Background. The aim of this study was to determine kinematic parameters relevant for the proficient performance of standing long jump (SLJ) test in boys and adolescents. Methods. The investigation was conducted on 120 participants divided into five experimental groups of 20 boys and adolescents aged 4–18 and one control group composed of 20 students from the second year of Faculty of Kinesiology whose performance was considered as a model of proficient execution of analysed test. The set of variables was composed of 15 kinematic parameters. For determining the influence of selected kinematic parameters on proficiency of standing long jump test, the Stepwise Regression Analyses was used. Results. The results showed the existence of specific relationship between selected kinematic parameters that significantly affected the execution of standing long jump test in each age group. Conclusion. It can be concluded that, according to analysed kinematic parameters, technique of standing long jump significantly differ from early age to maturity.

Background. It is stated that the anxiety issue of adolescent pupils has been increasing a concern in teachers and society (Lee & Hankin, 2009; Mocus, Schoot, Klimstra, & Branje, 2011). The analysis of the reasons affecting a poor emotional state, anxiety processes and low self- esteem of adolescents leads to the following factors: socio-economic status, parenting styles (Cohen, Mansoor, Gagin, & Lorber, 2008), insecure attachment and non-functional beliefs (Lee & Hankin, 2009), adaptation difficulties, relationship with peers (Mocus et al., 2011), emotional pressures at  school  (Klizas,  Ramanauskienė,  Dumčienė,  &  Linonis,  2010).  Meanwhile,  it  was  found  that  involvement  in sports activities positively affects adolescents’ self-esteem, contributes to adolescents’ identity and positive self-evaluation  development,  encourages  cooperation  with  peers,  develops  physical  skills,  character,  creativity,  and value system, distracts from harmful habits, and helps to integrate into society (Dunn, Dunn, & Bayduza, 2008; Šniras & Malinauskas, 2006). Thus, it is evident that today’s adolescents, facing growing demands in environment, society, experience more anxiety, which may affect their self-evaluation, self-confidence, self-esteem and vice versa, deteriorate their quality of life and mental health. So, it is highly important for educators (school teachers, coaches, etc.) to understand what causes anxiety in adolescents and how such factors as sport may have an influence on it. Research aim was to determine the relationship between the self-esteem, self-confidence and anxiety for adolescent athletes  and  non-athletes.  Research  object  was  the  relationship  of  adolescents’  self-esteem,  self-confidence  and anxiety.Methods. The pilot survey was carried out in Kaunas, in 2013. Adolescent athletes and non-athletes aged 16 were selected for the research. The study employed questionnaires survey method. Results and conclusions. It was discovered that the self-esteem and self-confidence of athlete adolescents was higher compared with non-athlete adolescents. The results showed that comparing the different anxiety factors of athlete and non-athlete adolescents no significant differences were found with the exception of anxiety related to social stress experience, and it is lower for athlete respondents. The analysis of self-esteem, self-confidence and anxiety relationship, depending on the sport activity, determined that the sport element had little relevance to these factors.

No abstract

Research was conducted among 628 primary school pupils from the first to the fourth grade (7-10 years of age) in order to determine preferences for play and kinesiological leisure activities among early school-age children, i.e. children at the age subsequent to preschool age where play is a primary means of impact on a person's overall anthropological status. The obtained results point to a possible conclusion that the tendency of preference for play, kinesiological activities and both play and kinesiological activities is partly associated with children's chronological age, although this regularity is somewhat disrupted. Additionally, belonging to a class or a group significantly affects the formation of common preferences. If these results are considered as a consequence of the attitudes towards leisure time formed already at preschool age, and we can agree that the impacts in this period are fairly varied, in addition to a relatively small percentage of children who are included in the organized educational system, it can be concluded that primary education is the time when grouping of attitudes takes place. On the other hand, this does not diminish the influences that take place at preschool age. The present study did not confirm gender differences in preferences for leisure time activities, although some previous experiences did indicate this possibility. Apparently, the differences resulted from belonging to certain groups that have had a more significant effect on determining these preferences.The responsibility of preschool institutions and schools in cooperation with parents primarily refers to preparing children for life in the society and civilization as it is, i.e. society characterized by a significantly reduced need for movement. Forming the habit of daily exercise - movement can significantly impact the reduction of negative effect of sedentary lifestyle, and due to a general feeling of well-being, play is the most appropriate means to achieve this goal in the youngest age group.Key words: children; leisure time; play; preschool education; primary education.---SažetakIstraživanje provedeno na uzorku od 628 učenica i učenika od 1. do 4. razreda (od 7- 10 godina starosti) s ciljem utvrđivanja preferencije prema igri, ali i kineziološkoj aktivnosti u slobodnom vremenu djece mlađe školske dobi, dobi koja slijedi nakon predškolske dobi u kojoj je igra osnovno sredstvo utjecaja na ukupan antropološki status osobe. Rezultati istraživanja ukazuju na mogući zaključak kako je tendencija preferencije prema igri, kineziološkoj aktivnosti i naglašeno igri i kineziološkoj aktivnosti povezana dijelom s kronološkom dobi, premda je ta pravilnost donekle narušena. Osim toga, pripadnosti nekom razredu - skupini značajno utječe na oblikovanje zajedničkih preferencija. Ako promatramo te rezultate kao posljedicu oblikovanja stava prema slobodnom vremenu još iz predškolske dobi, a možemo se složiti kako su utjecaji u tom razdoblju raznovrsni, te kako je relativno malen postotak djece uključen u organizirani odgojno-obrazovni sustav, može se zaključiti kako do grupiranja stavova dolazi upravo u primarnoj edukaciji, ne umanjujući utjecaje u predškolskoj dobi. Istraživanjem nisu utvrđene razlike u preferenciji sadržaja slobodnog vremena s obzirom na pripadnost spolu iako su neka dosadašnja iskustva na to upućivala. Očigledno su razlike uzrokovane pripadnošću određenim skupinama koje su znatnije utjecale na determiniranje te preferencije.Odgovornost predškolskih ustanova i škole u suradnji s roditeljima je prije svega u tome da pripreme dijete za život u društvu i civilizaciji kakva jest, za koju je karakteristično da postoji značajno smanjena potreba za kretanjem. Stvaranjem navike svakodnevnog vježbanja - kretanja, a igra je zahvaljujući općem osjećaju ugode najprimjerenije sredstvo za ostvarenje tog cilja u najmlađim kategorijama, može se značajno djelovati na smanjenje negativnih doprinosa sedentarnog načina života.Ključne riječi: igra; kineziološka aktivnost; dijete; slobodno vrijeme; primarna edukacija; predškolski odgoj

No abstract