The perception of the sport-educational process by the pupils aged between 9 and 11 from the Goriška region

The diploma work discusses the perception of the sport-educational process by the pupils aged between 9 and 11. 703 pupils from various grammar schools from the Goriška region were included in the research. The data were collected with the help of a questionnaire, which was filled in by the pupils. Our main goal was to find out whether the pupils love sport education, which are their favourite school subjects and the most important subjects for life. We asked them about their likes and dislikes and about their favourite sports and sport activities and additional activities, such as a minute for health and an active break. An important topic was also how the pupils perceive the assessment process. The research showed that the pupils aged between 9 and 11 prefer sport education to all other school subjects (95.5 per cent). Additionally, they consider sport education as one of the three most important subjects. Interestingly, the research showed that there are differences between the girls and the boys according to sports' popularity. The boys' favourite sports are football, basketball and dodgeball. The girls love playing dodgeball, volleyball and dancing. According to their likes and dislikes, the gender differences are smaller. The boys and girls dislike an angry teacher, but love »school in nature«, sports day and activities by their own choice. The research shows that 24.2 per cent of pupils has a minute for health and 26.2 per cent of them an active break, however, more than 50 per cent of pupils wishes to have both of the mentioned things. Furthermore, most of the pupils are satisfied with their sport-education and their grade and do not experience any fear. On the other hand, some of them are afraid of assessment, their own lack of knowledge, injuries and doing a somersault. The data on the perception of pupils' sport education are significant for all teachers, because they are a perfect reflection of their work and, furthermore, the basis for their planning of the sport-educational process