Page 370 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
P. 370
an Šekeljić and Jovan Marković
Programme. It was stated in several papers that the average time used during
the lesson is 37 minutes. After the usual organizational and communication
activities at the beginning of the lesson are rejected, 30 minutes remain for
active practice with the students (Krsmanović 1992). The data on the active
time indicate that each student is active from 8 to 16 minutes during the les-
son (Božović 2011; Krsmanović 1992), and that it is even less when gymnastics
facilities are implemented (Petrović 2010; Vukašinović et al. 2010). Even with
the application of methodical and organizational forms of work such as work-
ing with stations and supplementary exercises, the method of circular train-
ing in gymnastics classes does not achieve an active exercise time of more
than 13.5 minutes (Petrović 2010); respectively, 21 minutes (Božović 2011).
This can be explained by the extremely weak engagement of the teachers,
since it is known that the active practice time depends on the organizational-
methodical forms applied in the class (Višnjić, Jovanović, and Miletić 2004).
The competence and motivation of teachers in classroom teaching are also
questionable. The research (Šekeljić et al. 2011) shows that 57 of the teach-
ers held PE classes every time as scheduled. The PE classes are held twice a
week in 31, and one class in 11, of classrooms. There were cases recorded
in the first grade where no class was held in the two weeks during which
the students kept records. The most common reasons why the PE class was
not held are: bad weather conditions, lack of classes in other subjects, oc-
cupied school gym hall, preparation for a school performance, preparation
for a writing test in Serbian or Maths, devoting time to more important sub-
jects, and even the opinion that children should learn to read and write first
of all and there will be time for PE classes afterwards. The children are often
punished with no PE class for ‘poor writing test, bad behaviour, not doing
homework, not knowing the multiplication table.’ About two thirds of the PE
classes held are not in accordance with the teaching units scheduled in the
month’s curriculum, but rather they are aligned with the school conditions
and the interests of the children. The research shows that 20 of the classes
take place in the classroom, and the most common scenario is that after a
dozen stretching exercises, the children play ‘interesting geographies,’ ‘sink-
ing submarines,’ ‘target shooting,’ ‘broken phones’ and similar activities that
cannot achieve the goals of PE classes.
Poor Material Equipment. According to the research (Petrović 1987; Bokan
1988; Milanović et al. 2010), two thirds of schools in Serbia do not have the
material and technical conditions according to the standard specification,
necessary for the implementation of PE classes. For this reason PE classes are
most often carried out outdoors (playgrounds, yards, parks, squares) and de-
370
Programme. It was stated in several papers that the average time used during
the lesson is 37 minutes. After the usual organizational and communication
activities at the beginning of the lesson are rejected, 30 minutes remain for
active practice with the students (Krsmanović 1992). The data on the active
time indicate that each student is active from 8 to 16 minutes during the les-
son (Božović 2011; Krsmanović 1992), and that it is even less when gymnastics
facilities are implemented (Petrović 2010; Vukašinović et al. 2010). Even with
the application of methodical and organizational forms of work such as work-
ing with stations and supplementary exercises, the method of circular train-
ing in gymnastics classes does not achieve an active exercise time of more
than 13.5 minutes (Petrović 2010); respectively, 21 minutes (Božović 2011).
This can be explained by the extremely weak engagement of the teachers,
since it is known that the active practice time depends on the organizational-
methodical forms applied in the class (Višnjić, Jovanović, and Miletić 2004).
The competence and motivation of teachers in classroom teaching are also
questionable. The research (Šekeljić et al. 2011) shows that 57 of the teach-
ers held PE classes every time as scheduled. The PE classes are held twice a
week in 31, and one class in 11, of classrooms. There were cases recorded
in the first grade where no class was held in the two weeks during which
the students kept records. The most common reasons why the PE class was
not held are: bad weather conditions, lack of classes in other subjects, oc-
cupied school gym hall, preparation for a school performance, preparation
for a writing test in Serbian or Maths, devoting time to more important sub-
jects, and even the opinion that children should learn to read and write first
of all and there will be time for PE classes afterwards. The children are often
punished with no PE class for ‘poor writing test, bad behaviour, not doing
homework, not knowing the multiplication table.’ About two thirds of the PE
classes held are not in accordance with the teaching units scheduled in the
month’s curriculum, but rather they are aligned with the school conditions
and the interests of the children. The research shows that 20 of the classes
take place in the classroom, and the most common scenario is that after a
dozen stretching exercises, the children play ‘interesting geographies,’ ‘sink-
ing submarines,’ ‘target shooting,’ ‘broken phones’ and similar activities that
cannot achieve the goals of PE classes.
Poor Material Equipment. According to the research (Petrović 1987; Bokan
1988; Milanović et al. 2010), two thirds of schools in Serbia do not have the
material and technical conditions according to the standard specification,
necessary for the implementation of PE classes. For this reason PE classes are
most often carried out outdoors (playgrounds, yards, parks, squares) and de-
370
