Judo elements rely on lower and upper body muscle power, supported by the ATP-PCr energy system, which is crucial in high-intensity tasks. This study aims to assess the anaerobic status of young male competitive judokas using the upper body Wingate test and explore associations with competition performance and individual morphological characteristics. A total of 29 male judokas from the U18 and U20 age categories were tested, all actively participating in top-tier national and international competitions. Anthropometric characteristics and body composition measurements were obtained for all participants through bioelectrical impedance analysis. Anaerobic testing was conducted using the upper body Wingate test with a hand ergometer. Competition performance was recorded from the final national cup ranking list. The results presented no statistically significant correlations between morphological and anaerobic variables and competitive performance among selected participants. This highlights the importance of the necessity of updated training programs to increase the anaerobic performance of young Slovenian judokas. Additionally, it shows that in these age groups, anaerobic performance is not the crucial factor but just one piece of the puzzle in young judokas’ successful competition performance; therefore other variables should be further researched.

This chapter examines how prospective primary teachers' perceptions of physical literacy relate to their teaching efficacy and intentions to use experiential pedagogy. Drawing on a validated college student physical literacy questionnaire and a cross-sectional sample (N = 302), the study profiles motivation, confidence, competence, knowledge, activity and sedentary behaviours, and self-perception. Results show high attitudes/beliefs and health knowledge alongside moderate, variable self-perception and activity patterns. One medium effect appears for physical competence by gender; other differences are negligible. The discussion links these patterns to program design: modelling movement-rich seminars, Meaningful PE sequences that rebuild confidence, simple assessment of dispositions, and coherent school partnerships. The chapter argues that integrating learning in, through, and about movement can translate favourable beliefs into everyday classroom routines that support inclusion, wellbeing, and transferable learning.

This monograph offers an innovative and theoretically integrated examination of physical literacy within contemporary educational and experiential learning contexts. Drawing on quantitative evidence generated through the CSPLQ instrument, the volume advances a refined conceptual and analytical model of physical literacy as a multidimensional construct encompassing motivation, competence, confidence, and knowledge. Rather than merely reporting empirical findings, the book situates physical literacy within broader pedagogical, developmental, and curricular discourses, highlighting its transformative potential in primary and higher education. By bridging research, experiential education, and evidence-based practice, the volume provides scholars, teacher educators, practitioners, and policymakers with a rigorous framework for fostering sustainable engagement in movement and lifelong physical activity.

This study examines the differences in body composition and lifestyle habits between normal-weight (NW) and overweight/obese (OW&O) university students. A sample of fifty-five students aged 21–25 years completed validated questionnaires (HLPCQ, IPAQ-SF, WHO-5) and underwent body composition analysis using the InBody 270 device. Statistical analyses included independent sample t-tests and Cohen’s d effect sizes. OW&O students had significantly higher scores for body fat, fat-free mass, and skeletal muscle mass. While body composition differences were evident, lifestyle habits did not significantly differ between weight groups. Bias in lifestyle and well-being self-assessment calls for the development of more objective assessment tools and further research.

Introduction: Physical literacy is increasingly conceptualized as a multidimensional and lifelong construct integrating physical competence, motivation, confidence, knowledge, understanding, and behavioral engagement in physical activity. Although the construct has been widely examined among children and adolescents, less is known about differences in physical literacy across years of higher education. Methods: This cross-sectional study investigated whether year of study is associated with differences in physical literacy domains among Slovenian university students. A total of 302 students enrolled in the first to fourth years of study at Slovenian higher education institutions completed the Slovenian 41-item adaptation of the College Student Physical Literacy Questionnaire. One-way ANOVA and Scheffe post-hoc tests were used to examine differences across study years. Results: The largest differences were observed in the Cognitive Domain, followed by cognition of physical activity and cognition of healthy lifestyle. Significant differences were also found for physical activity, motivation to participate in physical activity, and the Behavioral Domain. In contrast, no significant differences were observed for the Physical Domain, Emotional Domain, sedentary behavior, or confidence. Post-hoc analyses indicated that the most consistent differences occurred between first- and second-year students. Discussion: The findings suggest that differences across years of university study are primarily evident in cognitive and behavioral components of physical literacy, whereas perceived physical competence and emotional components remain comparatively stable. Universities may therefore represent important settings for supporting lifelong physical literacy through curricular and extracurricular strategies that strengthen knowledge, awareness, motivation, and active behavioral engagement.

Background: The transition to university often involves lifestyle changes, reduced physical activity, increased sedentary behaviour, and greater responsibility for health-related choices, making university students an important population for health promotion. Assessing physical literacy may help inform research on students’ engagement in active lifestyles. This study aimed to translate, culturally adapt, and evaluate the psychometric properties of the 41-item Slovenian College Student Physical Literacy Questionnaire (CSPLQ). Methods: The developer-supplied 41-item CSPLQ was translated and cross-culturally adapted through forward translation, back-translation, expert review, and pilot testing. A total of 645 Slovenian university students were randomly divided into exploratory (n = 322) and confirmatory (n = 323) factor analysis samples. Internal consistency, convergent validity, and discriminant validity were also examined. Results: An eight-factor exploratory solution explained 51.4% of the variance. The final 41-item confirmatory model comprised eight correlated dimensions conceptually grouped into four physical literacy domains and yielded CFI = 0.981, TLI = 0.979, RMSEA = 0.071, and SRMR = 0.084, with SRMR slightly exceeding the conventional reference value of 0.08. Ordinal alpha coefficients ranged from 0.742 to 0.878, although omega estimates indicated weaker internal consistency for Physical Activity Cognition (0.590–0.604) and borderline estimates for Sedentary Behaviour (0.698). All HTMT values were below 0.85. AVE-based evidence of within-dimension convergence was uneven, with the lowest AVE observed for Motivation (0.397). Conclusions: The findings provide initial evidence regarding the internal structure and internal consistency of the 41-item Slovenian CSPLQ, with uneven support across dimensions.