The aim of this study was to describe qualitatively and quantitatively dietary supplements (DS) and medication use in elite athletes. Athletes (n=912; age 23.9 ± 6 years; 72% male) reported medications and DSs taken within 3 days before doping control. We analyzed data collected from 2006 to 2008, identified and classified substances. Total of 74.6% athletes reported use of at least one substance, 61.2% took DS (3.17 per user) and 40.6% took medications. Among users, 21.2% reported the use of six and more different products, and one took 17 different products at the same time. Majority of medication users took non-steroidal anti-inflammatory drugs (NSAID) (24.7%), and 22.2% used more than one NSAID. We found no gender differences in DS use (P=0.83). Individual sport athletes used more DS (P<0.01). Our study showed widespread use of DS and drugs by elite athletes. Consumption of DS with no evident performance or health benefits, demonstrated the need for specific educational programs focused on DS use. Amount, quantity and combination of the reported products raised concern about the risk of potential side effects.
The aim of the research is to examine the volume of aerobic activities of elementary school, third grade, students at physical education FITT (acronym for frequency, intensity, duration and type of activity) classes. At one physical education (PE) class a pedometer was used to monitor the values students had accumulated in each planned activity. The results indicate that boys statistically accumulate more steps than girls (2828 ± 337 steps, vs 2703 ± 250 steps): t(89) = -1.99; p = .049; η2 = .04. Most students have singled out the elementary game as the most interesting activity. During the game the greatest activity volume was achieved (180 steps/min). The FITT PE class can provide one third of the daily recommended steps and 45 minutes of moderate to vigorous activity which is 100% of the class. Elementary games have the greatest potential for increasing the intensity, and therefore the scope of pupils' activities of the younger school age. Class planning requires the choice of various, fun and interesting content which contribute to high MVPA rate, to individualise activities according to students’ capabilities, with appropriate work organisation contemporary inclusion of all the children into exercising process and to decrease the “loss of time” during setting up the formation and explanation of simpler content.
Physical education, from the earliest age in preschool institutions, and then through primary and secondary schools, is the only place where children can, in the right way, acquire the knowledge on sports, skills, behaviour, necessary in order to get the continuity of physical activities in the adulthood. Primary school is a period when the students experience great changes in the overall developing status. Therefore, Physical Education has a fundamental role in the development of psychosomatic characteristics of children. While planning lessons of Physical Education, there is a special emphasis on the development of motor skills. The goal of this research refers to the establishing of the existing differences in the motor space of primary school children in relation to age. The sample consisted of 231 examinees who attended 3rd, 4th, 5th and 6th grade (age 11 ± 1.6 years), out of which there were (N = 109; TV = 147.6 ± 7; TM = 39.6 ± 7.1) boys, and (N = 122; TV = 148.3 ± 5.9; TM = 40 ± 5.3) girls. All examinees were the students from the territory of Zlatibor region and with the signed permission for performing testing by both parents. Motor skills have been estimated within school Physical Education, all with the purpose of getting more realistic picture on the motor skills of children. The presented results point to the existing differences between the groups of examinees of both genders on a general level, as well as the individual differences within the motor space. These differences are more noticeable with boys (F = 5.92; P = .00) than with girls (F = 4.79; P = .00). Statistically greater differences with boys have been noted in the following variables: "Hand tapping", "Hand clapping", "Throwing basketball ball", "the 30 m running flying start", "Pull-ups", and "Torso lift-ups". With girls, statistically significant difference have been notes in the following variables: "Throwing basketball ball", "the 30 m running flying start" and "Torso lift-ups". The value of this work is reflected in the fact that, during testing, a great number of tests were used for estimation of the examinees' motor space, all with the purpose of getting more complete picture on the existence of differences among the groups, categorised by gender and age. The importance of testing and perception of differences in motor skills and their monitoring presents one of the important activities during PE classes, all with the purpose of the adequate lesson programming, but also monitoring the motor development.
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