Background: The aim of this study was to examine the effect of applying synchronized music and appropriate music selection on motivation for exercise and achieving better results in individuals of different fitness levels. Methods: The study included a total of 20 female participants, who for certain analyses were divided into two groups with slightly different levels of aerobic fitness: students from the Faculty of Sport and Physical Education (n = 10, age 23.0 ± 2.8), and middle-aged adult women exercising recreationally (n = 10, age 38.3 ± 11.6). Cardiopulmonary exercise testing (CPET) was conducted using a treadmill and gas analysis equipment, and motivational music qualities were assessed using the BMRI-2 questionnaire. The procedure included an initial maximal CPET test, echocardiography, and spirometric tests, followed by an interview to select preferred music tracks. A second CPET test was then performed with the chosen motivational music. The Borg Rating of Perceived Exertion (RPE) scale was used in both tests. Results: The internal consistency of the questionnaire was confirmed with a Cronbach’s Alpha of 0.982. The synchronized motivational music significantly improved cardiopulmonary parameters such as peak oxygen consumption (peak VO₂), oxygen consumption (VO₂) at the second ventilatory threshold (VT2), peak heart rate (peak HR), test duration, and reduced perceived exertion (RPE) at the beginning of the test and at the intensity level corresponding to the VT2. Negligible differences were noted between students and recreational athletes, so it can be assumed that music had an equal impact on these two groups of subjects. Conclusions: The study concluded that synchronous motivational music significantly enhances cardiopulmonary performance and reduces perceived fatigue during physical exertion by serving as a key motivational element and facilitating more economical movement.

Positive attitude towards inclusion of children with disabilities in Physical Education (PE) classes is one quite important factor for successful implementation of inclusive education. The aim of this study was to examine the predictors of attitude of the students as future PE teachers towards inclusion in PE. In this study, the predictors in the field of personality, professional competences for working with children with disabilities and certain personal characteristics (gender) were included. The sample included 221 students of the final year of studies at the Faculty of Sport and Physical Education in Belgrade, Niš and Novi Sad. In order to measure the attitude towards inclusion in PE, the instrument of Attitude Toward Inclusive Physical Education was used. In the field of personality, a trait of openness to experience was examined, which was measured using the HEXACO PI-R instrument. An additional questionnaire was also designed by which the students were asked to indicate their gender and professional competences for working with children with disabilities: their average mark during the studies, subjective assessment of the level of knowledge and skills required for working with children with disabilities acquired in the course of their studies (self-assessment of professional competence) and experience in working with children with disabilities during their professional practice. The results of multiple regression analysis showed that openness to experience, self-assessment of professional competence and gender were significant predictors. The results indicate that, during the training for teaching profession, it is necessary to develop students' specific competences required for the work in inclusive education as well as to create the teaching atmosphere which will enhance inquisitiveness and creativity as significant determinants of the trait of openness to experience.

Objectives: This single-arm, pre–post intervention study with a three-month follow-up aimed to determine whether a ten-day outdoor camp combining mixed-modality physical activity and time-restricted feeding elicits positive changes in multiple body-composition outcome measures and whether those changes persist at three-month follow-up. Methods: Forty healthy undergraduates (18 male, 22 female) participated in a 10-day outdoor camp that combined multi-modal physical activities (rock climbing and bouldering, swimming, hiking, applied paddling, survival skills, etc.) with a 13 h daily time-restricted feeding window. Body fat percentage, skeletal muscle percentage, body mass, total body-water percentage, visceral fat level, and skeletal muscle index were measured using the InBody 270 at baseline, immediately post-camp, and at the three-month follow-up. Results: Mixed-effects models with random intercepts for subject revealed significant reductions in body fat percentage (β = −1.63, p < 0.001) and visceral fat level (β = −0.72, p = 0.001), alongside increases in skeletal muscle percentage (β = 1.02, p < 0.001), skeletal muscle index (β = 0.30, p < 0.001), and total body-water percentage (β = 1.19, p < 0.001) from baseline to post-camp; no outcomes differed between baseline and follow-up and no time × sex interactions were observed. Conclusions: These findings indicate that a brief, intensive nature-based intervention can drive rapid, multidimensional improvements in body composition, but structured maintenance is required to sustain benefits.

