Page 9 - Petelin Ana. Ur. 2022. Zdravje otrok in mladostnikov / Health of children and adolescents. Proceedings. Koper: Založba Univerze na Primorskem/University of Primorska Press
P. 9
https://doi.org/10.26493/978-961-293-167-4.9-16
The importance of systematic planning
and implementation of physical education
in the first three years of elementary school
Saša Arh1, Jera Gregorc2
1OŠ prof. dr. Josipa Plemlja Bled, Bled, Slovenia
2 University of Ljubljana, Faculty of Education, Ljubljana, Slovenia
jera.gregorc@pef.uni-lj.si
Abstract
Introduction: The purpose of this paper is to analyze the importance of
systematic planning and implementation of physical education in the
first three years of primary school for the development of endurance. The
importance of physical education “in person” has already been proven
in Slovenia by the fact that the general physical performance of students
decreases when they return to school after a long period of distance
learning. In this paper we analyze the importance of systematic planning
and implementation of physical education for the development of aerobic
power. Methods: In this research sample, we included two elementary
schools that are located in a similar geographic environment (lake,
mountains, proximity to forests and meadows, proximity and variety of
safe routes, etc.) but have different ways of planning and implementing
physical education. The first is the Slovenian elementary school, where
105 physical education lessons and 5 sports days are systematically
planned and included in the annual curriculum each year. The second is
the Austrian elementary school, where there are 105 physical education
lessons in the first and second grades and 70 physical education lessons
in the third grade, however they have no sports days in any class and
there is a loose annual plan for physical education, without preparation
of individual physical education lessons. The sample consists only of
healthy students from the two elementary schools at the end of the first
three years (i.e. 66 third grade students, 33 from Slovenia and 33 from
Austria). The sample of variables represents a “beep test” for measuring
aerobic power (Leger and Lampert, 1982). All participating students
volunteered for the test. The procedure and method of motivation was
the same for all. Students had to run a distance of 20 meters as many
times as possible, taking into account the running pace, which increased
by 0.5 km/h every minute at an initial speed of 8.5 km/h. Results were
recorded as the sum of all partial distances the student could still run
The importance of systematic planning
and implementation of physical education
in the first three years of elementary school
Saša Arh1, Jera Gregorc2
1OŠ prof. dr. Josipa Plemlja Bled, Bled, Slovenia
2 University of Ljubljana, Faculty of Education, Ljubljana, Slovenia
jera.gregorc@pef.uni-lj.si
Abstract
Introduction: The purpose of this paper is to analyze the importance of
systematic planning and implementation of physical education in the
first three years of primary school for the development of endurance. The
importance of physical education “in person” has already been proven
in Slovenia by the fact that the general physical performance of students
decreases when they return to school after a long period of distance
learning. In this paper we analyze the importance of systematic planning
and implementation of physical education for the development of aerobic
power. Methods: In this research sample, we included two elementary
schools that are located in a similar geographic environment (lake,
mountains, proximity to forests and meadows, proximity and variety of
safe routes, etc.) but have different ways of planning and implementing
physical education. The first is the Slovenian elementary school, where
105 physical education lessons and 5 sports days are systematically
planned and included in the annual curriculum each year. The second is
the Austrian elementary school, where there are 105 physical education
lessons in the first and second grades and 70 physical education lessons
in the third grade, however they have no sports days in any class and
there is a loose annual plan for physical education, without preparation
of individual physical education lessons. The sample consists only of
healthy students from the two elementary schools at the end of the first
three years (i.e. 66 third grade students, 33 from Slovenia and 33 from
Austria). The sample of variables represents a “beep test” for measuring
aerobic power (Leger and Lampert, 1982). All participating students
volunteered for the test. The procedure and method of motivation was
the same for all. Students had to run a distance of 20 meters as many
times as possible, taking into account the running pace, which increased
by 0.5 km/h every minute at an initial speed of 8.5 km/h. Results were
recorded as the sum of all partial distances the student could still run
