TEACHING EXPERIENCE AND ITS INFLUENCE ON GYMNASTICS IN SLOVAK PRIMARY SCHOOLS

This study investigated the role of teaching experience in delivering gymnastics content in Slovak primary schools, offering evidence for future interventions and curriculum development. A total of 1 246 primary school teachers participated in a cross-sectional, quantitative study using an online questionnaire. Participants were divided into two cohorts: teachers with ˂ 10 years (N = 508) of teaching experience and teachers with ≥ 10 years (N = 738) of teaching experience. Descriptive statistics and chi-square tests (χ²) were used to identify significant differences between the groups across various indicators. Both cohorts identified Gymnastics and Dance as among the most demanding areas of Physical Education curriculum. Teachers with ≥ 10 years of teaching experience more frequently used traditional gymnastics apparatus, whereas teachers with ˂ 10 years of teaching experience tended to adopt non-traditional or mixed approaches. Significant differences were found in apparatus use (p < .01) and perceived challenges in specific thematic units (p < .01). Smaller but still significant differences were also observed in the evaluation of material (technical) conditions (p = .02), with most teachers in both groups rating them as “Sufficient” or “Good” and equipment preferences (p = .05). Teaching experience influences teaching gymnastics in Slovak primary schools. While teachers with ≥ 10 years of teaching experience adhere more to traditional methodology, teachers with ˂ 10 years of teaching experience are more inclined toward innovative and blended practices. Despite pedagogical differences, both groups face systemic limitations in infrastructure and equipment. The findings underscore the need for differentiated professional development and improved material support to enhance gymnastics education at the primary level.