The syllabus of the track and field subject at the Faculty of Sport and Physical Education includes cross-country running - running in nature. The main objective of this study was to determine the structure and intensity of students' attitude toward the cross-country running. Besides, the objective was to check the connection of the students' attitude towards the cross-country running and the achieved results of cross-country running, as well as of doing sport and recreational running. The sample comprised 69 students of the second year of studies who attended the cross-country running classes. For measuring the attitude toward the cross-country running, the Connotative differential instrument was used consisting of 15 pairs of opposite adjectives presented in a form of seven-part bipolar scale grouped into three dimensions: affective, cognitive and conative. This instrument was applied within an extensive questionnaire which included questions about doing sports, jogging, as well as the results of cross-country running at the end of the teaching period. The descriptive analysis has shown that students have a positive attitude of moderate intensity toward cross-country running, observed through all three dimensions of attitude. The correlation analysis between the dimensions of attitude toward cross country running and the results achieved at cross country running showed that the correlations are negative and statistically significant, suggesting that if the result of running is better, the students' attitude toward cross country running is more positive. Competitive sport is not connected with the quality of attitude toward cross-country running. The results obtained by the study give grounds for assuming that, given that attitudes are an important component of the motivational aspect of personality, it can be expected that the students' positive attitude toward cross country running would contribute to cross country running application in their future professional activity and encourage this form of physical activity.

Although male or female characteristics are traditionally attributed to some sports, contemporary trends are going in the direction of changing gender inequality in sport and physical education. The aim of this research was to investigate the relationship between motor and musical abilities of students, attitudes towards rhythmic gymnastics, their success in mastering the program contents of the theory and methodology of rhythmic gymnastics (T&M RG) and genders. The sample consisted of 104 subjects, third year students of the Faculty of Sport and Physical Education in Belgrade. Motor and musical abilities were made operational by the scores on tests that are an integral part of the qualifying exam on the FSPE: the test of general motor abilities, the test of specific motor abilities with the ball, and the test for assessing the sense of movement and rhythm and checking musicality, and the success in mastering the content of T&M RG by the grade from this subject. Subjects' attitudes were measured by the Connotative differential instrument, which includes three dimensions of an attitude: affective, cognitive and conative. In addition, the data on school achievement of subjects were collected. The results showed that the subjects of female and male gender did not differ in their achievements in the test for assessing the sense of rhythm and movement and musicality, as well as in their achievements in T&M RG. Also, it is shown that this test is predictive for the assessment in the subject T&M RG. Although the attitudes of both genders were very positive, it was shown that women had slightly more positive attitudes than men. The subjects' attitudes towards rhythmic gymnastics were positively correlated with the grade in T&M RG. The results indicated that students of both genders in their future pedagogical practice would be ready to equally successfully apply rhythmic gymnastics as one of the physical education program contents.

Employee well-being and affective states are critical factors influencing overall organizational success. This study examined the immediate effects of a sensory-enhanced acute exercise program on employees’ affective characteristics, including emotions, anxiety, and work motivation; A total of 84 participants, split into an experimental and control group, participated in the actual study. The experimental group engaged in a 14-min tailored exercise program in a sensory-rich “smart room” while the control group watched a neutral animated documentary. A pretest–posttest design was used, and data were analyzed using repeated measures ANOVA with post hoc tests for significant interactions; The results revealed significant improvements in positive emotions (F(1, 82) = 20.99, p < 0.01) and work motivation (energy level: F(1, 82) = 48.36, p < 0.01; emotional arousal: F(1, 82) = 12.29, p < 0.01) in the experimental group, along with a significant reduction in anxiety (F(1, 82) = 11.37, p < 0.01) compared to the control group. Although reductions in negative emotions were observed across both groups, the differences were not statistically significant; This study underscores the effectiveness of integrating exercise with tailored sensory environments to enhance emotional states and workplace motivation. Such interventions offer a practical and scalable approach to improving employee well-being, highlighting their potential for adoption in diverse professional settings.