For the purpose of writing this thesis, research was conducted with the aim of determining the existence of a statistically significant difference in the physiological load of children during the physical and health education class, considering the methodical organizational form of work that was used. In addition, the goal was to determine whether there is a difference in the physiological load of children during parts of the lesson in which the content, formation and methodical organizational form of the work are unchanged. The research was conducted on a sample of 19 six-year-olds, children of the "Ivanić Grad" kindergarten. Physiological load was measured by the number of heart frequencies per minute, and the measurement was performed by two preschool teachers at the same time. One measured her heart rate with a Garmin Lily smart watch, and the other with the mobile application Otkucaji Srca Plus. The equivalence of the results obtained using two different measuring devices was tested before conducting the research. The measurement was performed after each part of the class during the two hours that were spent. The contents of the two hours were the same, and the only difference was that in the main "A" part of the first hour, an obstacle course was used, and in the second, a parallel departmental form of work was used. Based on the results obtained by the measurement, the following parameters were calculated: arithmetic mean, minimum and maximum number of heartbeats per minute, range from minimum to maximum number of heartbeats per minute and standard deviation. T-test analysis tested whether there is a statistically significant difference in the physiological load with regard to the methodical organizational form of work used. Using the results obtained from data processing, graphs were generated. The analysis of the results showed that the physiological load during the main "A" part of the class in which the parallel departmental form of work was used was statistically significantly higher than the physiological load during the main "A" part of the class in which the obstacle course was used. On the other hand, the analysis of the results also showed that there is a significant difference in the workload in other parts of the lessons when the methodical organizational form of work was not changed. Thanks to this, it can be argued that the physiological load is influenced by many factors.