Frontiers in Sports and Active Living | 2026
Authors: Luptáková G.; Popeska B.; Ristevska H.; Balga T.; Klincarov I.; Antala B.
DOI: 10.3389/fspor.2026.1754410
Journal: Frontiers in Sports and Active Living
Year: 2026
Publisher: Frontiers Media SA
Document Type: Article
Open Access: All Open Access; Gold Open Access; Green Open Access
Cited by: 0
This study rigorously compares the perceptions and operational differences of generalist teachers within two distinct national tandem teaching models in primary Physical Education (PE): the rotational sports coach-generalist teacher model in Slovakia and the sustained PE specialist-generalist teacher model in North Macedonia. The research examines implementation quality, systematic support, task division, benefits, and challenges. A questionnaire was completed by 618 generalist teachers from Slovakia (n = 314) and North Macedonia (n = 304). This comparative study utilized a cross-sectional design with a self-administered questionnaire, employing descriptive statistics, t-tests for mean comparisons, and Chi-square tests with Cramér's V to quantify effect sizes for categorical associations. Both countries exhibited a similarly high overall positive perception of the tandem concept (p = 0.240). However, North Macedonian teachers reported significantly better systemic support (p ≤ 0.012) and highly significant differences in role division (p < 0.001). Large effect sizes were specifically found in communication with parents (V = 0.540), while moderate to strong effects were observed for lesson planning (V = 0.495) and student preparation (V = 0.417). Key findings indicate that the North Macedonian model fosters a more collaborative environment with shared responsibility, whereas the Slovak model tends toward vertical specialization and delegated tasks. Additionally, resource constraints—specifically the lack of adequate space and equipment—remain the most significant shared barrier to effective implementation in both national contexts. To optimize collaborative teaching, policy recommendations should incorporate North Macedonia's tandem structure (sustained collaboration with an internal PE specialist) and systematic support, along with Slovakia's clarity in administrative delegation, reinforced by mandated infrastructure investment and dedicated co-planning time. 2026 Luptáková, Popeska, Ristevska, Balga, Klincarov and Antala.
benefits; challenges; generalist teacher; physical education; physical education teacher; primary school; sports coach; tandem teaching