THE IMPORTANCE OF GAMES IN PHYSICAL EDUCATION CLASSES FOR YOUNGER SCHOOL-AGE PUPILS IN IMPROVING MOTOR SKILLS

Abstract

This paper examines the importance of using games in physical education classes for younger school-age pupils. The aim was to explore how organized physical games influence the development of motor skills, motivation, and student engagement. The research was conducted within planned physical education activities on a hypothetical sample of 51 fourth-grade pupils from 'Novak Radonić' Elementary School in Mol, Ada municipality. The study was carried out in March and April, with control testing conducted on May 20. Three fourth-grade classes (IV-a, IV-b, IV-c) were tested in the 30-meter sprint, medicine ball throw, and standing long jump. The paper presents the average results by classes. Two classes, over a period of two and a half months, had twenty additional lessons (twice a week) besides their regular physical education classes. During these lessons, children participated in various group games, tag games, coordination development games, speed development games, flexibility and mobility games, balance games, fine motor skill games (important for writing and object manipulation), and strength development games. The third class served as the control group, as they only attended regular physical education classes. At the end of the research, all three classes were tested again, and the results were compared with the initial and final tests. A survey of teachers was conducted regarding the use of games in physical education classes, and pupils were also surveyed about their attitudes and opinions on these games. The results indicate a significant positive impact of structured games on the development of physical abilities, cooperative behavior, and the perception of physical education as both fun and useful.