(1) Background: It has been identified that schools that adopt at least two hours a week of physical education and plan specific contents and activities can achieve development goals related to physical level, such as promoting health, well-being, and healthy lifestyles, on a personal level, including bodily awareness and confidence in physical skills, as well as a general sense of well-being, greater security and self-esteem, sense of responsibility, patience, courage, and mental balance. The purpose of this study was to establish the effect of physical education programs on the physical activity and emotional well-being of primary school children. (2) Methods: The experimental group comprised 45 girls and 44 boys aged 6–7 years (First Grade) and 48 girls and 46 boys aged 8–9 years (Second Grade), while the control group comprised 43 girls and 46 boys aged 6–7 years (First Grade) and 47 girls and 45 boys aged 8–9 years (Second Grade). All children attended the same school. The Children’s Physical Activity Questionnaire was used, which is based on the Children’s Leisure Activities Study Survey questionnaire, which includes activities specific to young children (e.g., “playing in a playhouse”). Emotional well-being status was explored by estimating three main dimensions: somatic anxiety, personality anxiety, and social anxiety. The Revised Children’s Manifest Anxiety Scale (RCMAS) was used. (3) Results: When analysing the pre-test results of physical activity of the 6–7- and 8–9-year-old children, it turned out that both the First Grade (92.15 MET, min/week) and Second Grade (97.50 MET, min/week) participants in the experimental group were physically active during physical education lessons. When exploring the results of somatic anxiety in EG (4.95 ± 1.10 points), both before and after the experiment, we established that somatic anxiety in EG was 4.55 ± 1.00 points after the intervention program, demonstrating lower levels of depression, seclusion, somatic complaints, aggression, and delinquent behaviours (F = 4.785, p < 0.05, P = 0.540). (4) Conclusions: We established that the properly constructed and purposefully applied eight-month physical education program had positive effects on the physical activity and emotional well-being of primary school children (6–7 and 8–9 years) in three main dimensions: somatic anxiety, personality anxiety, and social anxiety. Our findings suggest that the eight-month physical education program intervention was effective at increasing levels of physical activity. Changes in these activities may require more intensive behavioural interventions with children or upstream interventions at the family and societal levels, as well as at the school environment level. These findings have relevance for researchers, policy makers, public health practitioners, and doctors who are involved in health promotion, policy making, and commissioning services.

The purpose of this study was to reveal the peculiarities of undergraduate studies university student-athletes’ emotional intelligence and self-control indicators, and the role of gender as a predictor in the association between emotional intelligence and self-control. The study included students regularly involved in training at least three times a week. The sample consisted of 1395 student athletes from Lithuanian universities, among them 59.2% female and 40.8% male. For measurement, the SSRI inventory and a self-control scale were used. All values of emotional intelligence indicators were significantly higher for males than females. Estimates of the components of the self-control construct varied. The score for the healthy habits component was significantly higher for women than for men, the self-discipline component did not differ significantly, and the other three components were higher for males. Estimates of the components of the self-control construct varied. Models for predicting the values of self-control components were proposed. Only one component of the emotional intelligence construct, optimism, was repeated in all forecasting models, as well as gender. Other components of emotional intelligence vary in models.

In this study, we aimed to evaluate the effects of two therapeutic methods: home-based exercise and manual therapy (MT) or supervised exercise on pain and functional status in individuals with chronic nonspecific low back pain. In total, 60 individuals with LBP were included in this randomized study. All participants were treated for 6 weeks in one of two groups: the manual therapy group or the exercise therapy group. In addition, all participants were asked to perform an exercise program at home independently. Levels of pain, spinal mobility, disability, and abdominal and back muscle endurance were measured before and after 6 weeks of intervention. Results: After MT, disability was reduced by 70% (F = 42.2; p < 0.00; ${\mathsf{\eta }}_{\mathrm{p}}^2$ = 0.99) and pain was reduced by 78% (F = 4.9; p < 0.00; ${\mathsf{\eta }}_{\mathrm{p}}^2$ = 0.51). After exercise therapy, disability and pain were reduced by 78% (F = 11.5; p < 0.00; ${\mathsf{\eta }}_{\mathrm{p}}^2$ = 0.78) and 68% (F = 9.4; p < 0.00; ${\mathsf{\eta }}_{\mathrm{p}}^2$ = 0.41), respectively. Muscle endurance and lumbar spine mobility values were significantly higher in both groups after 6 weeks of intervention (p < 0.00). After 12 MT interventions, lumbar spine mobility increased by 40% (F = 1.9; p < 0.00; ${\mathsf{\eta }}_{\mathrm{p}}^2$ = 0.24) and after exercise therapy by 38% (F = 28.4; p < 0.00; ${\mathsf{\eta }}_{\mathrm{p}}^2$ = 0.82). Abdominal muscle endurance improved by 29% (F = 24.2; p < 0.00; ${\mathsf{\eta }}_{\mathrm{p}}^2$ = 0.79) after MT and by 34% (F = 57.6; p < 0.00; ${\mathsf{\eta }}_{\mathrm{p}}^2$ = 0.67) after exercise therapy; back muscle endurance improved by 18% (F = 48.6; p < 0.00; ${\mathsf{\eta }}_{\mathrm{p}}^2$ = 0.78) after MT and by 20% (F = 14.2; p < 0.00; ${\mathsf{\eta }}_{\mathrm{p}}^2$ = 0.76) after exercise therapy. After 6 weeks of intervention, there was no statistically significant difference between the pain, disability, and spinal mobility groups (p > 0.05). However, differences between groups in kinesiophobia (p = 0.02), back (p < 0.02) and abdominal (p < 0.03) muscle endurance values were statistically significant. Following the home exercise program and manual therapy, or the home exercise program and supervised exercise, LBP and disability had clinically significant reductions and functional status showed improvement.

Currently, there is great interest in the correlation between children’s physical activity and their academic performance. In this study, a pre-test/mid-test/post-test experimental strategy was used to avoid any disruption of educational activities, due to the random selection of children in each group. The experimental group was tested for eight months. We developed a methodology for innovative physical education classes and created a model of educational factors that encourage physical activity for children. The experimental group comprised 45 girls and 44 boys aged 6–7 years. The control group included 43 girls and 46 boys aged 6–7. Methods: Mathematical diagnostic progress tests were divided into two sections: tasks were allocated according to performance levels and the content as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on student performance (unsatisfactory, satisfactory, basic, and advanced). Distribution of mathematical learning achievements by curriculum content: mathematical diagnosis was used to evaluate first-grade children’s mathematical knowledge and skills according to the five areas of the mathematics education curriculum: numbers and calculations; phenomena, equations, and inequalities; geometry, measures, and measurements; statistics and communication; and general problem-solving skills. The differences between the pre-test and mid-test results indicated that the number of children performing at a satisfactory level decreased (p = 0.035). The differences between the pre-test and post-test advanced (p = 0.038) and basic (p = 0.018) levels were found to be increased. Applying an innovative physical education program to first graders demonstrated a higher-level mathematics program in the areas of geometry, measures, and measurements; statistics; and communication and general problem-solving skills. Based on the interface between an innovative primary school physical education program and mathematics learning achievements, a research tool was developed that can be used in a quantitative research strategy.