Background and Study Aim. Musculoskeletal complaints are common among music students, irrespective of gender. They develop due to intense practice over an instrument; spending long hours of practice may cause muscular imbalance, tension, and awkward posture. The repetitive nature of practice in music students may cause overuse and fatigue. This increases the risk of acute pain and can affect both quality of life and performance. Therefore, the present study aimed at evaluating the transformative effects of an 8-week intervention program on posture in music students. Material and Methods. The 8-week intervention program with transformative effects was conducted over 8 weeks (from September 18 to November 12) on Mondays and Thursdays, for 45 minutes each session. The program aimed to benefit 25 music students, of whom (i) 15 were in the experimental group (with an average age of 24.20 years, average weight of 82.40 kg, and average height of 178.60 cm), and (ii) 10 were in the control group (with an average age of 24.60 years, average weight of 78.40 kg, and average height of 182.20 cm). All participants were enrolled in the second year of a master's degree program in Performing Arts. Standardized measures for evaluating posture (utilizing Klein and Thomas's method, as refined by Mayer) were conducted both before (Week 1, September 18) and after (Week 8, November 12) the intervention. The impact of the 8-week intervention program was assessed using the Wilcoxon Rank-Sum Test, Wilcoxon Signed-Rank Test, and Pearson's r. Results. Significant differences (p ˂ 0.05, ˂ 0.01) between 25 music students (M); in particular experimental group (n = 15) and control group (n = 10), were in 4 (80%) segments of body in post-test: (i) Head and neck; (ii) Abdomen and pelvis; (iii) Curvature of spine; (iiii) Shoulders and scapulas. Insignificant differences (p ˃ 0.05) between 25 music students (M) were in pre-test. Conclusions. Significant differences (p ˂ 0.05, ˂ 0.01) indicated the transformative effects in the experimental group's (n = 15) posture. This emphasizes the potential of the 8-week intervention program in promoting musculoskeletal health of music students. Therefore, additional research is necessary to investigate the lasting resilience (sustainability) of advantages and enhance the intervention plan in music education. Передумови та мета дослідження. Скарги на опорно-руховий апарат поширені серед студентів-музикантів, незалежно від статі. Вони розвиваються внаслідок інтенсивних тренувань за інструментом; проведення тривалих годин тренувань може спричинити м’язовий дисбаланс, напругу та незручну позу. Повторюваний характер тренувань у студентів може спричинити надмірне навантаження та втому. Це підвищує ризик гострого болю та може вплинути як на якість життя, так і на працездатність. Таким чином, дане дослідження було спрямоване на оцінку трансформаційного впливу 8-тижневої програми втручання на поставу студентів-музикантів.Матеріал і методи. 8-тижнева програма втручання з трансформуючими ефектами проводилася протягом 8 тижнів (з 18 вересня по 12 листопада) по понеділках і четвергах по 45 хвилин кожен сеанс. Програма мала на меті охопити 25 студентів-музикантів, з яких (i) 15 були в експериментальній групі (із середнім віком 24,20 року, середньою вагою 82,40 кг і середнім зростом 178,60 см), і (ii) 10 були в контрольна група (середній вік 24,60 року, середня вага 78,40 кг, середній зріст 182,20 см). Усі учасники були зараховані на другий курс магістерської програми за спеціальністю «Сценічне мистецтво». Стандартизовані вимірювання для оцінки постави (з використанням методу Кляйна і Томаса, вдосконаленого Майєром) проводилися як до (тиждень 1, 18 вересня), так і після (тиждень 8, 12 листопада) втручання. Вплив 8-тижневої програми втручання оцінювали за допомогою тесту суми рангів Вілкоксона, тесту знакового рангу Вілкоксона та r Пірсона.Результати. Достовірні відмінності (p ˂ 0,05, ˂ 0,01) між 25 студентами-музикантами (M); зокрема експериментальна група (n = 15) і контрольна група (n = 10), були в 4 (80%) сегментах тіла в пост-тесті: (i) голова і шия; (ii) живіт і таз; (iii) Викривлення хребта; (iiii) Плечі та лопатки. Незначущі відмінності (p ˃ 0,05) між 25 студентами-музикантами (М) були в попередньому тесті.Висновки. Достовірні відмінності (p ˂ 0,05, ˂ 0,01) свідчать про трансформаційні ефекти в поставі експериментальної групи (n = 15). Це...

