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.

Background: Physical activity is essential for maintaining a healthy lifestyle; however, various psychological and physiological barriers can hinder participation. University students represent a high-risk group due to academic workload and social pressures. This study aimed to investigate barriers to physical activity participation among university students in the context of fatigue, motivation, and body composition determinants. Methods: The study employed a cross-sectional and observational design, and a total of 552 individuals with a mean age of 20.5 ± 2.1 years were included in the analysis. Data were collected through a demographic information form, the Barriers to Physical Activity Scale, the Chalder Fatigue Scale, and the University Student Motivation Scale. Body composition was assessed using a bioelectrical impedance analysis device. In addition to descriptive statistics, Pearson’s correlation analysis was used to examine relationships between variables, and multiple linear regression was applied to determine the effects of predictor variables. Results: Higher levels of fatigue were associated with increased perceptions of both personal ( r ≈ .28) and social barriers ( r ≈ .21), indicating that fatigue is a significant psychological constraint on physical activity participation. While intrinsic motivation demonstrated a protective effect (β=–0.22), extrinsic motivation (β = 0.19) and amotivation (β = 0.27) were linked to heightened perceptions of barriers. Furthermore, higher body fat percentage emerged as the strongest physiological predictor (β = 0.29), underscoring the critical role of body composition in shaping behavioural barriers. Conclusion: In conclusion, barriers to physical activity among university students are influenced by both psychosocial dynamics and body composition characteristics. Strategies aimed at enhancing intrinsic motivation, while reducing fatigue and body fat, may substantially contribute to overcoming barriers in this age group.

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

Background: This cross sectional study was conducted to analyse the level of motivation and proso-cial as well as antisocial behaviors of the individuals with physical disabilities who do sports, to eval-uate whether their motivational states were related with prosocial and antisocial behaviors, and to determine if the type of disability affect their motivation or prosocial and antisocial behaviors. Method: The research was conducted on 688 individuals who do sports and have physical disabili-ties in various regions of Turkey in 2020. Motivation Scale for Sports Participation of People with Disabilities (MSSPPD), Prosocial and Antisocial Behavior in Sport Scale (PABSS) were used as data collection tools in this research. Results: Motivation to participate in sports level of the individuals with physical disabilities was quite high. Their prosocial behavior towards their teammates and opponents was high, while their antisocial behavior towards teammates and opponent team players was low. When subjects' motiva-tions were examined according to the type of disability, motivation levels of individuals with ortho-pedic and visual disabilities were higher than those of individuals with hearing disabilities. Conclusion: As a result, individuals with disabilities need strong motivation to participate in sport programs and this improves them behaviourally. As their motivation for participation in sport in-creased, their prosocial behaviors were positively affected, and their antisocial behaviors decrease.