially excluded, experience
learning failures and psychological difficulties, develop inappropriate behavior patterns,
negative self-awareness etc. Fink et. al., 2015; D`Amico & Guastaferro, 2017; Lereya, et al.,
2022). This research can partly support these claims, because as stated earlier, these results
might be connected with the lack of skills to adapt in various social, educational contexts
and during our coding process several sequences (codes) were formed and clustered with
sub-themes in a theme IAT4 in cohesion with these claims. These codes that led to the
manifestation of the sub-theme signify that this research sample had difficulties adapting in
new educational and social contexts expressing psychological difficulties, inappropriate
behavior, expressing negative self-talk, etc.
Secondly, our research supports the claims made by Deunk et. al., (2018), Petsos &
Gorozidis (2019), that physical education classes are complex in the aspect of easy and
difficult activities, learning is based on simple and complex movement, both positive and
negative emotions are experienced, possibilities to differentiate the educational curricula.
During the coding and theme formatting processes of this research it has been discovered
that physical education classes merely by new movement teaching is a vast context to create
emotional experiences, experiences of success and failure while adapting to new task or
educational requirements, learning. The diversity of such lessons can be drawn out in themes
IAT2, IAT3, GAT2, GAT3 and their corresponding sub-themes that indicate various
activities, experiences created through them, possibilities to adapt.
Thirdly, as this research revealed the positive relationships between the complexity
of physical education classes and adaptability trait development it is also important to
identify the relationship between physical education classes activities and social interactions
as a singular complex for adaptability trait development. As stated earlier emotional
intelligence is widely developed through high quality and healthy social interactions, because
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emotional intelligence is present not only in inter-personal, but also in the intra-personal
levels and that such social interactions are extremely beneficial for younger scholars
especially during physical activity (Metaj-Macula, 2017; Kaliska, 2019; Nurbait & Bastian
2021). Not only this research sample is consisted of young scholars, the data is collected from
physical education classes, but also this data is analyzed in both individual and group
adaptability development levels. The research themes IAT1, IAT2, IAT3, IAT4, GAT2, GAT3
and connections between them that are shown in figure 1 identify the importance and
effectiveness of social interactions for individual and group adaptability trait development,
thus supporting the ideas of Metaj-Macula (2017), Kaliska (2019), Nurbait & Bastian (2021).
In conclusion it can be stated, that there is a significant need for emotional intelligence
and its trait adaptability development for young scholars with severe special educational
needs to adequately meet current and upcoming challenges that they may face in inclusive
education contexts and other life activities. For scholars with severe special educational
needs and their possible emotional, social difficulties, physical education classes is an
experience rich educational environment for such development to take place, firstly because
this discipline is mandatory in all schools, secondly because it can be shifted to be more
oriented towards emotional intelligence development without sacrificing any goals or tasks
that are presented in the curricula. Furthermore, shifting physical education activities
towards a more oriented approach for emotional intelligence and its trait adaptability
development, forming adequate social interactions for such development is possible in both
individual, group and multidimensional level.
Conclusions
The adaptation trait for scholars with severe special educational needs can be
developed on individual, group levels and in some cases multidimensionally. Such
development is achieved through various social interactions between scholars themselves
and scholars and teacher. The later is the most responsible for the quality of the quality of the
adaptability trait development process, hence the teacher not only controls the contents of
the lesson which generate various social interactions, but also controls every social
interaction that is happening during the lesson.
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The adaptation trait is developed throughout the whole lesson phases, as it is not the
lesson structure, but the activity itself is the most important. The research results revealed
that this development process may manifest naturally through simple social interactions.
This means that it can be developed integrally, without sacrificing the goals and aims of the
curricula, but focusing on what is happening during those social interactions and shifting
them, creating new interactions, etc.
Physical education is naturally a preferable educational context for the development
of the adaptability trait of scholars with severe special educational needs. The research
revealed that such scholars might find it hard to adapt to most new educational settings
and/or requirements. The dynamic of physical education classes and activities help them
create social interactions and educational contexts, during which they experience processes
that requires them to adapt, thus helping them develop their adaptation trait.
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