In the age of digitalization, modern technology is increasingly moving into people's lives. As a result, children grow up spending less time outdoors and more of their free time on smartphones, tablets, and computers. From the socialization point of view, this certainly does not predict anything good for the future life, and problems are also evident in the health picture of modern children’s generations. Problems with excessive weight gradually increase, which consequently leads to high blood pressure and cholesterol. This phenomenon continues and also concerns the fact that over 80 % of overweight problems in childhood are transmitted into adulthood. Physical activity is definitely one of the solutions to obesity problems, but the increasing tempo of life in modern society is also affected by unhealthy eating habits. For many students, physical education at school is the only physical activity that is regularly encountered as they grow up. Although three school lessons per week do not meet global recommendations and standards for school children (at least 30 minutes of moderately intensive physical activity per day is recommended), it is important that students make the most of them – with as high effective time as possible. Unfortunately, the real situation at school shows that pupils are active even less time during their PE lessons, and therefore not even half of the Slovenian children do not reach the recommended value. The basic aim of this master’s thesis was to define the average effective time in the lessons of physical education, to analyze the effective time and find ways to improve them. In the first part of the research, we sent an online questionnaire to Slovenian primary school teachers and physical education teachers, and in the second part, measurements were made at one of the Slovenian primary schools. The measurements were carried out during 36 lectures of physical education, where 15 primary school classroom teachers and physical education teachers participated. These teachers also did the questionnaire and the results were then compared with the teachers’ answers in the online survey. Mainly we were interested in the teachers’ anticipation of the effectiveness (how much, how long) in their lessons, which we then compared with the results of measurements. We compared the introductory, central, and concluding part of the lesson and their effective times. Similarly, we compared the differences between the teaching of primary school teachers and those of physical education, their seniority and the students they teach. In the final part, we made suggestions to redesign the lessons in a way that maximizes the effective time in the lessons of physical education.
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