Background and Study Aim. The development of motor skills is influenced by various biological and biomechanical factors. Among these, sex-based characteristics and lateral dominance are known to shape movement strategies and performance outcomes. Despite the use of different training approaches to accommodate these factors, their relative effectiveness in promoting symmetrical motor skill acquisition remains a matter of practical interest. This study investigated whether sex and limb dominance affect the learning of a cartwheel on both the dominant and non-dominant sides. It also assessed whether performance progression differs between males and females for each execution side. Materiasl and Methods. A total of 145 second-year kinesiology students participated in the study (males: N = 89, age 20.95 ± 1.17 years; females: N = 56, age 20.55 ± 0.97 years). Participants were divided by sex and dominant performance side. They practiced the cartwheel at five measurement points. Performance was evaluated using a standardized expert-rating protocol. A three-way mixed-design 2×2×5 ANOVA tested the main effects of sex (male vs. female), performance side (dominant vs. non-dominant), and measurement point (initial – Week 7; first transitional – Week 10; second transitional – Week 13; final – Week 15; retention – two weeks post-learning). Bonferroni post hoc correction was applied when needed. Effect sizes were calculated using partial eta-squared (ηp²). Results. A significant main effect of measurement was found (p < 0.001; ηp² = 0.101), confirming skill acquisition over time. The main effect of sex was not significant (p = 0.074; ηp² = 0.068). However, the interaction between sex and measurement was significant (p < 0.001; ηp² = 0.072), indicating sex-specific learning patterns. Post hoc analysis showed that females improved more rapidly and reduced side asymmetry over time. Males progressed more gradually and maintained a performance advantage on the dominant side. Conclusions. Sex and lateral dominance affect how complex motor skills are acquired. The results suggest a need for individualized instructional strategies in motor learning.

Background and Study Aim. Change of direction speed and agility are typically present in badminton, where players frequently shift direction during short, high-intensity rallies. These actions involve coordination, balance, and movement control while using the racket and shuttlecock. Although various change of direction tests are used in training and evaluation, their relevance to badminton-specific demands remains a subject of practical interest. The aim of this study was to develop a modified change of direction test that simulates rally conditions in badminton using a racket and shuttlecock, without requiring special equipment. Material and Methods. The study included thirty seven male elite and sub elite badminton players (also students). Elite athletes’ mean values were (n=21, age: 21.5±1.1 years, height: 179.7±5.1 cm, weight: 70.1±2.2 kg, and years in sport: 9.4±1.4). Sub elite athletes' mean values were (n=16, age: 19.8±1.2 years, height: 176.1±4.1 cm, weight: 66.88±8.94 kg, and years in sport: 8.6±1.1). The badminton specific shuttle run agility test was carried out on a badminton court. The normality of the data distribution, including concurrent validity, construct validity, and test retest reliability, was assessed using the Shapiro Wilk test for each dataset. The data used to assess concurrent validity were normally distributed, even after log10 transformation. The data used to assess construct validity were also normally distributed. Therefore, the paired t test was applied to evaluate differences between the groups that took part in the BSRAT. The data used to assess test retest reliability were not normally distributed. Therefore, reliability was evaluated by comparing BSRAT performance across five test sessions. The intraclass correlation coefficient (2 way random model, ICC for measurements) and paired t test were used. The alpha level was set at .05. Results. For test retest reliability, we used the log10 transformation of the raw data. The obtained ICC was very high (ICC = .89, 95% CI .81–.93). In addition, the paired t test did not show any significant difference between the test and retest performances (P = 0.07). Meanwhile, elite athletes completed the BSRAT in a shorter time than sub elite athletes (16.13±0.24 and 16.64±0.44 seconds, respectively) (P < .000). Conclusions. The findings of this study show that the change of direction test, which has been adjusted to the badminton branch, is a valid and reliable measurement method.

