The aim of the work was to analyse the representation of movement in alternative curricula of early and preschool education and to compare it with the level of representation of movement in the Croatian curriculum. The research used the method of content analysis and compared the curricula of kindergartens where Montessori, Waldorf, Agazzi programmes were implemented to those applying regular programmes. The Chi-squared test was used to determine the significance of the differences between the researched curricula. A statistically significant difference in the overall representation of movement was found between alternative programmes and the Croatian curriculum, while no statistically significant difference was found when comparing alternative curricula. Movement is significantly more represented in alternative curricula compared to the Croatian curriculum for early and preschool education. For alternative pedagogies, movement is one of the key segments of a child's development, and as such, it is strongly represented in educational work.

Background: The aim of the present study was to investigate the extent of tracking of physical activity (PA), sports participation (SP), and sedentary behaviors (SB) over four years of high school education among the Croatian Physical Activity in Adolescence Longitudinal Study (CRO-PALS) cohort. Methods: In this investigation, participants were 844 high school students (15.6 years at baseline; 49% girls). The SHAPES questionnaire was used to assess PA, SP, and SB at ages 15, 16, 17, and 18 and tracking was assessed using generalized estimating equations. Results: Tracking coefficients for PA were similar in both sexes, ranged from 0.49 to 0.61, and indicated moderate tracking, while the tracking of SB tended to be somewhat higher over the four years of follow-up (β = 0.60–0.72). Youth that participated in sports at baseline had a 16 to 28 times higher odds of continued participation at follow-up, depending on the type of sport and gender. Finally, both low physical activity and high screen time showed strong tracking in both genders. Conclusion: PA and SB tracked moderately between ages 15 and 18. Moreover, the strong tracking of low PA and high screen time indicates that the detection of these risk factors at the beginning of high school should be advocated.

Background: Little is known about the concurrent change in physical activity (PA), sedentary behavior (SB) and sport participation (SP) during adolescence. The main purpose of this prospective and partly objective study was to simultaneously investigate PA, SBs and SP changes between the 1st and 2nd grades of high school in urban adolescents. Methods: In this 1-year follow-up study, the participants were 81 secondary-school students (28 boys and 53 girls) aged 15.5 years at the baseline. PA was assessed with the SenseWear Armband multi-sensor activity monitor, while SBs were assessed by using School Health Action, Planning and Evaluation System (SHAPES) PA questionnaire. The SHAPES questionnaire was supplemented with two questions inquiring about SP in organized sports in school and outside of school. Results: PA decreased markedly in both genders between the 1st and 2nd grades of high school. Total energy expenditure (TEE) was reduced by 13 kcal/kg/day on average in boys and by 10 kcal/kg/day in girls (p for both <0.001), while mean daily active energy expenditure (AEE) decreased by 7 kcal/kg/day (p < 0.001) and 3 kcal/kg/day (p = 0.04) in boys and girls, respectively. Similarly, the amount of moderate PA declined by 49 min/day in boys and 21 min/day in girls (p for both <0.001). At the same time vigorous PA was cut by 14 min/day (p < 0.001) and 3 min/day (p = 0.003) in boys and girls, respectively. Conversely, time spent in SBs did not show any change. Conclusion: In conclusion, a decline in PA between the 1st and 2nd grades of high school was marked but was not accompanied with an increase in SBs. Policies aimed at increasing PA should be targeting the period of entering secondary school to offset the observed drop in PA.

Fat mass and fat-free mass have become useful clinical indices in determining healthy growth and physical development during critical periods of childhood and adolescence; however, despite a wide range of nutritional surveillance its study is limited by a lack of reference data. The purpose of this study was to establish sex-specific and age-specific standards for fat mass and fat-free mass in a large sample of Croatian children and adolescents. In this cross-sectional study, we collected data from 12,678 participants aged 11 to 18 years old (mean age ± standard deviation (SD): 14.17 ± 2.25 years; height 164.56 ± 11.31 cm; weight: 57.45 ± 13.73 kg; body mass index: 21.24 ± 3.67 kg/m²; 53% girls). Fat mass and fat-free mass were measured three times by bioelectrical impedance. The Lambda, Mu and Sigma methods were used to create percentile charts for fat mass index (FMI) and fat-free mass index (FFMI; fat mass and fat-free mass divided by height²). Sex and age differences were calculated using an analysis of variance (ANOVA) with post hoc comparisons. Boys had lower FMI (from 2.66 to 3.89) and higher FFMI values (from 16.90 to 17.80) in all age groups, compared to girls (for FMI from 2.79 to 5.17 and for FFMI from 14.50 to 14.90, p < 0.001). In boys, FMI slightly declined until the age of 14, after which an increase from the age of 15 to 18 was observed. In girls, FMI gradually increased from the age of 11 to 18 (p < 0.001). In general, FFMI increased by age in boys [F(7,5440) = 52.674, p < 0.001], while girls had more stable FFMI across all age groups [F(7,7222) = 2.728, p = 0.057]. The newly established sex-specific and age-specific reference data could be used for national surveillance and to screen for children and adolescents with high FMI and low FFMI.

The aim of this article was to determine the prevalence of the Republic of Croatia preschool teachers’ physical activity level and its correlation to chronological age, years of service, degree of education, and place of work. The research was conducted on a sample of 159 preschool teachers from different parts of the Republic of Croatia. The Croatian version of the standardised version of the International Physical Activity Questionnaire (IPAQ) was used. The basic descriptive parameters were calculated, while the correlation between certain variables was determined by the Spearman correlation coefficient and linear regression analysis. Results have shown that almost 80% of preschool teachers do not meet the criteria for the recommended levels of physical activity. They are most physically active at work but are the least active during transportation and leisure time. A statistically significant correlation was determined between physical activity and age, years of service, and place of work. Younger preschool teachers are significantly more physically active in their leisure time than older ones, as are those with fewer years of service. Preschool teachers who work in a bigger city are more physically active at work, whereas those from smaller cities are more active doing their household chores. Furthermore, the independent variables (Age, Years of service, Place of work, Degree of education) in combination significantly affect the level of physical activity of preschool teachers in their leisure time and the overall level of physical activity. Preschool teachers should be models for children, and if they are not physically active themselves, they will not be sufficiently motivated to stimulate the same in children, i.e., the habit of leading an active and healthy life from an early age.

The research aim was to determine the preschool teachers’ competence for the implementation of movement in children’s integrated learning and everyday activities during their stay in early education institutions. As many as 100 preschool teachers from various early education institutions of the City of Rijeka and its surrounding participated in the research. The questionnaire consists of 16 items. The basic statistical parameters were calculated, and the Spearman correlation coefficient, the Mann–Whitney U and the Kruskal Wallis test were used. Results show that preschool teachers with more in-service years have a significantly (p = 0.00) better opinion of the benefits brought by movement and more need for professional training. The preschool teachers who participated in educations linked to movement feel significantly (p = 0.00) more competent for its integration in their educational work. The need to integrate movement has become the imperative of contemporary education.