With this article we would like to encourage gymnastic trainers to a more creative and innovative physical activity teaching, which can support the development of the Slovenian training process for effective integration into the world. As the researchers of physical activity teaching claim, a creative learning environment is very important because it promotes a quality process of responsive coordination of key factors that accelerate the realization of the objectives of the process of physical activity teaching. Therefore, effective involvement of pupils in the learning process requires carefully selected learning strategies to deal with differences in physical activity pre-knowledge, activity habits, and key expectations of pupils and other relevant stakeholders, which can have a significant impact on the realization of planned learning outcomes. The article presents the results of a study on the views of active Slovenian sports gymnastics trainers working in the network of the Gymnastic Association of Slovenia on the importance of innovative teaching procedures. The use of established teaching procedures was expected to be assessed as very important in only 26%, which suggests a focus on innovative teaching. Up to 41% of respondents rated the testing of new teaching procedures as very important, which suggests that there are many opportunities for implementing innovative learning strategies that can represent a competitive advantage. Regarding the importance of taking responsibility for the implementation of novelty in teaching, respondents have assessed with the highest level of agreement (63%) the importance of responsibility as very important, which is surprising. Self-reflection and acceptance of responsibility are essential for the quality of the personal and professional progress of the trainer and for the effective achievement of learning outcomes. Data show an unexplored opportunity to exchange good learning practices, because as many as 21% of respondents did not attend any professional training this year. We can conclude that the key triggers of innovative teaching of trainers are self-critical reflections on how to behave in the future, testing of new learning processes, as well as asserting responsibility and autonomy in physical activity teaching. And among inhibitors, there are in particular a weak exchange of examples of good practices, fear of sports injuries and the inclination to the use the established teaching procedures.
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