Beťák, BorisPopelka, JaroslavOpáth, Lukáš2025-12-082025-12-0820241213-21012571-0710https://doi.org/10.32725/sk.2025.001https://repo.umb.sk/handle/123456789/1102In: Studia kinanthropologica : vědecký časopis pro kinantropologii. České Budějovice : Jihočeská univerzita v Českých Budějovicích, 2024. ISSN 1213-2101. Vol. 25, no. 3 (2024), pp. 121-127.The authors of the study used a questionnaire to find out whether there are significant differences in teachers’ views on teaching basketball from a point of view of gender differences. The sample consisted of 450 physical and sport education teachers (274 men and 176 women) who teach in 17 districts in eastern Slovakia, in upper primary schools. Significant differences at the p<0.01 level were found in the popularity of teaching basketball. While for 20.45% of women, basketball is the second most popular taught sport after volleyball (39.77%), for 13.14% of men, basketball is the fourth most popular taught sport after football (40.51%), volleyball (21.90%), and floorball (19.71%). Despite significant differences (p<0.01), more than 54% of men and 48% of women teach basketball most often for 6-10 hours within a single thematic unit. A negative finding is that 3.28% of men and 11.36% of women do not teach basketball. Game-oriented didactic approach dominates in teaching for both genders (54.72% of men and 55.77% of women). According to 32.85% of men and 40.91% of women, the main disadvantage of teaching basketball is the low interest of pupils in learning the sport. The second most frequently chosen shortcoming of basketball teaching was the low time allocation of the subject (29.59% of men and 28.41% of women).enCC BY Creative Commons Attribution 4.0. Internationalinfo:eu-repo/semantics/openAccessbasketbalbasketballvýučbateachingšportové hrysports gamessports playsArticle