Abstract
Bearing in mind the importance given to the perception of feasibility and appropriateness of monitoring physical development and motor abilities of children and young people in physical education instruction in Europe and the U.S., a need has arisen to analyze the current situation and the relationship of our physical education teachers to this issue. This paper aims to identify and analyze the current situation regarding the monitoring of physical development and motor abilities of students in our country based on our previous views, relations and ways of monitoring the physical development and motor abilities of students in physical education instruction by physical education teachers. In a sample of 189 physical education teachers, a non-standardized questionnaire was used to obtain information about the current state and the relationship of teachers towards monitoring the physical development and motor abilities in physical education instruction. A high percentage of physical education teachers monitor and test physical development and motor abilities to some extent, which suggests that teachers are aware of how important and signifi cant this segment of physical education classes is. However, using a different battery of tests, individual tests in these batteries, as well as the interpretation of tests of teachers' own choice in monitoring the physical development and motor abilities of students in physical education, conceptually speaking it is not good, both for understanding the usefulness of such monitoring, and from the aspect of continuous monitoring and comparability of the obtained results. The absence of a legitimate and meaningful concept in monitoring the physical development and motor abilities in physical education, and adequate battery of tests appropriate for school setting in which PE teaching is applied, suggests a necessity of establishing a uniform model in Serbia.