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• Investigation Of Sporting Habits and the Attitudes Related to Physical Education during the COVID-19 Pandemic

  28-40

  Fintor Gábor

  Views:

  200

  Several domestic and international studies confirm the benefits of regular sports activities regarding healthy attitudes (Földesiné, 2008; Shephard et al., 2013). On the one hand, our research aimed to survey sporting habits (with a special focus on the impacts of the Coronavirus epidemic on physical activities). On the other hand, we investigated the participants’ attitudes regarding daily physical education classes. In the course of our research, we conducted a representative data recording among Hungarian citizens 18 years old or above (n = 1015) regarding gender, age, education level, and type of habitation. The vast majority (71%) of the surveyed population is not involved in any kind of sports activities (which corresponds with the outcomes of previous investigations), however, in this aspect, the impacts of COVID-19 are marginal. Sports activities are most typical to males with a higher level of education, who reside in larger cities. The most popular sports activities are running/jogging (36.3%), cycling (16.6%), and soccer (16.2%). The opinions regarding daily physical education classes are rather positive: the majority consider the increased number of PE classes a useful development. These opinions are held mainly by those who either are active in sports or who live in Budapest. A quintessential part of life in the COVID-19 pandemic, healthier lifestyles could certainly benefit from quality physical and sports education. If this quality is further improved, it may also dispel some of the negative ideas about sporting habits.

• Teaching English for Students with Special Educational Needs During the Pandemic

  20-31

  Gabriella Ridzig

  Anett Hrabéczy

  Gabriella Hegedűs

  Views:

  97

  This research aimed to examine the impact of distance learning on SEN students’ English language education, parental involvement in the education of these children, as well as the ICT tools used for their development. There is little information about the difficulties and trials these students and their teachers had to face during the COVID-19 epidemic. Moreover, parental involvement plays a significant role in school performance, but there is little information about how this was realized during distance learning. We assumed that the biggest problem was the transition from face-to-face education to the online sphere. To examine this, we conducted semistructured personal interviews with elementary school English teachers from north-eastern Hungary. The most important result of our research is that during this period only a few SEN students could receive special, individual lessons, and differentiated education was implemented to a somewhat limited extent. To conclude, more programs should be created that meet the different needs of SEN to properly educate these children, and that as many development specialists as possible, who could provide group or individual lessons, should be recruited.