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...

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 and Study Aim. Students of performing arts often engage in repetitive practice routines. This can lead to overuse and muscle fatigue, which increase the risk of acute pain in the neck, arms, and shoulders. These conditions may negatively affect both quality of life and performance. Although various corrective approaches are applied in performing arts education, their relative effectiveness in improving spinal function remains a matter of practical interest. The present study aimed to evaluate the impact of a 10-week intervention program on the dynamic function of the spine in students of performing arts. Material and Methods. The 10-week intervention program was carried out twice per week for 30 minutes (Tuesday, Thursday) between October 14 and December 20, 2024. It was aimed at improving the dynamic function of the spine in 16 students (58%) of performing arts who were assigned to the experimental group (age 22.20 ± 1.40 years, weight 80.60 ± 2.80 kg, height 180.20 ± 4.40 cm). Twelve students (42%) received no intervention and formed the control group (age 22.80 ± 1.40 years, weight 76.80 ± 1.60 kg, height 176.80 ± 2.80 cm). All 28 students (100%) were bachelor’s degree students (1st–3rd year) in Performing Arts and Composition at the Academy of Arts in Banská Bystrica (Faculty of Performing Arts). Standardized measures for evaluating the dynamic function of the spine (forward and side bend tests) were applied before the program (Week 1, October 14) and after completion (Week 10, December 20, 2024). The impact was evaluated using the Wilcoxon and Mann-Whitney U tests. Results. The results demonstrated significant improvements (p < .01) in the dynamic function of the spine in the experimental group (N = 16, 58%) after the 10-week intervention, particularly in forward and side bend tests. Scores in the forward bend test improved from -10.62 ± 4.24 cm in Week 1 to -2.74 ± 1.84 cm in Week 10 (Z = 3.52, p < .01, r = .62). Improvements (p < .01) were also observed in the side bend test, with lateral flexion to the right increasing from 18.56 ± .62 cm to 21.56 ± .62 cm (Z = 3.54, p < .01, r = .62) and lateral flexion to the left increasing from 18.36 ± 1.02 cm to 21.54 ± .60 cm (Z = 3.60, p < .01, r = .64). No significant improvements (p > .05) were observed in the control group (N = 12, 42%), suggesting that the 10-week intervention program contributed to the observed outcomes. Conclusions. The 10-week intervention program significantly improved (p < .01) the dynamic function of the spine in students (N = 16, 58%) of performing arts. These results underscore the importance of interventions in mitigating musculoskeletal risks associated with prolonged instrumental practice. Future research should explore long-term effects and broader applications of such interventions within performing arts education.

Introduction: Students of performing arts, in particular, music students, are vulnerable to musculoskeletal disorders (MSDs) because of prolonged static postures and asymmetrical loading associated with instrument playing.Objectives: This study aimed to evaluate the impact of 10-week physical program in improving thoracolumbar spine in female university-level students of performing arts.Materials and Methods: A true experimental design was used with 25 female students of performing arts, divided into an experimental group (n = 15, 60%) and control group (n = 10, 40%). Pre- and post-intervention evaluations were conducted using Schober’s, Stibor’s, and Otto’s tests. Non-parametric statistical analyses were applied. This work was supported by the Scientific Grant Agency of the Ministry of Education, Research, Development and Youth of the Slovak Republic – Grant No. 1/0512/24: Epidemiology of Musculoskeletal Disorders in Students of Performing Arts.Results: The experimental group showed statistically significant improvements in all three spinal function tests: Schober’s (from 3.06 0.60 cm to 5.40 0.82 cm), Stibor’s (from 6.46 0.64 cm to 9.20 0.86 cm), and Otto’s (from 4.12 0.98 cm to 5.86 0.36 cm), all with p < 0.01. No changes were observed in the control group. Between-group comparisons at Week 10 confirmed significant functional improvements in the experimental group (all p < 0.01).Conclusions: 10-week physical program significantly enhanced thoracolumbar spine (function) in students of performing arts. These findings suggest that low-cost, targeted interventions can effectively address posture-related musculoskeletal risks in this population and should be integrated into performing arts curricula.

The study investigates metabolically healthy obesity (MHO), a subgroup of obese individuals seemingly protected from cardiometabolic diseases. The lack of a standardized definition for MHO has led to variations in classification criteria. The research, involving 263 participants (64 meeting obesity criteria), assessed body composition using multi-frequency bioimpedance and determined biochemical parameters with Biolis 24i Premium. Statistical analysis employed STATISTICA 13 and MedCalc, with significance set at p < .05. Despite metabolically healthy subjects displaying elevated anthropometric values, their biochemical and somatic parameters remained within normal ranges. Surprisingly, a healthier metabolic profile did not correlate with reduced mortality risk. The study highlights the significant impact of different MHO definitions on prevalence estimates within the same population. Stricter criteria yielded lower prevalence, while broader criteria, such as a higher BMI plus one critical parameter, resulted in higher prevalence. Using various parameter combinations, the study identified MHO subjects, revealing significant differences in triglycerides, systolic, and diastolic blood pressure between MHO groups (p < .05). For instance, based on BMI and HDL, 56 subjects were identified, while BMI and TAG identified 38 subjects. The findings emphasize the necessity of considering all diagnostic criteria when diagnosing MHO. The study cautions against viewing MHO as a state of complete health, especially given the multifaceted health risks associated with obesity, encompassing cardiovascular, metabolic, orthopedic, dermatological, psychological, and other conditions. The research underlines the importance of accurate MHO classification in understanding its implications and underscores the need for a standardized definition in future studies to facilitate meaningful comparisons across diverse populations.

Team sports are an important component of physical education (PE), and teachers’ instructional decisions shape students’ learning experiences and outcomes. This study examined associations between teacher age and didactic preferences in team sports pedagogy among 1856 Slovak PE teachers. A cross-sectional survey design was used, and participants were categorized into three age groups (≤30 years, 31–50 years, and ≥51 years). Associations between age and didactic preferences were analyzed using chi-square tests, adjusted standardized residuals, and ordinal and multinomial logistic regression models. Significant age-related differences were identified for didactic approach (χ²₍₄₎ = 14.67, p = 0.005, V = 0.063), teaching style (χ²(4) = 15.25, p = 0.004, V = 0.064) and methodological-organizational form (χ²(8) = 21.71, p = 0.006, V = 0.076), although effect sizes were small. Teachers aged ≤30 years had higher odds of preferring a technical rather than combined approach than teachers aged 31–50 years (OR = 1.958, 95% CI = 1.344–2.852, p < 0.001) and teachers aged ≥51 years (OR = 1.563, 95% CI = 1.019–2.399, p = 0.041). Teachers aged 31–50 years showed stronger preferences for practical rather than command teaching styles than both younger (OR = 1.455, p = 0.018) and older teachers (OR = 1.386, p = 0.023). Pearson’s chi-square test did not identify significant associations with teaching-unit duration (p = 0.052); however, ordinal logistic regression indicated significant overall age-group effects (p = 0.022). No significant age-related association was observed for preferred game activity (p > 0.05). The findings indicate that teacher age is associated with selected didactic preferences in team sports instruction. Although the observed associations were small, they may reflect variation in professional socialization and teaching experience and may have implications for PE teacher education and professional development.