Background and Study Aim. Interpersonal competence is a critical component of young adult development, influencing academic success, social relationships, and psychological well-being. Recent interest has turned toward physical and behavioral factors that may be associated with the development of these social skills. This study aims to examine how subjective physical activity and perceived physical fitness predict interpersonal competence among Filipino young adults. Material and Methods. One hundred fourteen college students (54 females, 60 males) from a state university in Region 3, Philippines, were selected through simple random sampling. Participants completed an online survey using three validated instruments: the Interpersonal Competence Questionnaire-15 (ICQ-15), the International Physical Activity Questionnaire (IPAQ), and the Self-Perception of Physical Fitness Scale. Data were analyzed using multiple linear regression in SPSS version 30. The analysis assessed the predictive capacity of the two independent variables. Results. Results showed no significant predictive relationships among female participants. However, in the male and combined samples, subjective physical activity significantly predicted initiation and disclosure. Subjective fitness was a predictor of conflict management and overall interpersonal competence. Regression analyses revealed no significant predictive relationships between subjective physical activity or fitness and any domain of interpersonal competence among female participants. In contrast, among male respondents, subjective physical activity significantly predicted initiation (p = .021, R² = .088), while subjective fitness predicted conflict management (p = .039, R² = .071) and total interpersonal competence (p = .035, R² = .074). In the full sample, physical activity was a significant predictor of initiation (p = .013, R² = .054) and disclosure (p = .050, R² = .034). These findings suggest domain- and gender-specific associations between physical self-perception and interpersonal competence. Conclusions. The findings suggest the potential value of integrating physical activity into comprehensive youth development programs. Such programs may benefit from addressing both physical health and interpersonal skill development, particularly among male populations.

Background and Study Aim. Mental well-being and anxiety are crucial psychological factors affecting athletic performance, particularly among high-performance athletes. This study aims to examine the correlation between mental well-being and sports anxiety and to compare these variables, along with their specific constructs, between athletes from two universities. Material and Methods. A descriptive research design employing a survey approach was utilized. The Sport Mental Toughness Questionnaire (SMTQ) was used to measure mental toughness across three dimensions: confidence, constancy, and control. The Sport Anxiety Scale (SAS) assessed anxiety by evaluating worry, concentration disruption, and somatic trait anxiety. A total of 120 high-performing athletes from various team sports were selected through purposive sampling. The participants were recruited from two universities, forming two distinct groups of 60 athletes each. Data were collected via online questionnaires distributed through Google Forms. Responses were rated using a Likert scale. Results. The findings indicate a significant negative correlation (r = -0.565, p < 0.01) between mental well-being and anxiety in sports. Higher levels of anxiety were associated with lower levels of mental well-being. No significant differences were found in overall mental well-being or anxiety levels between the two groups. However, a significant difference in the mental toughness construct of constancy (p = 0.002) was observed. No significant differences were found in the anxiety constructs (worry, concentration disruption, and somatic trait anxiety). Conclusions. This study emphasizes the importance of integrating psychological support into athletic training programs to manage anxiety and strengthen mental toughness. Similar psychological challenges faced by both groups highlight the need for systematic interventions.

