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Background: Process of physical education in schools ensures the acquisition of certain motoric abilities and activities that should form in childhood the largest representation of daytime activities. The lack of child's physical activity results in a reduction of resistant, power and performance of the organism. Young learners have physiological as well as psychological preconditions for proportional and comprehensive development of fundamental motoric skills, constituting the best method to the required level of physical fitness and motoric performance. At the present time, significant changes are happening within the educational process of physical education in Slovakia. They respond to the possibilities of teachers to create individual curriculum according to the conditions and needs of pupils. Objective: The objective of this paper is to analyze development of motoric skills and physical fitness of third grade pupils at primary school in Banská Bystrica in Slovakia during the six-month effect innovative educational curriculum of physical education. Methods: Research data collection took place in 2013/2014 in the classes of the third grade pupils of the elementary school in Banská Bystrica (SR) within a span of six months. The sample consisted of 45 pupils (18 boys, 27 girls) with the average age 9.18 ± 0.26 years. Physical fitness was measured by the following test - Jacík's motor test (JACIK). Motor performance skills were assessed by following tests: 1. Flamingo balance test (PLAM); 2. Sit and reach test (PRE); 3. Standing broad jump (SDM); 4. Sit-ups per 30 s (Ľ-S); 5. Bent arm hang (VÝD); 6. Shuttle run 10 × 5 m (ČB 10 × 5); 7. Endurance shuttle run (VB). Statistical analysis was processed in theprogram STATGRAPHICS. In the research it was used interviews with teachers and we used the monitoring leisure physical activities of young learners three times during six months. Results: The sample in the performances of the young learners have positive significant change in the test VBat a significance level of p < .01 in boys and p < .05 for girls. In addition, in group of girls in the test Ľ -S at p < .01 of significance level and also test Jacík at p < .01 of significance level. Unorganized leisure physical activity attended by all pupils of the research group. Organized leisure physical activity attended 55.6% of girls and 38.9% of boys. Conclusion: Physical education in the researched school is taught in the extent of two teaching units a week. Observed changes of performance parameters of younger learners indicate that the effective and innovative curriculum of PE suffices for the increase of physical activity and for the increase of motoric performance of pupils. However, from the viewpoint of significant changes of general motoric performance and physical fitness, we cannot regard it as significant

tělesná kultura

School physical education and its impact on the development of motoric performance and physical fitness of third grade pupils in primary school in Banská Bystrica in Slovakia