This paper investigates the representation and attitudes of teachers towards fit pedagogy, an innovative approach to education that integrates physical activity into the teaching process with the aim of encouraging the integral development of students and the representation of movements in primary education. Fit pedagogy connects the motor, cognitive, personal, social, emotional and physical development of children, emphasizing a holistic approach in which all aspects of development support each other. Fit pedagogy includes the promotion of health, the integral development of students and the achievement of better educational results. The research was conducted through a survey among 116 classroom teachers, and the results show that the majority of teachers recognize the benefits of physical activities. The goal of the research was to examine the frequency of use of physical activities in classes, teachers' perceptions of the impact of these activities on students, and the obstacles they face when implementing fit pedagogy. The results of the research suggest that teachers who use physical activities more often in class rate their impact on students' attention and concentration more positively. However, despite positive attitudes, teachers face challenges such as lack of time, resources and space to implement these activities. The research emphasizes the importance of additional education and professional development of teachers in the field of fit pedagogy in order to facilitate the integration of these practices into everyday teaching. This paper provides an insight into the current practice and challenges in the implementation of fit pedagogy and offers recommendations for its further improvement in primary schools, with the aim of achieving better educational results and the general well-being of students.