The need to determine the factors that positively or negatively affect the acquisition of swimming knowledge arose with the development of various swimming programs. The aim of this research was to determine the connection between the level of anxiety and success in the process of motor learning in swimming training program for non-swimmers. A sample of 77 children, aged (11.00±0.71), participated in a swimming training program for non-swimmers for 20 hours according to the standard method used in the Republic of Croatia. In the first and last lesson, the swimming knowledge was determined by means of a scale of eleven grades that describe the level of acquisition of swimming knowledge. Level of anxiety was assessed by modified CSAI-2CSWIM anxiety level questionnaire. Correlation analysis determined that the level of anxiety has a significant negative correlation with performance in all three observed domains, cognitive anxiety -0.273 and -2.46, somatic anxiety -0.384 and -0.337 and self-confidence -0.420 and -0.308 with results on the final test and with progress in swimming learning. The results of the conducted research showed that the level of anxiety has a significant influence on the children’s swimming learning process.

S ciljem utvrđivanja učinkovitosti pojedinih modela poduke neplivača i njihove usporedbe, testirano je 201 dijete populacije između 9 i 11 godina. Uzorak je podijeljen na dva subuzorka, gdje su djeca učila plivati prema istom programu, ali u različitim modelima rada. Prvi je model bio model poduke neplivača u sklopu ljetovanja i to u trajanju od 14 dana, dok je drugi model proveden u okviru škole u prirodi ali u šest dana. Za utvrđivanje učinkovitosti navedenih modela korišten je statistički programski paket STATISTICA verzija 6.0 (StatSoft Inc., Tulsa, OK, SAD). Normalnost distribucije pojedinih varijabli provjerena je Kolmogorov-Smirnov testom te je utvrđeno da ne slijede istu. Za usporedbu napretka u skupinama korišten je Wilcoxon Matched Pairs Test, a za usporedbu među skupinama Mann-Whitney U Test (za usporedbu inicijalnog i finalnog mjerenja te razlike između finalnog i inicijalnog mjerenja). Kao statistički značajna korištena je vrijednost P<0,05. Rezultati dobiveni provedenim istraživanjem pokazali su da oba modela pokazuju dobre rezultate i prigodni su za poduku neplivača. Prednost dajemo modelu 1. odnosno poduci neplivača u okviru ljetovanja. Model 2. poduke neplivača u okviru škole u prirodi radi se u šest dana i očito mu nedostaje vremenskog prostora za još kvalitetniju provedbu. Kako je riječ o programima koji se provode u svim sredinama, neobično je bilo važno utvrditi učinkovitost programa te detektirati uspješnosti pojedinih modela.

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The main objective of this study was the evaluation of physical education teaching in higher grades of primary school through the attitudes of subject teachers. The sample consisted of 89 primary school teachers from the Osijek-Baranja County in the Republic of Croatia. A questionnaire was designed so as to assess the attitudes of preparation, teaching diversity and outcomes of teaching by using three subsets of variables (total of 42 items). A satisfactory reliability (Cronbach (α) 0.79 to 0.82, and the ICC – intra-class correlation coefficient from 0.68 to 0.73 were obtained. Differences in the teachers' estimates were made with two sets of classification variables (demographic characteristics and evaluation of working conditions). Descriptive statistics, response percentages and the ANOVA univariate test of difference were applied. The results indicate that the majority of teachers regularly prepare and successfully adapt their teaching to pupils’ abilities. They commonly use kinesiology methods and organization of work in their teaching. They rarely use modern teaching methods. They evaluate the prescribed programming system as complex and they apply it differently. High marks which students receive in physical education are not in accordance with the level of achievement, and they evaluate their efforts highly. Differences in the teachers’ attitudes relate to the preparation segments and the methodological diversity, while these differences are less pronounced in the area of assessing teaching outcomes. Key words: attitudes; evaluation; methodological diversity; preparation; subject teachers. --- SažetakOsnovni cilj ovoga rada bio je vrednovanje nastave tjelesne i zdravstvene kulture u višim razredima osnovne škole na temelju stavova predmetnih učitelja. Uzorak ispitanika obuhvatio je 89 učitelja osnovnih škola Osječko-baranjske županije u Republici Hrvatskoj. Konstruiran je upitnik kojim su s tri podskupa varijabli (ukupno 42 čestice) procijenjeni stavovi o pripremanju, metodičkoj raznolikosti i ishodima nastave. Dobivena je zadovoljavajuća pouzdanost (Cronbach (α) od 0,79 do 0,82 te ICC – intraklasni koeficijent korelacije od 0,68 do 0,73. Razlike u procjenama učitelja učinjene su s dva seta klasifikacijskih varijabli (demografska obilježja, procjena uvjeta rada). Primijenjeni su deskriptivna statistika, postoci odgovora i univarijatni testovi razlika ANOVA.  Rezultati ukazuju na to da se većina učitelja redovito priprema i uspješno prilagođuje nastavu mogućnostima učenika. U nastavi se najčešće koriste kineziološke metode i organizaciju rada. Rjeđe se primjenjuju suvremene metode poučavanja. Propisani sustav programiranja ocjenjuju složenim i različito ga primjenjuju. Visoke ocjene učenika iz tjelesne i zdravstvene kulture nisu u skladu s razinom postignuća i najviše se ocjenjuje učeničko zalaganje. Razlike u stavovima učitelja najviše se odnose na segmente pripremanja i metodičke raznolikosti, a manje su izražene u području procjene ishoda nastave. Ključne riječi: metodička raznolikost; pripremanje; predmetni učitelji; stavovi; vrednovanje.