Environmental settings influence children’s and adolescents’ physical activity (PA) in neighborhoods and schoolyards. This study aimed to explore the main characteristics of schoolyards in six Nordic–Baltic countries, to document how those facilities provide affordances for PA in 7–18 year–old schoolchildren, and how the schoolyard meets children’s preferences. One schoolyard was studied in each included country: Iceland, Norway, Finland, Lithuania, Latvia, and Estonia. The affordances, facilities, and equipment for PA in schoolyards were identified through orthophoto maps and standard registration forms. Children’s preferences were collected through group interviews at each participating school. A common design of schoolyards across countries indicated mostly flat topography with sparse vegetation and green areas dominated by large traditional sport arenas such as a football field, areas suitable for ball games, and track and field activities. Green spaces and varied topography were more prominent in Nordic countries. Across nationalities, the responses from pupils regarding the schoolyard were similar: they liked it though they wished for more variety of activities to do during recess. National regulations/recommendations for schoolyard design differed across the countries, being more restricted to sport fields and sport-related activities in Latvia and Lithuania, while in Nordic countries, the recommendations focused more on versatile schoolyard design.

The aim of this investigation was to determine the relationships of areal bone mineral density (aBMD) and content (BMC) with body composition, blood hormone and training load variables in adolescent female athletes with different loading patterns. The participants were 73 healthy adolescent females (14–18 years), who were divided into three groups: rhythmic gymnasts (RG; n = 33), swimmers (SW; n = 20) and untrained controls (UC; n = 20). Bone mineral and body compositional variables were measured by dual-energy X-ray absorptiometry, and insulin-like growth factor-1 (IGF-1), estradiol and leptin were analyzed from blood samples. In addition, aerobic performance was assessed by a peak oxygen consumption test. No differences (p > 0.05) in weekly training volume were observed between rhythmic gymnasts (17.6 ± 5.3 h/week) and swimmers (16.1 ± 6.9 h/week). Measured areal bone mineral density and bone mineral content values were higher in rhythmic gymnasts compared with other groups (p < 0.05), while no differences (p > 0.05) in measured bone mineral values were seen between swimmers and untrained control groups. Multiple regression models indicated that IGF-1 alone explained 14% of the total variance (R² × 100) in lumbar spine aBMD, while appendicular muscle mass and training volume together explained 37% of the total variance in femoral neck BMC in the rhythmic gymnast group only. In swimmers, age at menarche, estradiol and appendicular muscle mass together explained 68% of the total variance in lumbar spine BMC, while appendicular muscle mass was the only predictor and explained 19 to 53% of the total variance in measured bone mineral values in untrained controls. In conclusion, adolescent rhythmic gymnasts with specific weight-bearing athletic activity present higher areal bone mineral values in comparison with swimmers and untrained controls. Specific training volume together with appendicular muscle mass influenced cortical bone development at the femoral neck site of the skeleton in rhythmic gymnasts, while hormonal values influenced trabecular bone development at the lumbar spine site in both athletic groups with different loading patterns.

The Global Matrix 3.0 “Report Card” assessment of physical activity was developed to achieve a better understanding of the global variability in child and youth physical activity. Lithuania joined the Global Matrix 3.0. The aim of this article is to summarize the results of the first Lithuanian Report Card, which included 10 indicators, as representative of individual behaviors, sources, and settings of influence indicators, and a health-related characteristic. The grades for each indicator were based on the best available Lithuanian data. The findings showed poor Overall Physical Activity, Active Transportation (C−), and Family and Peers (D). Sedentary behavior was graded C−, and Organized Sport Participation, Community and Environment, and Government were graded C. Physical Fitness and School indicators received the highest grade (C+). The first Lithuanian Report Card on Physical Activity of Children and Youth shows that Lithuanian children and youth have less than satisfactory levels of organized physical activity, active transportation to and from school, community and built environments, and government strategies and investments. The low levels of support from family and peers require more attention from health promoters. There is a gap in the evidence about active play that should be addressed by researchers and policy makers.

The physical inactivity of adolescents and their sedentary lifestyle with profuse usage of screens has been a growing issue for the last few years. In contrast, there is some evidence that videogame-based exercising improves cognitive abilities and psychological well-being during growth and maturation. Therefore, there is a need for the wider exploration of innovation tools in physical education (PE) and extracurricular activities for schoolchildren. The aim of this study was to determine the change in psychological well-being and cognitive skills of adolescents when exercising is supplemented with videogame-based activity. The short-term physical activity (PA) program, initiated by in-service PE teachers (n = 3), involved 13–15-year-old adolescents (n = 63, of them 20 were boys) from one of biggest cities in Lithuania. The research subjects were participants of extracurricular exercise groups on a regular basis, attending their respective three-times-a-week sessions for 1 month. The first intervention group engaged in a 60 min functional training program (FT group, n = 31). The second group had 30 min of FT followed by 30 min of video-based dance class (FT + Just Dance group, n = 32). The Trail-Making test (part A and B), the Visual Digit Span test, and the Stroop test were performed to investigate students’ cognitive abilities. In addition, the WHO-5 questionnaire was used to analyse the respondents’ psychological well-being. When comparing pre- and post-intervention results, no changes were observed in the psychological state, visual–executive skills, and short-term visual memory in both groups. Reaction time improved significantly in both groups (p < 0.05). The working memory significantly improved in the FT + Just Dance group (p < 0.05). The implementation of videogame-based training, Just Dance, improved adolescents’ working memory, but had no effect on subjectively perceived psychological well-being.

Physical literacy (PL) comprises several different aspects – physical competency, motivation, self-confidence, knowledge, understanding, daily behaviour in choosing physically active and healthy lifestyle. Learning to move may be even considered as the main literacy that we as humans truly need to acquire (Ydo, 2021). The aim of this cross-sectional pilot study was to evaluate the physical literacy domain of knowledge and understanding of primary school children, and compare it in respect of their own and their parents’ physical activity. In total, 103 dyads of 3rd-4th grade students and their parents (or legal guardians) took part in an online survey which consisted of two parts: (1) chidren had to fill in the questionnaire of the Canadian Assessment of Physical Literacy (in loose translation to Lithuanian); (2) parents, in addition to demographic data, provided answers regarding their own and their child’s physical activity. For this purpose, the Netherlands physical activity questionnaire (NPAQ) was used. The knowledge and understanding of the majority of children were of achieving and excelling level. Girls had greater results in PL than boys. The more physically active, the greater PL in knowledge and understanding. Boys, but not girls, who are attending sports after school had higher level of PL than their physically passive counterparts. Children, whose parents exercise regularly more often had higher score in PL than those who do it rarely, although children of the latter had lower score in PL than those whose parents do not excersise regurlarly. Keywords: physical literacy, physical activity, physical education, primary education, knowledge and understanding