The master's thesis examines the collaboration between classroom teachers and physical education specialists in teaching physical education in Slovenian primary schools. The aim of the research is to identify the advantages, challenges, and obstacles classroom teachers face in teamwork, as well as to explore their perceptions of their own competencies, expectations of team members, and needs for further training. The theoretical part of the research provides a broader insight into teamwork in physical education, while the practical part offers an overview of the current situation and encourages participating teachers to teach physical education more effectively, thereby contributing to improved health and well-being of students. The research employs both quantitative and qualitative approaches through a survey questionnaire, with data processed using descriptive statistics. The sample is non-random and purposive, consisting of 52 classroom teachers from the northern Central Slovenia region. Statistical procedures used include frequency and percentage calculations, arithmetic means (M), standard deviations (SD), and thematic analysis of open-ended questions.
The research findings show that:
• most classroom teachers are in favour of teamwork in physical education;
• classroom teachers identify easier implementation, differentiation and individualization, greater intensity, safety, and innovative ideas as the main advantages of teamwork;
• they perceive disorganized funding, personality mismatches, and lack of time as the main obstacles to successful teamwork;
• they expect expertise, a professional attitude, and equal participation from their team members;
• they consider their own strengths to be pedagogical competence, knowledge of physical education content, and personal qualities;
• they express a need for additional knowledge in physical education content, lesson planning, and understanding students’ developmental characteristics.
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