Background and Study Aim. The research validation in sports science and physical education is essential for performance measurement. This validation is also important for developing innovative educational tools and ensuring rigorous evaluation criteria in academic and school settings. The aim of the study is to evaluate and validate the research activities carried out by students in bachelor's and master's programs in sports science and physical education. Material and Methods. The study included 103 students (75 undergraduate and 28 master's) from the Physical Education and Sports Department, analyzed based on their study program and sports specialization. The content of the Research Methodology (RM) course was monitored using the e-learning platform of the university center. Knowledge evaluation was based on the requirements in the syllabus for each study program. It followed the guidelines regarding assessment rules in the credit system and gradebook completion. Each study program focused on indicators S1 for elective and compulsory activities, which included course and seminar participation (A1, A2, and A3), final evaluation (F.E.), and S2. The final grade (FG) was rounded in favor of the student. The portfolio (Project) included 3 reports (R) regarding the thematic content of the research methods addressed: literature review method (R1), survey method based on questionnaires (R2) and experimental method (R3). Statistical indicators were calculated using the KyPlot 6.0 software. To calculate the differences in means between groups (study programs), the nonparametric Kruskal-Wallis test was used. The differences between bachelor’s study programs were calculated with the Wilcoxon Rank Sum Test (Mann-Whitney U Test) for unpaired data. Statistical significance was set at p < 0.05. Results. The students from Physical Education and Sport (PES) had higher attendance (p<0.05) and better performance in course activities (p<0.05), seminars (p<0.05) and mandatory activities (p<0.01). However, the differences in final evaluation and final grade were not significant (p>0.05). The students in the master's program showed greater involvement in seminars compared to courses (+2.5%). The confidence interval analysis (0.95) pointed out lower variability for indicators A1, A2 and A3, while the final evaluation and final grade highlighted greater dispersion. Statistical tests indicated significant differences between groups (p<0.001), with a higher average for the PES program (8.00 points), suggesting the impact of different requirements and evaluation weights on academic performance. The opinions of students about the course "Research Methodology and Methods in Physical Education and Sport Science" showed a high level of appreciation (72.9% excellent, 20.4% very good). This confirmed the quality of teaching and identified opportunities to improve teaching methods meant to enhance academic motivation. Conclusions. This study aimed at evaluating and validating the research activities carried out by students in sports science and physical education. Significant differences were identified between undergraduate and master's programs regarding student involvement in academic activities and evaluation results. It is necessary to adapt teaching methods and evaluation strategies for optimizing learning and student motivation in the field of physical education and sports science.

Background and Study Aim. Exposure to natural environments is an important factor in physical and mental well-being. However, the specific effects of outdoor walking on cognitive and physiological health still require the search for effective solutions. This study aims to examine the effects of walking exercises in natural environments on the physiological and cognitive health of university students. Materials and Methods. Thirty-two university students leading a sedentary lifestyle participated in the study. The experimental group (age = 21.25 ± 1.61) walked in nature twice a week for eight weeks, covering distances ranging from 6 to 10 km. The control group (age = 22.00 ± 1.54) maintained their sedentary lifestyle during this period. Reaction time, accuracy rate, memory capacity, cognitive performance, resting heart rate (RHR), and oxygen saturation level (SpO₂) were measured before and after the study. These measurements were recorded using OpenSesame software and analyzed using the visual memory paradigm. Data were processed using SPSS 26.0 (IBM Corp., Armonk, NY), with statistical significance set at p < 0.05. Results. Although reaction time increased by 5.15% in the experimental group, no significant difference was found. Accuracy rate (8.42%), memory capacity (7.52%), cognitive performance (9.60%), oxygen saturation (1.03%), and RHR (4.26%) improved significantly. Pre-test and post-test comparisons revealed significant differences (p < 0.001) in these variables. In the control group, a statistically significant difference was observed only in RHR, while no significant changes were found in other variables. Intergroup comparisons showed no significant difference in reaction time; however, accuracy rate, memory capacity, cognitive performance, oxygen saturation, and RHR demonstrated significant differences (p < 0.001). Conclusions. Regular walking in natural environments positively affects cognitive and physiological health. It also improves RHR and oxygen saturation while enhancing cognitive performance.

Background and Study Aim. Moral education of youth is one of the key components in shaping values across various contexts. Among the many approaches to such education, a special role is assigned to sports and physical activity and their influence on personality development. The potential of sports to foster moral education underscores the need for effective approaches to teaching moral values through sport. The aim of the study is to compare the effectiveness of active discussion and passive observation approaches in developing moral competencies among amateur and professional sports students. Material and Methods. The study included 259 first-year sports students. Among them, 131 were professional athletes. In the pre-test phase, all participants completed Lind’s Moral Judgment Test and the Moral Judgment Test in Physical Education. After a seven-week intervention, participants completed only the Moral Judgment Test in Physical Education as a post-test. The intervention involved three groups. Groups E1 and E2 viewed films that portrayed contrasting behaviors in sports. Group E3 participated in discussions based on the Konstanz Method of Dilemma-Discussion. Results. Significant differences (p = .01) in sport-related moral competence were observed in the post-test. Group E3, which participated in moral dilemma discussions, achieved the highest scores in sport-related moral competence. Among amateur athletes, the intervention significantly improved sport-related moral competencies from pre- to post-test. Conclusion. The results show that engaging in discussions about moral dilemmas can shape young athletes' perceptions and judgments. Viewing positive portrayals of sporting behavior in films also influences their understanding of moral issues in real-life sports situations.