Study purpose. Declining levels of physical activity in adolescence are of increasing concern, with data showing the difference of ≥ 8% by gender in favor of adolescent boys; therefore, the present study aims at determining physical (in)activity gender gap of non-athlete adolescent boys and girls in Slovakia. Materials and methods. Standardized measure to estimate the habitual practice of physical activity (IPAQ-SF) was carried out six months (January – June, 2022), through the intentional sampling of 1 517 Slovak non-athlete adolescent boys (40.54%, n = 615) and girls (59.46%, n = 902), aged 18 – 19 years (18.50 ± 0.50 years), attending the secondary schools. Descriptive statistics (e.g., measures of frequency, central tendency), two-sample t-test and chi-square test (x2) were used to analyze and compare the data. Results. When considering the physical activity (seven-day week) in adolescence, the Slovak non-athlete adolescent boys and girls reported: (i) high levels of physical activity – 51.73% (n = 785); (ii) moderate levels of physical activity – 25.92% (n = 393); (iii) low levels of physical activity – 22.35% (n = 339) (p ˂ 0.01). When considering the gender gap in physical activity in adolescence, total physical activity (seven-day week), expressed in MET-minutes/ week, was lower (statistically, p ˂ 0.01; difference of 712 MET-minutes/ week) among the Slovak non-athlete adolescent girls (1 898 MET-minutes/ week), compared to boys (2 610 MET-minutes/ week). And when considering the gender gap and sitting time (sedentary behavior), the Slovak non-athlete adolescent girls were more sedentary, compared to boys (p ˃ 0.05) (360 vs. 330 minutes/ week). Conclusions. Constant low levels of physical activity in adolescence constitute the public health emergency of international concern; therefore, the urgent policy action to increase the physical activity is necessary; in particular, in promoting and retaining the adolescent girls’ participation in physical activity.

Background and Study Aim. Physical education teachers play an important role in helping students to understand the importance of physical activity. By maximizing physical activity time in physical education, physical education teachers can influence physical activity needs of students. The present study was aimed at analysing and comparing teachers’ preferences of teaching primary physical education. Material and Methods. Survey instrument (teachers’ preferences) was carried out five months (May – September, 2022) through an intentional sampling with survey group size of 1300 physical education teachers of primary education: (i) Preschool and elementary pedagogy (50.76%, n = 660), (ii) Related pedagogy (49.24%, n = 640). Pearson correlation coefficient (r), chi-square test (χ2) (inferential) and descriptive statistics were used to analyse and compare the data. Results. Physical education is often viewed as a marginal subject within the curriculum, however after analysing the data, on average, 63.54% (n = 826) of survey group believes that physical education is just as important as any other school subject (p ˂ .01). According to 52% (n = 676) of survey group, games are popular teaching activity in physical education (p ˂ .01). About 40.50% (n = 526) of survey group does not enjoy teaching dance in physical education (p ˂ .01). About 37.55% (n = 488) of survey group considers teaching health and fitness as demanding (p ˃ .05) and athletics and gymnastics (36.06%, n = 468) as undemanding (p ˂ .01). Conclusions. Primary physical education is an important component of curriculum and provides unique challenges for those involved with its teaching.

Purpose. Curriculum preferences of physical education (PE) teachers in primary schools differ, depending on educational policy, local guidelines, and particular needs of students (pupils); therefore, the survey objective was aimed at determining the curriculum preferences of PE teachers in primary schools in terms of differences in length of pedagogical practice. Material and methods. Curriculum preferences of PE teachers in primary schools (survey instrument) was conducted 6 months (January – June, 2022), through the purposive sampling of size (survey group) of 1 300 (100%) PE teachers in primary schools: (i) Pedagogical practice ≥10 years (n = 518, 39.84%); (ii) Pedagogical practice ˂10 years (n = 782, 60.16%). Descriptive (e.g., percentage frequency, arithmetic mean), inferential (e.g., Pearson's r, chi-square test) statistics were used to evaluate (e.g., analyze, compare) the data. Results. Significant differences (0.01, 0.05) between the pedagogical practice ≥10 years (n = 518, 39.84%) and ˂10 years (n = 782, 60.16%) of PE teachers (n = 1 300, 100%) were as follows: (i) Curriculum preferences of PE teachers (χ²₍₃₎ = 77.75, p = 9.35E-17); (ii) Demanding teaching activity in PE teachers (χ²₍₄₎ = 29.34; p = 6.65E-06); (iii) Undemanding teaching activity in PE teachers (χ²₍₄₎ = 30.10, p = 4.68E-06). No differences (p˃0.05), between the pedagogical practice ≥10 years (n = 518, 39.84%) and ˂10 years (n = 782, 60.16%) of PE teachers (n = 1 300, 100%), were as follows: (i) Popular teaching activity in PE teachers (χ²₍₄₎ = 6.82, p = 0.15); (ii) Unpopular teaching activity in PE teachers (χ²₍₄₎ = 8.78, p = 0.06). Conclusions. Curricular reform in Slovak primary schools allows PE teachers autonomy (partial) in selecting the educational content (course) in terms of meeting the specific needs of students and learning environment, in consultation with board of education (school board) in terms of meeting the particular needs of students and learning environment, recognizing the importance of PE teachers' autonomy and value of tailoring education.

