The objective of this study is to analyse the impact of physical education based on the adventure education programme on the social competences of adolescent boys. The participants (n = 70) were 1st grade high school students between 15 and 16 years old. Adolescents’ social competences were measured using the Rosenberg’s Self-Esteem Scale (RSES) and Social Competence Questionnaire (SCQ) before and after the intervention. An experimental repeated-measures design was used, with a comparison group. ANOVA (2 × 2) for interaction group x time showed statistical significance in competences revealed in situations of social exposure (F1, 68 = 5.16, p < 0.05, partial η2 = 0.07) and competences revealed in situations requiring assertiveness (F1, 68 = 4.73, p < 0.05, partial η2 = 0.07). Using the adventure education (AE) programme may be recommended as a way of developing social skill competences revealed in situations of social exposure and competences revealed in situations requiring the assertiveness of adolescents through physical activity that can be easily integrated into the school environment.

Introduction: Emotional intelligence is defined as the ability to manage emotions effectively. It has a clear impact on the well-being of schoolchildren. A large body of studies has shown how emotional intelligence impacts on psychological and contextual variables, but less is known about how school context may influence in emotional development during childhood. The objectives of this research were to describe the level of emotional intelligence and school climate for schoolchildren in Primary Education in three European countries, to explore the association between school climate and emotional intelligence, and analyzing the moderating role of gender and country. Method: 1104 schoolchildren participated (528 from Spain, 252 from Poland and 324 from Norway) (50.6% girls; MAge = 10.49 years; SD = 1.3). Validated self-report in the three languages were used, Trait Meta-Mood Scale-24 and Modified-Delaware School Climate Survey-Student. Results: Descriptive analysis showed higher levels of emotional intelligence in Spanish schoolchildren and higher level of school climate. Girls showed higher levels of emotional repair compared to boys. Multiple multivariate regression models indicated the association between school climate and emotional intelligence  . Gender and country did not moderate the relationship between school climate and emotional intelligence dimensions. Conclusions: This study highlights the importance of the quality of the climate in schools in different European regions to promote the level of emotional intelligence of boys and girls in Primary Education.

Adolescents’ social competences determine the effectiveness of social functioning. In the long term, a higher level of social competence increases readiness for university and increases the chance of achieving success in a professional career. The primary objective of this study is to examine the association between social competences and self-esteem, physical activity, screen time, and participation in sports among Polish adolescents. 106 adolescents completed the Social Competences Questionnaire (SCQ) and Rosenberg’s Self-Esteem Scale (RSES), as well as selected questions from the Health Behavior in School Aged Children (HBSC). Analysis of the study variables showed a moderate statistically significant relationship between social competences and self-esteem (rs = 0.55, p < 0.001). Statistical analysis also showed that adolescents who engage in moderate and vigorous physical activity (MVPA; ≥5 days/week) have significantly higher levels of social competences than adolescents with lower MVPA (Z = 3.50, p ˂ 0.001). No significant statistical association was found between social competences and screen time, or participation in sport. Hierarchical multiple regression also suggested that higher self-esteem and engaging in moderate and vigorous physical activity is positively associated with higher social competences among adolescents. Adolescents’ social competences are significantly associated with self-esteem and physical activity. The results can help those working with young people with social functioning difficulties in performing effective interventions and shaping policies.

The serum angiotensin converting enzyme (ACE) level in individuals with a DD genotype is two-fold higher than those with an II genotype. The DD genotype is correlated with a higher risk of cardiovascular diseases, lower adaptability to hypoxic conditions, as well as lower cardio-respiratory capacity. The aim of the study was to examine the role of I/D polymorphisms in the ACE gene in surgical patients vs. healthy, active individuals. Two groups were investigated in the study: 91 surgical patients and 39 physically active controls. The level of adaptation to physical stress, compensating processes, and sense of well-being of participants were determined with subjective and objective inferential methods. Additionally, the represented ACE gene polymorphism was evaluated using molecular analyses.The role of the DD vs. II genotype is unclear in healthy, active individuals. Whilst in patients who regularly participated in sport accrued shorter hospital stay time (P = 0.04). The type of surgery performed significantly affects patients' time to convalescence (P = 0.03). Patients' time in hospital after oncological surgeries is longer, regardless of whether chemotherapy was received or not. Based on the collected data, it was not possible to indicate a common genotype predisposing resistance to physical stress in both examined groups, with no statistically significant correlation between the ID polymorphism of ACE gene in either group. However, the noted tendencies may suggest a role of allele I and II genotypes in patient convalescence and as such, necessitates further investigation.

This study aimed to adapt the Multisource Assessment of Social Competence Scale for the Polish population. The population examined in the study included only Polish participants of European (Caucasian) ancestry. The tool is composed of two scales, Prosocial and Antisocial, and four subscales. For the purpose of adaptation, children’s social competence was evaluated based on their own and their parents’ perspective. The sample consisted of children aged 9–15 (n = 253) and their parents (n = 248), with boys and girls accounting for 43% (n = 109) and 57% (n = 144) of child participants, respectively. All the participants originated from the western-central Greater Poland Voivodeship. The data analyzed in this study were collected in 2019. Internal consistency of the subscales and correlation between them were measured using Cronbach’s Alpha reliability coefficient and Spearman's correlation coefficient, respectively. Confirmatory factor analysis was conducted for both groups (children and parents) in two-, three- and four-factor models. The confirmatory factor analysis for both groups (children and parents) attributed the four-factor model with the highest goodness-of-fit, fulfilling the criteria of a good-fitting model. The results show that the Multisource Assessment of Children’s Social Competence Scale is an appropriately adapted tool for the evaluation of the social competence of children in Poland, taking different rater perspectives into account.