POSTAWY ŻYCIOWE A POCZUCIE KOHERENCJI WŚRÓD STUDENTÓW WYCHOWANIA FIZYCZNEGO SPECJALNEGO
LIFE ATTITUDE AND SENSE OF COHERENCE AMONG SPECIAL PHYSICAL EDUCATION STUDENTS

Summary/Abstract: Who am I? What I am going to do? What kind of path of life will I choose? There are student’s questions and clear answers to these questions are sometimes critical to success in the pursuit of happiness. Academic teachers quite often play a dominant role in guiding people to the good life, but they alone are not able to provide all the answers. Ch. Morris in his book “Paths of Life” applies to a typological study of personality types as expressed in religious traditions. He refers to three semiotic dimensions of value, “Dionysian” dependence, “Promethean” dominance, and “Buddhist” detachment. In his typology he sees such a process with the different dimensions as integral part to the healthy functioning of society. Each path has its own unique virtues and patterns of values such as reflectivity, integration, self-control, selfless altruism or social action. Students of two specializations — special physical education (for handicapped children) and physical education (for healthy children) — had been asked to choose the path (from 1–13), which they most identify with. They tried to imagine selfwalking in the path and tried to feel what connects with their deepest desires, ambitions, dreams, and values. They also filled out “Sense of Coherence” (SOC), which according to A. Antonovsky, measure the individuals feel the demand of life integrated in the personality. Findings in this study suggest that for both groups the most popular were paths 7 and 12. The groups are similar and both prefer flexibility according to life situation and physical activity as the way of joy and tension. The differences were not significant. The only significant correlation was between SOC manageability and “path of life” number 1. Working with handicapped children can create stressors and are often considered to be experiences of acute or chronic trauma. Capacity, as a teacher, to stand without stressors and not manifest some dysfunction, such as mental problems or persistent negative mood, refers to psychological resilience of an individual.

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