Background and PurposeCorrect posture during the school years is important in children's health, performance (academic) in schools, and well-being. Postural habits (incorrect) in children may lead to significant musculoskeletal disorders; in particular, low back pain and chronic ailments (other); therefore, aims of study was by experiment to validate the influence of six-week postural intervention program aimed at improving the posture in 10-year-old male students in Physical and Sports Education.Material and methodsSix-week postural intervention program was carried out 6 weeks (May 6 - June 14, 2024), 2 x/ week/ 10 minutes (Tue/ Thu). Six-week postural intervention program was aimed at improving the posture of 20 10-year-old male students: (i) Experimental group (12 (n), 60%; age 10.20 ± 0.40 years, weight 36.20 ± 2.80 kg, height 138.40 ± 2.80 cm); (ii) Control group (8 (n), 40%; 10.20 ± 0.20 years, weight 36.80 ± 2.40 kg, height 136. 20 ± 4.80 cm). Standardized measure in evaluating the posture (utilizing Klein and Thomas's method, as refined by Mayer) was carried out before (Week 1; May 5, 2024) and after (Week 6; June 14, 2024) the six-week postural intervention program. 6-week postural intervention program and its influence was evaluated using the Wilcoxon Rank-Sum Test, Wilcoxon Signed-Rank Test, and Pearson's r.ResultsSignificant differences (p ˂ 0.05, 0.01) between 20 10-year-old male students; in particular, experimental group (12, 60%) and control group (8, 40%) was in 4 out of 5 segments of posture (body) in post-test (p ˂ 0.05, 0.01); in particular, head and neck (Z = -2.20, p ˂ 0.05, r = -0.50), abdomen and pelvis (Z = -2.76, p ˂ 0.01, r = -0.62), curvature of spine (Z = -3.20, p ˂ 0.01 , r = -0 .72), shoulders and scapulas (Z = -3.12, p ˂ 0.01, r = -0.70). Insignificant difference (p ˃ 0.05) between 20 10-year-old male students was in shape of chest (Z = -0.56, p ˃ 0.05, r = -0.12; post-test).ConclusionsSix-week postural program (intervention) improved the posture of experimental group (12, 60%), demonstrating the improvements in 4 out of 5 segments of posture. Postural (target) exercises may reduce the risk factors of musculoskeletal disorders and promote better posture in children in critical developmental years. No significant difference (p ˃ 0.05) between 20 10-year-old male students was in shape of chest, indicating that certain postural features may require different and/or prolonged interventions.

Background: Performing arts students (i.e., musicians), face elevated risks of performance-related musculoskeletal disorders due to prolonged exposure to static postures, repetitive movements, and lack of ergonomic education. While the benefits of musculoskeletal health education are established in sports, its application and long-term effects in performing arts education remain underexplored. This study aimed to evaluate both short- and long-term effects of musculoskeletal health education on dynamic spine function among female music students.Methods: Forty-four female music students from the Academy of Arts in Banská Bystrica participated in a non-randomized controlled study. Participants were divided into an experimental group (n = 28), which received 8-week musculoskeletal health education (2x/week/45 min), and a control group (n = 16), which received no intervention. The education included theoretical and practical components focused on postural awareness and dynamic spine function. Spine mobility was assessed using standardized methods common in medical and physical therapy practice at three time points: pre-test, post-test, and follow-up. Statistical analysis was performed using non-parametric Wilcoxon and Mann–Whitney tests, with significance set at p < .05.Results: The experimental group showed statistically significant improvements in all dynamic spine function tests post-intervention (e.g., Schober's: from 2.71 ± .81 cm to 5.60 ± .68 cm, p < .05) with partial retention at follow-up (4.03 ± .79 cm). Significant gains were also observed in Thomayer's test (from −7.46 ± 4.66 cm to −.78 ± 1.39 cm), indicating enhanced spine mobility. In contrast, the control group demonstrated significant declines across all parameters over time. Intergroup comparisons post-intervention and at follow-up revealed significantly better outcomes in the experimental group across all measures (p < .05), confirming the effectiveness of education.Conclusions: Musculoskeletal health education program led to significant short- and long-term effects on dynamic spine function in female music students. The results underscore the importance of integrating such programs into performing arts curricula to prevent musculoskeletal decline and promote health literacy. This study provides compelling evidence that musculoskeletal education, when embedded into arts training, is both a preventive and rehabilitative tool essential for sustaining the physical well-being of performing arts students.