The aim of this master's thesis was to examine how gymnastics content is implemented in thethird educational cycle of primary school and to identify the factors associated with its extent ofimplementation and quality. Particular emphasis was placed on comparing the findings withthose of Turšič (2007), as well as on physical education teachers’ perceived competence, theirsense of safety when teaching gymnastics, and the material conditions available forimplementing gymnastics content.The study involved 90 physical education teachers teaching in the third educational cycle ofSlovenian primary schools. Data were collected using an online questionnaire developed in the1KA survey platform and analysed using IBM SPSS Statistics. Descriptive statistics, a one-samplet-test, and Spearman’s rank correlation coefficient were used for data analysis.The findings showed that the extent of gymnastics instruction had not decreased compared withthe study conducted by Turšič (2007). The average number of hours devoted to gymnastics washigher in all three grades than the comparative values reported in 2007, with statisticallysignificant differences observed in the eighth and ninth grades. Nevertheless, the resultsindicated that teachers more frequently included basic, safer, and organisationally lessdemanding activities, such as gymnastics exercises for warm-up, core stability and properposture, floor gymnastics, and vaulting, whereas more demanding skills and rhythmic gymnasticscontent were included less frequently.Correlation analysis revealed a statistically significant positive relationship between physicaleducation teachers’ perceived competence and the extent of gymnastics instruction, as well as astrong positive relationship between perceived competence and teachers’ sense of safety whenteaching gymnastics. No statistically significant relationship was found between the diversity ofavailable gymnastics equipment and the number of hours devoted to gymnastics, althoughteachers frequently identified a lack of apparatus and equipment as one of the reasons forreducing or omitting gymnastics content.The findings indicate that gymnastics remains an important component of physical education inthe third educational cycle of primary school; however, its implementation is selective in terms ofcontent and influenced by several interrelated factors. The results highlight the importance ofteachers’ professional competence, their sense of safety when teaching, and adequate materialconditions for the effective planning and implementation of gymnastics content. Furthermore,the study provides an updated insight into the implementation of gymnastics nearly two decadesafter the research conducted by Turšič (2007) and offers a valuable basis for future research andthe professional development of physical education teachers.
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