The aim of this study was to examine the influence of proprioceptive training on explosive strength, agility and coordination in young rhythmic gymnasts. The study was conducted on a sample of 74 healthy girls, aged 7 to 9 years of age who train rhythmic gymnastics. The whole sample was divided into two groups: experimental (43 girls) and control (31 girls). The experimental group had the proprioception training before their regular trainings for 12 weeks (24 trainings), while the control group had only rhythmic gymnastics trainings. Effects of proprioceptive trainings on the examined motor abilities were estimated by two explosive strength tests, three coordination tests and two agility tests. All respondents were tested before the application of the experimental treatment (pre-test) and after its completion (post-test). To examine differences in the achieved results between the initial and final measurement for each group, t-test for dependent samples was used. To determine differences between groups at the initial and final measurement, t-test for independent samples was used. By comparing results from the initial and final measurement, improvement in all tests for the observed abilities was perceived in the experimental group, while improvement in coordination tests and one agility test was noticed in the control group. Testing differences in results between groups in the final measurement showed that there are differed only in agility tests, and in favour of the experimental group. Based on the obtained results, the conclusion was that the application of proprioceptive training in rhythmic gymnasts can contribute to improvement of agility, while in other observed abilities we cannot conclusively claim that improvement was the direct product of proprioceptive training.

Physical education teaching is recognized as one of the key factors in promoting and increasing the physical activity of children and youth. However, the analysis of studies dealing with the students physical activity in physical education classes in primary school, showed that the share of time that students spend in physical activity in classes does not meet half of the total time duration of the class. Therefore, an active workout time of students during physical education classes was chosen to be the subject of this research. The goal of this research was to establish an active workout time of students in relation to different organizational-methodical forms of work in the main phase of the physical education class. Also, the goal of this research was to assess the activity of a physical education teacher in the physical and health education class, in relation to the applied organizational-methodical form of work. The research was conducted on a sample of 22 fifth grade elementary school students, where three classes of sports gymnastics were held. For providing information about students' physical activity and teacher's didactic-methodical activity, validated instrument SOFIT was used. All data were analyzed using descriptive statistics. It is determined that an active workout time of students in each class was over 50% of the total time duration of the class. The students' most active workout time was during a parallel-class form of exercises - 24.17 min, or 65.32%, in comparison with the total time of the class. During additional exercises, activity was 57.21%, while the shortest active time was during stops method (56.62%). The teacher spent most of the time giving instructions to the students, where, while applying a parallel-class form of exercises this task was using 49.55% of the total time of class, stops method 44.66% and additional exercises 36.04%. The rest of the time, the teacher was using "promotion of fitness" (encouraging students) and exercise assistance.

For primary school age pupils, it is characteristic to show passive, verbal and indirect aggression through behavior that can be active and passive-aggressive behavior. Stealing and lying are also present as forms of a hidden form of aggressiveness. The frequency of aggressive behavior usually decreases by the period of adolescence. Previous research indicates that situations in which aggressive behavior still occurs are less frequent among pupils who practice sports activities. Although there are opposing views, it is considered that regular participation in sports, especially in its aggressive forms, enables the discharge of negative energy in a socially acceptable way, so a person who practice this type of sport later becomes less aggressive in other, non-sports situations in everyday life. The implementation of sports in schools, such as judo and karate, gave positive results in reducing the aggressive behavior of pupils, because practicing these sports also includes learning ethical principles such as respect for the opponent and fair play, respect for one's own body and the body of the opponent, prohibition of dangerous techniques and preservation of health and the well-being of all practitioners as the highest values. This paper indicates the importance of implementation of such programs in elementary schools in the world and in our country.

The purpose of higher education is to produce active and intellectually well-rounded individuals yet, the transition to higher education seems to have deleterious effects on university and college students’ (UCS) fitness levels and physical activity (PA). The aim of this quantitative research was to analyse the influences of organisational factors on the implementation of physical education (PE) among UCS in European tertiary institutions. A purposive sampling method was employed. Seven academic peers gathered information on characteristics of tertiary institutions, sport and leisure facilities, types and characteristics of PA programs available for UCS in 66 European tertiary institutions. The results suggested that the curricula requirements for PE in public tertiary institutions were similar to private establishments, with minor administrative variations. Public tertiary institutions had significantly higher number of PE hours and PE sessions per semester, PE minutes per academic hour, duration of PE session, number PE teachers and number of students per one PE teacher. Universities had significantly higher number of PE semesters, PE minutes per academic hour, and hired more PE teachers. The organizational differences between public and private institutions might be explained by a lack of clear guidelines regarding PE curricula in higher education across European countries, and greater autonomy of the private tertiary institutions. Moreover, PA programs in higher education adhere to minimum requirements of the syllabi, which restrict total amounts of PE among UCS. Thus, it is recommended PE classes should become obligatory, with extended hours, appropriately qualified teachers and improved financing. Keywords: higher education, university college students (UCS), physical education, European tertiary institutions, PE curriculum, organisational factors

This study tested an instrument entitled "Physical Culture and Ethics" which consisted of 44 statements to which subjects responded on a Likert-type five-point scale. The statements reflected the ethical theories of Aristotle (14 statements), Kant (14 statements) and Mill (16 statements). The hypothetical model of ethical theories was verified on a sample of 163 students at the Faculty of Sport and Physical Education in Belgrade (119 male students and 44 female students), attending all years of study (n1=22, n2=34, n3=36, n4=48, n5=23). We hypothesized that students would display greater maturity in terms of education and reaffirm their positions towards ethical issues in physical culture as they progressed in their studies, and also that the male and the female students had their specific moral outlooks on the reality of physical culture. When comparing the basic statistical indicators of students' responses to statements reflecting the ethical theories (Aristotle, Kant, Mill) against the year of study students were in (mean value and standard deviation) - certain variation in values from the first to the fifth year of study was observed, thus confirming the hypothesis. When comparing the basic statistical indicators of male and female students' responses to statements reflecting the ethical theories (Aristotle, Kant, Mill) - female students' results were better on all scales, and Aristotle's ethical theory showed a statistical significance, thus confirming the second hypothesis as well.

In a theoretical essay authors have conducted an analysis of the papers by one of the most significant theoreticians and practitioners of methodology of physical education in Serbia, full-time professor Milivoje Matić, PhD. Four publications by this author found themselves to be the focus of the analysis: "Physical Education Class" (1978), "Axiological and Methodological Bases of Revalorization of Physical Movement-Exercise" (1982), "Physical Education - Introduction to Expert and Theoretical Improvement" (1990) and "General Theory of Physical Culture" (2005). With the application of theoretical analysis and content analysis of said books, and relying on theoretical conceptions of leading theoreticians and philosophers, authors have interpreted the potential contribution of Milivoje Matić to the theory and practice of physical education, as well as to the general theory of physical culture. "Matić's Methodics of Morals", modelled on Kant's deontological ethics theory can be considered an original contribution to the theory and practice of physical education. In the area of general theory of physical culture Milivoje Matić has elevated the theory of physical culture to the level of philosophical contemplation by introducing elements of philosophical thinking into theoretical discussions, which is his original contribution to the development of the general theory of physical culture.