This paper is intended to confirm the theoretical viewpoints, but also open new chapters in the field of advances in theory and practice of planning and designing physical education classes. The physical education curriculum ought to encapsulate the fundamental postulates of this field which comprises the educational and anthropological components. It is founded on practical application. The educational content is focused on developing functional knowledge, which together with the abilities and achievements attained should nurture a well-rounded personality in a child in terms of physical and mental health and interpersonal skills. The steps in designing a physical education curriculum are specific and consist of a number of stages which are dependent on a multitude of internal and external factors. One of the key prerequisites of a successful design is abiding by certain principles. It is worth mentioning that several approaches are common in tackling the issues and questions encountered while designing the physical education curriculum. This is the reason why the core premise in defining the issues in this paper is the difference or similarity of curriculum design in the two countries. I have therefore analyzed and compared the content of the global, operative and executive curricula in a number of schools in Bosnia and Herzegovina and Germany. Whether these curricula accomplish the objectives set, which curriculum is more acceptable, whether they are aligned with the real needs of today's children and whether they can be adapted are just some of the questions to which I endeavour to provide answers in this paper. It is especially important to mention the function of upbringing in a curriculum. The planned content should be such that it contributes to forming and strenghtening the moral characteristics and traits in students. To achieve this it is necessary to accomplish several tasks with the function of upbringing in addition to those which target the physical and intellectual development. This includes affecting the willpower and in practical terms substituting "I will, I can, I dare" for "I will not, I cannot, I don't dare", molding the character and conscious discipline, imparting a positive attitude towards work, teammates and material resources. To ensure the best possible class quality and that the aims and objectives have been met, the currently used curriculum should be analyzed and compared to determine whether: 1. It meets the aims and objectives of physical education 2. It takes the current constitution and abilities of students into consideration, but also the level of their motor skills and achievements and all other pertinent factors which affect or may affect the success of physical exercise 3. It is aligned with the individual needs of students and the existing working conditions which enable us to envisage which approaches, methods, tools and equipment would be most suitable.
The Physical Education curriculum design in Spain: A critical review from the LOGSE to the LOMCE
