Introduction: Specialized studies mention that extracurricular activities (including dance) contribute to the stimulation of multiple intelligences, on whose development the educational process and academic success depend. The aims of the study were to investigate the benefits of dancesport for the development of institutionalized children’s learning strategies, and to examine gender-dependent differences in learning strategies, as well as to formulate possible recommendations regarding the practice of dance at the age of preadolescence, from the perspective of school success vectors. Methods: Through the School Motivation and Learning Strategies Inventory (SMALSI), we could observe the changes produced in children from the initial phase to the final assessment at the end of a dancesport program. The intervention took place over a period of six months with a frequency of two lessons per week, with each lesson lasting 60 min, and aimed to increase school motivation and performance, considering the learning strategies used by institutionalized children. Thirty institutionalized children, aged 11–12 years old, participated in the research, during which they did not engage in other extracurricular physical activities. The preadolescents were assessed using the School Motivation and Learning Strategies Inventory (SMALSI). This self-report rating scale measures nine areas associated with learning strategies, six of which focus on student strengths (study strategies, note-taking/listening skills, reading/comprehension strategies, writing/research skills, test-taking strategies, and time management/organization techniques), and three are aimed at student liabilities (low academic motivation, test anxiety, and concentration/attention difficulties). Results: The results show that the biggest improvements in the case of institutionalized children were recorded for study strategies, effectiveness of test-taking strategies, and concentration difficulties. Girls registered significantly better results than boys only in the case of study strategies and for writing/research skills (Mann–Whitney test was used). Discussion: The study demonstrates the benefits of dancesport practice for the development of institutionalized children’s learning strategies, creating a foundation for the improvement of their academic performance and school integration. Conclusions: At the end of the dance program, significant improvements in academic interest were observed due to the testing strategies used. Better results were also obtained for the scales of anxiety and difficulty concentrating during tests, where average scores decreased significantly.

Background/Objectives: Aquagym is a form of practicing aerobic gymnastics to stay fit, which is constantly progressing in line with the dynamics of market growth and the fitness industry, bringing benefits to physical and mental health. The purpose of the study was to identify the level of popularity of this sport among people aged 20–65 years and to highlight the benefits of practicing aquagym. Methods: This quantitative research study was designed to use a structured questionnaire to collect data from 150 participants. The sample was chosen to reflect various age groups and to ensure representativeness for the general population interested in physical activity. Participants were divided by gender into two age categories, under 45 and over 45, in order to examine differences in preferences and perceptions between these age segments. For the analysis of between-group differences, we used the Chi-Square and Cramer’s V tests, and for the profile of respondents, a Two-Step Cluster Analysis was applied. Results: Regarding knowledge of the aquagym concept, there is a notable discrepancy between females and males, with significantly more women (54%) than men (18%) stating that they are familiar with this concept. Among the perceived benefits of water gymnastics, most responses indicate maintaining muscle tone (25% women and 14% men) and a fun way to stay fit (20% women and 11% men). Young people under 45 years of age tend to attach more importance to the social and entertaining aspects of aquagym. As for the improvement in quality of life by practicing water gymnastics, a large number of respondents (82%) rated this contribution with a score of 4 or 5 on a 5-point scale, meaning that the positive impact of this activity was highly appreciated. Conclusions: Aquagym lessons are perceived as both an effective form of exercise for health improvement and a means of socialization. The outcomes of the study highlight the opportunity to continuously promote and develop gymnastics in the aquatic environment as an accessible and enjoyable form of physical activity for all ages.

The paper aims to make a systematic analysis of the literature that addresses the relationship between dance and multiple intelligences in order to identify the main theoretical aspects that underpin the design and implementation of educational interventions for institutionalised children to learn dance. This category of children is a permanent concern for specialists in the field of education sciences who are interested in finding the most effective methods and means of training that can support the educational and institutional efforts for the social integration of these children. Following the review of the literature provided by the main databases, a correspondence was made between the types of intelligence described by Gardner (1983) and the effects of dance on these intelligence modalities. The bibliographic analysis had as organisational criteria: multiple intelligences, dance, children at risk and the effects of dance on their growth and development. The correlative analysis has revealed a number of dance characteristics susceptible to have a positive influence on different types of intelligence and can serve as benchmarks in the interdisciplinary design of dance activities in general and dancesport in particular. As a result, the theoretical model presented in this paper represents a methodological benchmark for the implementation of enhanced programmes for the personal development of institutionalised children and the creation of additional conditions for their school and social integration.

