Background. The aim of this research was to examine differences between athletes' perception of coaching behaviors in individual and team sports.Methods. College athletes (N = 100) participated in the study. Three questionnaires were administered to the athletes: Demographic questionnaire, Leadership Scale for Sports and Negative Coaching Behavior Questionnaire.Results. The results of this study revealed the significant differences among athletes' perception of coaching behaviors in individual and team sports. Individual athletes in this study gave higher ratings to training and instruction, social support and positive feedback leader behavior from their coaches. Also, athletes from individual sports had smaller scores on two dimensions and total score of negative coaching behavior questionnaire.Conclusion. Those findings suggest that the behavior of the coach directed towards improving the performance of athletes` was higher evaluated from athletes in individual sports. Further studies should provide more information about coaches' behavior during the competitive.

Purpose: Research has suggested that in female athletes from aesthetic sports the prevalence of disordered eating attitudes is higher than in female athletes from other sports, mainly due to sport related factors like extreme training and practicing sports associated with high pressure and the idea that “being thin leads to success”. The study was conducted to examine the prevalence of disturbed eating attitudes and their relationship with body image concerns in aesthetic and non-aesthetic female athletes. Methods: 54 female athletes from aesthetic sports (synchronized swimming, artistic and rhythmic gymnastics, and dance), as well as 66 female athletes from non-aesthetic sports (volleyball, track and field, and soccer), completed the Eating Attitudes Test, the Body Shape Questionnaire, and the Figure Rating Scale (a visual scale used to assess body image dissatisfaction and body image dissatisfaction in relation to sport). Results: The results indicated that aesthetic athletes scored significantly higher than those involved in non-aesthetic sports in Dieting, and in Body Image Dissatisfaction. Moreover, aesthetic athletes demonstrated significantly lower BMI mean scores. Significant correlations were found between Body Mass Index and Oral Control, Body Image Dissatisfaction and Body Image Dissatisfaction in relation to Sport, and between Eating Attitudes Test and the Body Shape Questionnaire results in aesthetic athletes. Furthermore, significant associations were found between Body Mass Index and Body Shape Questionnaire, Body Image Dissatisfaction and Body Image Dissatisfaction in relation to Sport, and Eating Attitudes Test and Body Shape Questionnaire in non-aesthetic athletes. Conclusion: The study confirmed the relationship between body image concerns and pathological eating attitudes among female aesthetic sport athletes.

The aim of this paper is to point out the importance of motivation in sport achievement and to describe the psychological aspect of motivation, as one of the most important psychological factors for success. Motivation theories give definitions of terms and previous knowledge of different authors, and the second part of this paper gives the most commonly used techniques: Goal settings, cognitive restructuring, and imagination, and how to apply them. When it comes to motivation in sports, some important concepts and some of the most important interventions for motivating athletes presented in this paper can be analyzed in the psychological training of athletes. Special attention given to the importance and the role of trainers in the process of motivating athletes emphasizes psychology as a key factor in sport achievement.

Since early childhood is regarded as an important period of motor and cognitive development, understanding the effects of physical activity on motor abilites and cognitive development in preschool children has major public health implications. This study investigates the effects of a 12 weeks' yoga intervention program on motor and cognitive abilities in preschool children. Preschool children (n = 45; age 5–6 years) attending regular preschool programs were non-randomly assigned to yoga intervention (n = 23; 30 min sessions three times per week) or a control group (n = 22; no additional organized physical activity program). Exercise training for the intervention group included yoga program. Motor abilities (BOT-2 subtests: fine motor integration, manual dexterity, balance and bilateral coordination), and cognitive abilities (School Maturity Test subtests: visual memory, stacking cubes and codes) were assessed before and after the intervention period in both groups. Data were analyzed using repeated-measures ANOVA. Participants in the intervention group improved fine motor integration (p = 0.022), fine motor skills in general (0.029), bilateral coordination (0.000), balance (0.000), and body coordination (0.000). Preschool children's participation in the preschool yoga intervention significantly improved their motor abilities, but not their cognitive abilities.

The aim of this study was to determine the differences between healthy-weight and overweight 5–6-year-old preschool children in fine and gross motor skills and cognitive abilities. There were 91 subjects, preschool children (41 boys and 50 girls), who participated in this cross-sectional study. The body mass index (BMI) was calculated based on measures of body height and body mass, and WHO cutoff points were used for the assessment of the children’s nutrition status. Fine motor abilities were determined using two Bruininks–Oseretsky (BOT-2) subtests, and gross motor skills are determined by the Test of Gross Motor Development (TGMD-2), while cognitive abilities were tested by the School Maturity Test (TZŠ+). Based on an independent-samples t-test, a difference in two out of three variables of gross motor skills was determined: manipulative skills and total gross motor skills between healthy-weight and overweight children, while in fine motor abilities and cognitive abilities there was no difference between these two groups. Although significant differences were found only in gross motor skills between healthy and overweight preschool children but not in fine motor skills and cognitive abilities, further longitudinal studies are required to understand the mechanisms of this, including the possible role of psychological factors.