Coordination abilities are among the most significant components of a child’s motor development, with the greatest rate of growth between 7-11 years of age. This study aims to compare the difference between boys and girls on several different coordination and precision tasks among 177 children aged 11 in Kosovo (83 boys and 94 girls) using a cross-sectional design through the administration of standardized coordinated movement (i.e. rectangular run, side steps, dribbling slalom) and precision tasks (i.e. targeting accuracy, kicking & throwing). Independent-samples t-test indicates that there are significant differences between boys and girls concerning basic agility and applied ball-control tasks. Boys were found to complete the rectangular run (t = -3.05, p = 0.003) and side steps (t = -3.01, p = 0.003) more quickly than girls, demonstrating higher levels of applied coordination for both the hand (t = -5.38, p = 0.001) and foot dribbling slalom (t = -8.25, p = 0.001). In addition, boys exhibited greater performance on all short-stick targeting tasks (t = 3.17, p = 0.002), horizontal throwing with a run-up (t = 2.52, p = 0.013) and kicking at the goal with a run-up (t = 6.24, p = 0.001) than girls. However, there were no significant differences between the sexes on general coordination tasks that do not require the use of a ball. Results suggest that differences between boys and girls at age 11 are task-specific and that differences in movement experience seem to account for these differences rather than general neuromotor maturity.

The purpose of this study is to enhance the performance of athletic athletes through plyometric box jump and plyometric drop jump training methods. Thirty selected athletes meeting the criteria underwent a pretest to determine the grouping into the plyometric box jump, plyometric drop jump, and control groups. A back leg dynamometer was used to measure leg muscle strength, while the jump MD test was used to assess leg muscle explosive power. Each group underwent progressive training for six weeks, with three training sessions per week. The results of the paired sample t-test showed that the plyometric box jump training method had a significant effect on both leg muscle strength and explosive power. Meanwhile, the plyometric drop jump training method demonstrated a significant effect on leg muscle strength. It can be concluded that both plyometric box jump and plyometric drop jump training methods are effective for improving the two key physical components: leg muscle strength and explosive power.

A sprint is a dynamic and explosive cyclic movement determined by an ability to accelerate, a size of maximum speed and an ability to maintain the speed in relation to an onset of fatigue, so many factors can affect a sprint result, whether they are of an internal nature - motivation, technique, readiness and fatigue, or external - wind direction and strength, altitude, temperature, texture and hardness of substrate. The goal of the research was to determine the connection between altitude and wind speed with the achieved results in the 100m running for men, which are categorized as world records (manually and electronically measured results) and to predict the results depending on altitude and wind speed, and to determine the best achieved times in years in which no world records were recorded and their connection with altitude and wind speed, and to determine the periods of stagnation of the results, in order to determine, after specifying those periods, whether the altitude of the cities where the records were achieved and the wind speed were possible causes of the stagnation measured during the achievement of the results, which would all help to create more optimal conditions for achieving a better result and setting a new record in the 100m running discipline. After all the analyses, that is, by observing the results of recognized world records measured manually and electronically, it can be concluded that the wind speed had a connection and prediction in the achievement of the world record in the period from 1912 to 1968 when the results were measured manually (if the wind increased by 1 ms-1 the result improved by 0.08 sec), while the altitude value had a connection and prediction in the achievement of world records in the period from 1968 to 2009 when the results were recorded by electronic measurement (if the altitude increased by 1m the result improved by 0.00008 sec).

Fine motor development in children is strongly influenced by children’s play activities, one of which is educational games. There are many types of educational games that can help develop children’s fine motor skills, one of which is the one-hole game. But unfortunately, activities to improve children’s motor development have not been optimized and the frequency is still lower than in previous years. As a result, children’s fine motor development is not optimal. The purpose of this study was to determine how much influence the use of educational game tools one hole game has on the fine motor development of preschool children. This study used quasi experiment with pre and posttest approach with control. Data collection tools using the Developmental Pre-Screening Questionnaire sheet. Data analysis technique using paired-samples t test. The results of the study informed that there was an increase in children’s motor skills after intervention with one hole game in early childhood school in Jugo Village, Jepara Regency. The results showed that the intervention of One Hole Game educational game has a great influence on the fine motor development of preschool children. Conclusion: Based on the results of the study, one hole game has an influence on the fine motor development of preschool children. The implication of this study is that parents need to know the right way to stimulate children’s growth and development, namely with one-hole games that provide many good benefits for early childhood.

This study aims to establish differences in anthropometric characteristics and motor-basic skills between children who actively engage in sports outside of regular learning activities and those who are inactive. The study included 100 male children aged 12 years, from elementary school “TREPÇA” in Istog. Fifty of them are actively involved in different sports, while the other fifty are not active besides the school PE classes. The methods used to achieve the objectives of this study include descriptive statistical methods (measures of central tendency, distribution, and correlations), as well as the T-test method to confirm differences between the groups. The results were analysed using SPSS 20.0 software. In the anthropometric domain, statistically significant changes are observed in all variables except for thigh circumference, and these changes favour active children. Similarly, there are statistically significant changes in motor skills in all variables, except for the variable of standing long jump, again in favour of active children. Based on the anthropometric parameters, it can be concluded that the biological development and growth of these children are normal for their age. The distribution of results in anthropometric and motoric variables is normal, with slight asymmetry and predominantly positive values. After analyzing the results, it is clear that statistically significant changes were observed in most of the assessments conducted in this study. In the anthropometric domain, significant statistical differences were found in all variables except arm span. Likewise, in the basic motor skills domain, the active student group consistently outperformed their inactive peers in all tests, indicating higher proficiency levels among the active cohort.