The relay race, particularly the 4x100m event, presents unique challenges that integrate both physical capabilities and technical skills, especially during baton exchanges in high-speed conditions. This synthesis reviews three studies aimed at quantifying performance factors critical to successful baton handoffs and overall race efficiency. The first part of the paper introduces mathematical equations to evaluate the technical aspects of baton exchanges, proposing a framework that allows coaches to identify weaknesses and predict team performance without complex procedures. Utilising data from elite and non-elite teams, this approach emphasises the potential for improving relay outcomes through targeted analysis. The second part investigates the relationship between baton exchange time and the handoff point within the exchange zone, revealing that longer handoff distances correlate with shorter exchange times. Analysis of 230 exchanges among Polish national team sprinters indicates that while this relationship is significant, it accounts for only a portion of the variability in exchange times, suggesting the influence of additional factors on performance. Finally, the third part employs mathematical modelling to determine optimal positions for baton exchanges, highlighting the complexity of the exchange process. Findings reveal that the ideal checkmark position varies for each exchange and is influenced by factors such as lane draw and free distance, with implications for coaching strategies to minimise disqualifications and enhance race outcomes. Collectively, these studies underline the importance of both technical precision and strategic planning in relay performance, offering insights that could aid coaches and athletes in refining their approaches to training and competition. Keywords: Baton exchange, relay, changeover technique, exchange moment, speed running.

In artistic sports such as gymnastics and dance, body expressiveness functions as a powerful form of nonverbal communication and a decisive factor in performance quality. Motor skills—including coordination, strength, flexibility, and postural control—provide the technical foundation that allows athletes to convey musical themes, emotions, and complex artistic ideas with authenticity and precision. Musicality, understood as the ability to interpret, represent, and embody the music through movement, is equally essential: it transforms choreography into a vivid, emotionally engaging performance. Artistic presence, encompassing originality, fluid transitions, and emotional engagement, plays a critical role in modern scoring systems, where even minor differences in technical execution can be offset by superior artistry and expressive musical interpretation. Drawing from sports dance techniques and diverse choreographic approaches, coaches and athletes can access a wide range of movements, rhythms, and dynamic accents that amplify both the visual and emotional impact of a routine. By integrating musicality, body expressiveness, artistic presence, and motor development, athletes can elevate execution quality and enhance their potential for achieving top rankings in gymnastics and dance competitions.

Aim. In volleyball sport, a player must make motoric reactions based on visual information to perform fast and accurately. In the literature, it is seen that reactive agility test protocols are handled in accordance with the structure of the sport and arranged accordingly. In this context, the aim of this study is to determine the validity and reliability of a new reactive agility test designed for volleyball players. Methods. A total of 50 volleyball players participated in the study. 25 elite (age: 22.9±02.76 years, height: 179.81±10.13 cm, body weight: 73.42±09.68 kg, training experience: 9.92±1.22 years) and 25 sub-elite (age: 21.18±1.85 years, height: 175.63±09.80 cm, body weight: 62.45±6.45 kg, training experience: 1.67±0.63 years). Elite volleyball players were selected from volleyball Iraqi universities championship. Sub-elite athletes were selected from Baghdad university. Results. Statistical analyses showed that highly significant explanatory coefficient was determined between the two tests (test & retest) for the sub-elite group. Conclusions. The present study attempted to develop a test protocol that included cognitive activities for volleyball players. It has been determined that the newly developed volleyball specific reactive agility test is a valid and reliable measurement method. Accordingly, it is proposed that this test protocol can be used to improve and monitor reactive agility ability for volleyball players. Keywords: Validity, Reactive Agility, Volleyball.