The study consists in determining the level of development of the motor capacities for the purpose of readjusting the objectives and contents to the requirements of the teaching-learning system of physical education in primary education, purpose in which it is especially important to rationalize the problem solutions in planning the content of the training process by operationalizing objectives. The practical value is determined by the fact that the structure and methodology of the operationalization-elaborated content, can be realized by starting from its evaluation, and later applied in differentiated mode in the primary education system for becoming wide spread in the cognitive, formative and psychomotororiented physical education lessons. In conclusion we believe at the primary school, is an important problem to project content with a lot of movement games based in units of learning, with the same aim and to made a better and attractive content for children at this level at primary school

In this study we try to project physical education content with integrated education, inclusive education and interdisciplinary. So for our aim, we made measurements at driving ability for new perspectives of education expressed through integrated education, inclusive education and interdisciplinary. So to work at this age are considered necessary to evaluate the main trends currently learning (integration, interdisciplinarity, etc..). For this we built a set of five tests assessment covering the current trends manifest in contemporary education, such as:Integrated Education, Inclusive Education, Interdisciplinary Education. In conclusions we think the designing teaching in the primary school curriculum for physical education lessons in an interdisciplinary view, contribute in a more pragmatic and effective to achieve the ideal and global educational goals and operational. Also the evolution of modern didactics of physical education noted the tendency to keep some acquisitions of traditional teaching, but still with emphasis currently reconsidering its entire system on the content, forms, methods of education in terms of scientific design curricular.

Physical education, as a component of general education, contributes to the development and improvement of the child in terms of motor skills; stimulating the intellectual activity and certain affective processes; developing certain group relations; activation of certain psychical processes; developing some skills and qualities in the work process; refining the body organs, functions, apparatuses; refining certain particular notes which appear in the activity of certain organs, apparatuses, processes, as an effect of practising physical exercise; sense of the ball, sense of rhythm, of tackling, peripheral vision, tactical thinking, motor memory, kinestesic sensations, etc. The purpose is to design the physical education's contents through psychomotor capacity's structure, which would impact positively the two components, general motor skills and psychomotricity by using a complex system of action using specific means and materials within the physical education lesson, but also the identification of new strategies of acting in an optimum manner in accordance with the current level of physical and psychical development of pupils from elementary school. Physical education, as part of general education, pursues to achieve certain objectives, derived from the educational ideal, formulated at some point by society for which the subjects taking part in this kind of activity are being trained. Among the general objectives that physical education proposes to achieve is also the one concerning the harmonious development of human personality by influencing both in terms of prophylaxis (prevention of negative outcomes), and remedial (remedying the negative traits which can appear at some point).

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