[Working title] Physical education in inclusive elementary school - stressful situations from the perspective of PE teachers

Studies in recent decades have shown that teachers are increasingly suffering from psycho-social stress, which often leads to burn-out and early retirement if it persists. Fundamental changes to the teaching conditions (and therefore working conditions) of elementary school teachers always create new challenges and therefore stress if no suitable support measures are offered. In the context of the sometimes controversially discussed school inclusion, the increased emotional needs of children and the resulting demands with regard to child-oriented (special) education, the implementation of which is expected of primary school teachers, become clear. The object of research in this thesis is the reconstruction of stressful situations in physical education lessons. Based on guided interviews with primary school physical education teachers, specific excerpts from physical education lessons are traced. Particular attention is paid to the recording, description and analysis of the experience of stress in physical education lessons, which is evident in dealing with pupils with particularly challenging behavior.