The purpose of this paper is to analyze the importance of systematic planning and implementation of physical education in the first three years of primary school for the development of endurance. The importance of physical education "in person" has already been proven in Slovenia by the fact that the general physical performance of students decreases when they return to school after a long period of distance learning. In this paper we analyze the importance of systematic planning and

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... ion of physical education for the development of aerobic power. Methods: In this research sample, we included two elementary schools that are located in a similar geographic environment (lake, mountains, proximity to forests and meadows, proximity and variety of safe routes, etc.) but have different ways of planning and implementing physical education. The first is the Slovenian elementary school, where 105 physical education lessons and 5 sports days are systematically planned and included in the annual curriculum each year. The second is the Austrian elementary school, where there are 105 physical education lessons in the first and second grades and 70 physical education lessons in the third grade, however they have no sports days in any class and there is a loose annual plan for physical education, without preparation of individual physical education lessons. The sample consists only of healthy students from the two elementary schools at the end of the first three years (i.e. 66 third grade students, 33 from Slovenia and 33 from Austria). The sample of variables represents a "beep test" for measuring aerobic power (Leger and Lampert, 1982). All participating students volunteered for the test. The procedure and method of motivation was the same for all. Students had to run a distance of 20 meters as many times as possible, taking into account the running pace, which increased by 0.5 km/h every minute at an initial speed of 8.5 km/h. Results were recorded as the sum of all partial distances the student could still run