KINESIOLOGICAL PARADIGM OF THE CURRICULUM IN THE FIELD OF PHYSICAL AND HEALTH EDUCATION FOR THE 21 CENTURY

U izradi kineziološke paradigme kurikula tjelesnog i zdravstvenog odgojno-obrazovnog područja maksimalno treba respektirati dosadašnja dostignuća kineziološke znanosti. To, međutim, predstavlja samo jedan od temeljnih uvjeta, ali još uvijek ne i jamstvo da će se znanstvene spoznaje, kako o vrijednostima ovog odgojno-obrazovnog područja, tako i o vrijednostima pojedinih kinezioloških aktivnosti, eksploatirati i u fi nalnoj izradi ovog iznimno značajnog dokumenta. Uz osiguranje efi kasnog transfera znanstvenih spoznaja, u realizaciji nastave tjelesne i zdravstvene kulture treba računati s većim brojem sati nego do sada da bi se mogli postići potrebni efekti u ovom odgojno-obrazovnom području. Po aktualnom broju sati nastave tjelesne i zdravstvene kulture među državama neposrednog okruženja, i među državama cijele Europe, zauzimamo jedno od posljednjih mjesta. Sadašnji broj sati nije dovoljan ni za edukativni minimum, a kamo li za temeljne biotičke potrebe djece i učenika. Dakle, kurikul tjelesnog i zdravstvenog odgojno-obrazovnog područja treba omogućiti djeci i učenicima da putem tjelesnog vježbanja maksimalno zadovolje svoje esencijalne i egzistencijalne potrebe, a osobito one koje su im potrebne za efi kasniju adaptaciju na suvremene uvjete života i rada te pripremu za rad u suvremenom društvu.Good curriculum presents the basis of the entire educational system, every fi eld of education independently, and accordingly, the fi eld of physical and health education. The basis to creating a good curriculum, including physical and health educational fi eld, is in the well-stipulated conception, appropriate defi nition of aims and objectives and adequate determination of educational outcomes, or better yet, competencies during education. Following the above-mentioned principles in the creation of kinesiological paradigm of the curriculum for physical and health educational fi eld, a maximum respect has been given to the achievements in kinesiological science thus far.However, it is only one of the fundamental conditions but not a guarantee that the presented scientifi c fi ndings, both the ones regarding the values of this educational fi eld, and those regarding values of individual kinesiological activities, will also be exploited in the fi nalisation of this signifi cant document. All the more so, since only by ensuring effi cient transfer of the afore mentioned knowledge, primarily in teaching physical and health education with more lessons per week than so far, can the necessary effects in this fi eld of education, not only be expected, but also achieved. Naturally, this will also need to be considered in the further development of both national curriculum and physical and health education curriculum. The reason is not only that according to the number of physical and health education lessons so far, both among the neighbouring countries and other European countries, Croatia has been almost at the bottom of the scale, but also primarily because the available number of lessons is not suffi cient to ensure educational minimum, not to mention basic biotic needs of children and pupils. Therefore, the fi nal solution in the creation of the curriculum in the physical and health educational fi eld should enable children and pupils, through physical exercise, to satisfy their essential and existential needs to a maximum, especially those needs they will require for more effi cient adaptation to contemporary lifestyle and work conditions, as well as readiness for work in the contemporary society