Background and Study Aim. Falls are a global public health and economic challenge. Since falls are often unavoidable, it is crucial to focus on preventing injuries caused by the impact with the ground. The aim of this study was to verify the reliability and objectivity of the STBIDF-M. Material and Methods. The sample included 30 male (n = 9) and female (n = 21) physiotherapy students (age 20.97 ± 1.16 years; weight: 66.5 ± 12.06 kg; height: 171 ± 9.62 cm). The STBIDF-M was administered twice, with the second measurement (retest) conducted seven days after the first (test). A method of direct secondary observation, allowing for multiple replays, was used. The assessment involved reviewing video recordings of both stages (test and retest) by three experts experienced in using the STBIDF-M. Results. Each expert observed a tendency to reduce errors during the 'retest' compared to the 'test' stage. This was measured by the arithmetic mean. Statistically significant differences were found in tasks 3, 4, 5, 6, and in the IndexSBIDF-M based on the experts' agreed assessments. Three students (10%) repeated their results from the 'test' stage, showing full correlation. Twenty students (66.67%) demonstrated a tendency to reduce errors. The IndexSBIDF-M 'test-retest' results showed a very high positive correlation (r = 0.810, p < 0.01). This indicates a statistically significant impact of motor modifications in most students. Specifically, clapping hands during Task 3 and pressing the sponge to the body with the chin during Task 4, simulating a backward fall, helped reduce errors. These reductions were noted during ground impact as the degree of coordination difficulty increased in subsequent tasks. Conclusions. The results of this 'test-retest' procedure demonstrate the flexible, non-standardized possibilities of analyzing and synthesizing data using this basic method. This flexibility is attributed to the innovative motor structure of the STBIDF-M, which goes beyond traditional methodological approaches. Observing the unconscious behaviors and actions of the participants has provided valuable insights into inferential phenomena related to the mental and intellectual aspects of human personality.

Background and Study Aim. Students are prone to spine overloading, as they often spend prolonged periods in unfavorable postures. They tend to struggle with balancing study time and leisure physical activity. The head and neck regions are particularly rich in proprioceptors. Prolonged forward head posture (protraction) can lead to balance disturbances. This, in turn, affects gait and overall body posture. The aim of this study was to examine the effects of a series of corrective active head exercises on gait, a fundamental form of movement, in a group of healthy university students. Material and Methods. Gait patterns were assessed in 10 healthy male full-time students with an average age of 22.8 years (SD = 1.1). The assessment was based on the regional distribution of plantar pressure across two measurement sessions. One session was conducted before, and one after performing 10 active head retractions. Gait changes were analyzed in ten foot regions for 200 steps of each participant. Results. After 10 cervical retractions, a decrease in pressure, ground reaction force, contact time, and area values was observed in the 1st metatarsal head (1MTH). Conversely, an increase in these quantities was found in the toes. Additionally, there was a tendency toward a decrease in the contact area of the heel and 3rd metatarsal head (3MTH), along with increased contact time in the midfoot. Performing 10 neck retractions altered gait by inducing heel supination. It also increased hallux involvement in propulsion and widened the base of toe support. Conclusions. Even a few movements that correct head protraction have an immediate effect on whole-body movement. This effect suggests potential benefits of incorporating neck retractions into physical education programs for students. Even when time-consuming forms of regular exercise are not feasible, performing just a few neck-correcting movements can positively impact overall body movement.