The internalization of disciplinary character values in early childhood between 10-12 years can be done by playing various games, one of which is playing Engklek. Based on the results of observations, children are still lacking in obeying the lines of the engklek field. To determine the effect of game engklek modification on the ability to internalize the character values of discipline and thinking in children aged 10-12 years. This research uses descriptive quantitative research with the type of Pre-Experiment Design research with the One-Group Pretest-Posttest Design design. The sample of this study used all children aged 10-12 years at SD Negeri 3 Clering with a total of 30 children consisting of 16 boys and 14 girls. Data collection techniques used observation and documentation. The assessment indicator used is the accuracy of footsteps on the engklek field. The use of this modification is used to make it interesting so that children are interested in doing it. Based on the results of hypothesis testing through the Wilcoxon test, the sig value = 0.000 was obtained, this shows that there is a significant effect of the crank game modification on increasing the character values of discipline and critical thinking. These results indicate that the modified engklek game can be more effectively used as a physical education learning process in improving the ability to internalize the character values of discipline and thinking in children aged 10-12 years.

Low levels of cardiorespiratory fitness and physical fitness have a negative impact on the health of children and adolescents. The aim of the study is to determine the relationship between the quality of life and cardiorespiratory fitness in elementary school students. The study involved 651 4th grade elementary school students in the Republic of Croatia. The average age of the students was 10.38 ± 0.50 years. Their body height was measured with a height metre (Seca® 213, Hamburg, Germany) and body mass, body mass index (BMI), and adipose tissue (%) with a dual-frequency body composition analyser (TANITA DC -360P). Cardiorespiratory fitness was determined by a multistage 20-metre run test (20MSRT Shuttle Run Test). The quality of life was assessed by a questionnaire for children and adolescents aged 8 to 18 years (KIDSCREEN-10). The results show that students perceived their quality of life as relatively high (4.33) and that the values of maximal oxygen uptake (VO2max) were 45.16 mL/kg/min. The results of a simple regression analysis show that there is a statistically significant relationship (p=0.00) between the quality of life and cardiorespiratory fitness in elementary school students. The results obtained in this research should serve as a stimulus for future researches concerning the relationship of cardiorespiratory fitness, physical activity and quality of life. Raising the level of cardiorespiratory fitness together with a healthy diet should encourage the development of intervention school programs which would considerably improve the overall health of children and adolescents.

Requiring college students to participate in basic resistance training movement patterns and locomotor and non-locomotor exercises has decreased and improved BMI. This study aimed to examine the effectiveness of the online activity-specific skills program to college students’ BMI. This study has employed an experimental research design in which the students undergo a series of activity-specific skills for eight consecutive weeks. Demographic characteristics such as gender, BMI (pre- and post-test), and the Physical Activity Readiness Questionnaire are all included. Independent Sample T-Test was utilized to determine the significant difference based on the post-test scores of the participants concerning gender. Lastly, the Paired samples T-test was executed to the significant difference in the pre-and-test scores of the participants. It was found that no significant difference was observed in the pre-test scores of the participants; lastly, after performing the Paired samples t-test, it was found that there was no significant difference observed between the pre-and post-test score of the participants after performing a series of activity-specific skills activities for eight weeks. Students’ body mass indexes were not affected by the movement patterns taught in PE 1, which included locomotor, non-locomotor, and basic resistance training. The results of this study may encourage teachers to reevaluate the efficacy of the existing physical education practices or to look for alternatives that have better potential to reduce students’ BMI. Since the study’s findings are inconclusive, more research with a larger sample size is required to establish the reliability of the claims presented herein.

The aim of this study was to determine the differences in the level of quality of life and physical conditioning between women who are engaged in some form of recreational exercise and women who do not have organized physical exercise. The study involved 60 women of 25 to 45 years old divided into a group engaged in recreational exercise at least a year (30) and a group of non-exercisers (30). A quality of life questionnaire was used to examine the attitudes about the level of quality of life, while a battery of diagnostic tests in the level of physical fitness was assessed. T-test for independent samples was used to compare the two groups. The results showed statistically significant differences in favor of exercisers when it comes to the expression of overall quality of life, as well as the dimensions of mental and physical health and environmental impact. Observing physical performance, women who actively exercise showed a higher degree of physical fitness compared to physically inactive respondents. Therefore, it can be concluded that physical activity has a positive effect on improving quality of life and physical conditioning in women who are engaged in some form of recreational activity.

The timely development of motor abilities contributes to the overall development of students, but due to various potential problems, there are often deviations that can affect the quality of daily movement. The aim of the research was to assess the motor abilities of primary education students, and to determine significant differences in individual motor abilities with regard to the existence of a particular learning difficulty or not. The research was conducted on a sample of 101 students (47 students aged 9 years ± 6 months and 54 students aged 10 years ± 6 months). Standardized tests were applied to assess motor abilities: repetitive strength, coordination, speed, explosive power of jumping, agility, flexibility and balance. The basic descriptive indicators were calculated, and the t-test for independent samples was used to determine the significance of differences in motor abilities with regard to the existence of specific learning difficulties. Results: Of the total sample, 75.25% were students without learning disabilities, and 24.75% with specific learning disabilities. Students with no established learning difficulties achieved significantly better results in the variables that assess flexibility (AS1=60.43±18.90 vs.AS2=52.59±12.93; t=1.99; p=0.05 ), balance (AS1=114.51±107.29 vs. AS2=68.04±75.62; t=2.07; p=0.04), explosive jumping power (AS1=147.09±23.24 vs. AS2=134.15±20.17; t=2.57; p=0.01) and coordination (AS1=20.11±8.78 vs. AS2=26.97±11.84; t=-3.17; p=0.00) from students with specific learning difficulties. Conclusion: Students with specific learning difficulties have less developed individual motor abilities than students with normal development, which encourages thinking about whether it is necessary to adjust the evaluation criteria to their abilities.