THE NECESSITY OF PHYSICAL EXERCISES AND MOTOR GAMES FOR PRIMARY SCHOOL PUPILS

The article examines why physical exercises and motor games are necessary components of primary education. It integrates evidence concerning physical health, motor competence, executive functions, emotional well-being, social development, classroom engagement, and academic learning. The study is based on a qualitative synthesis of World Health Organization recommendations, systematic reviews, meta-analyses, and school-based research. The analysis indicates that regular movement should not be treated only as a separate physical education subject or as a reward after academic work. Primary pupils benefit from a coordinated system that includes quality physical education, active breaks, movement-integrated lessons, outdoor play, and structured motor games. The article proposes principles of frequency, variety, progression, inclusion, safety, enjoyment, and moderate-to-vigorous intensity, while emphasizing that activities must be adapted to age, health status, and individual ability. A school-day model and an observation matrix are provided for practical use. Particular attention is paid to fundamental movement skills, reduced sedentary time, executive control, cooperation, and the avoidance of elimination-based or humiliating games. The article concludes that movement supports both bodily development and readiness to learn, and that schools should protect regular opportunities for every child to be active.