Gymnastics represents one of the most fundamental sports disciplines, playing a crucial role in the motor development of an individual (Kovač, 2006). Due to its significant impact on flexibility, endurance, coordination, and strength, it is included in school curricula (Novak and Kovač, 2021). In the lower grades, it is referred to as the "gymnastic alphabet" because of various movements (stability, manipulative, and locomotor), and later, due to the incorporation of more complex motor tasks, it is renamed "gymnastics with rhythmic expression" (Kovač, 2006). In the implementation and teaching of these activities, it is not
only important what benefits are gained from them but also how they are conducted. Therefore, safe engagement in sports and the recognition of risk factors are crucial points in
physical education (Kovač and Jurak, 2012).
The purpose of this master's thesis was to determine the extent to which gymnastic content from the curriculum is implemented in primary and secondary schools according to students' opinions and how this compares to other physical education content. We were also interested in how satisfied students were with gymnastics content during their primary and secondary education, what they remembered, and what they learned.
In the theoretical part, we presented gymnastics, its history, and its importance for child development. We then briefly introduced gymnastic content in the physical education curriculum, described safety in gymnastics classes, and mentioned school sports competitions in gymnastics. We also focused on teachers' competencies and professional development.
In the empirical part, we conducted a survey involving 72 students. The survey questionnaires were published on the social network groups mainly consisting of students
through the online portal www.1ka.si. The questionnaires were then analyzed using IBM SPSS 25.
Based on the results, we concluded that most students are critical of the extent of gymnastic content in primary and secondary education. Gymnastics is more prevalent in
primary schools than in secondary schools, despite its positive popularity among sports content. Students mostly remember basic gymnastics skills, such as rolls and handstands. Gymnastics positively affects coordination and flexibility, but there is a need to better emphasize its comprehensive impact on motor skills. Teachers are generally moderately motivated to teach gymnastics, but there is room for improvement in their support and professional development. The state of safety in performing gymnastic elements is generally well-rated but requires continuous improvement of safety protocols. Despite its importance
for motor development, gymnastic content is not sufficiently included in extracurricular activities, highlighting the need to promote greater inclusion of gymnastics beyond the school framework.
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