Previous research has suggests that cooperative learning methods and the development of fundamental motor skills support children's cognitive development, and further studies covering various aspects are recommended. In this study, as an alternative to traditional physical education classes including fundamental motor skill activities, we investigated the impact of cooperative learning methods incorporating these skills on children's visual-motor integration and selective attention. A total of 60 boy children in the 10–11 age range were included in the study. Groups; classical method (10.95 ± 0.58age), and cooperative learning group (10.91 ± 0.42age). The study spanned a total of 24 physical education class hours. While the classical method group continued to attend physical education lessons with an FMS-based prepared program for 8 weeks, cooperative learning group participated in an FMS-based program prepared according to the cooperative learning method (40min/3days/8weeks).At the beginning and end of the study, children underwent the Bender-Gestalt test and the d2 test of attention. Within-group pre-post test comparisons revealed improvement in visual-motor integration and selective attention for both the classical method and cooperative learning groups. In between-group post-test comparisons, the cooperative learning group demonstrated greater improvement in visual-motor integration and selective attention parameters compared to the classical method. The results support increasing the inclusion of fundamental motor skill activities in physical education classes and advocating for the use of cooperative learning methods in these classes. Enhancements in visual-motor integration and selective attention may contribute to children forming quality relationships, enjoying activities, learning stress management, and developing as a group.

The effects of three different type of exercises on aerobic and anaerobic power

The aim of the study was to investigate the effect of football and volleyball lesson applications based on the tactical game approach in physical education classes on the development of metacognitive control and awareness compared to traditional technical education. Additionally, it aimed to determine if there were differences among football, volleyball (tactical-game), and technical training studies. A total of 168 children (83 boys; 85 girls) aged between 11 and 12 were included in the study. The children were divided into 3 groups: 1: Technical Training group (11.75 ± 0.85_age); 2: Volleyball Tactical Training group (11.90 ± 0.71_age); and 3: Football Tactical Training group (11.81 ± 0.61_age). Tactical game approach was implemented in the intervention classes (Groups 2–3), while the control group adopted a technique-focused approach (40_min/3_days/8_weeks). Verbal thinking protocols were used to evaluate metacognitive control developments, and Metacognitive Awareness Scale was preferred to assess metacognitive awareness. Descriptive statistics in qualitative data indicate significant gains in metacognitive control development among the experimental group (Group 2–3; particularly Group 3). Analysis of metacognitive awareness data reveals that while no significant difference was found between pre-test and post-test scores in the Technical Training group, there were significant differences between pre-test and post-test scores in the football and volleyball groups. The results indicate that teaching football and volleyball through the tactical game approach in physical education classes can enhance the metacognitive control and metacognitive awareness development of 11-12-year-old school children. The most significant development in application types (technical, football, volleyball) was observed in the football group.

Young adulthood is a period in which long-term lifestyle patterns are established. Barriers such as time constraints, low motivation, and environmental lim

This aim of this study is to examine the Relative Age Effect (RAE) in weightlifting by analysing the distribution of athletes' birth months. Data on birth dates and performance were collected for 3519 male and female athletes competing in the U15, Youth, Junior, and U23 categories at the European Weightlifting Championships between 2018 and 2023 (excluding 2020), sourced from the European Weightlifting Federation’s official records. Observed and expected distributions according to birth month were compared using the Pearson chi-square (χ²) test, while one-way ANOVA and Welch ANOVA were employed to assess the effects of birth month on total weight lifted and medal acquisition. The results revealed significant deviations from an even distribution, with a marked overrepresentation of athletes born in the first quarter of the year, indicating the presence of RAE. This pattern was particularly pronounced in the U15 and Junior categories. Analyses further demonstrated that birth month had a significant effect on total weight lifted in specific age and weight categories; however, no significant effect was found between birth month and medal attainment. These findings may indicate that weightlifters born in the earlier months of the year gain certain advantages in terms of representation and performance compared to their peers, primarily due to early developmental benefits. However, this situation does not singularly determine athletic success; rather, it can unjustly narrow the talent pool and potentially hinder long-term development. Furthermore, factors such as training duration, cumulative experience, and individual developmental trajectories also play a decisive role in shaping performance outcomes. Overall, the study highlights the need to consider the impact of relative age when developing talent identification and athlete development programmes within weightlifting.