physical activities for the rest of their lives (Labudová, 2007). Developing a habit of engaging in regular physical activity is a gradual and unforced process that must respect a pupil's physical readiness and interests. Those findings were supported by research studies conducted by Nagyová (1995) and also Novotná, Kariková, and Vladovičová (2007). Those studies proved that there are both various positive and negative factors that affect pupils in physical education (PE) class. Even for pupils with disabilities, compulsory PE classes can be considered an integral part of their education, and the most effective form of physical activity (Gerhatová, 2001). An important precondition is the pupils having a subjective feeling of satisfaction. Petrušová (2001) traced the pupils' satisfaction with