The aim of my graduate work was to determine physiological load of pupils after the implementation of kinesiological activities in parallel set of exercises and to offer a curriculum and motor tasks in a parallel set of exercises for this class. The respondent sample was 9 pupils from the third grade od Elementary school Centar in Pula. The sample of variables contained twelve verification tests for kinanthropological characteristics: body weight, body height, body mass index (BMI), forearm circumference, the triceps skin fold, torso lift, flexed-arm hang, polygon backwards, bend and reach, standing long jump, hand plate tapping, running 3 minutes and two verification test for determining the physiological load of students: resting heartbeat and heartbeat immediately following the activity. Motor tasks were adapted to the age of the students and were selected according to the contents provided for the specified class. Students were introduced to motor tasks and performed them in parallel exercise setup several times during Physical Education and Health classes. Pupil's physiological load was measured before and after performing motor tasks. When processing the obtained data, it was concluded that students achieved a physiological load of more than 140 beats per minute with visible differences with regard to kinanthropological characteristics of students and the very dynamics of motor tasks. Students with poorer kinanthropological characteristics achieved higher physiological loads when performing motor tasks. Given the results obtained, I offered an annual performance curriculum for the said class. The conclusion of the thesis is that it is extremely important to overlook the physiological load of students and adjust it to the student's abilities. Additional exercises should be performed if lower intensity motor tasks are performed.