This study aimed to compare physical activity (PA) levels before and during a pandemic lockdown among adolescent Polish youths in relation to meeting the World Health Organization’s (WHO) recommendations of moderate-to-vigorous physical activity (MVPA) and identify potential environmental factors that may affect these levels. An online survey tool that included validated measures of adolescents’ MVPA and socio-environmental, potential confounders was administered to youths (e.g., lack of classmates, motivation, possibility of choosing any physical exercise time, possibility of choosing your own exercises, home environment). The analytic sample comprised 127 adolescents aged 15.4 ± 0.5 years on average (52% girls and 48% boys). The results highlight that among adolescents who did not meet the WHO MVPA recommendations before the lockdown, 13.4% had an increased frequency of PA (from 2.9 to 5.4 day/week) (p = 0.01) during the lockdown. In the group who did meet these recommendations before the lockdown, 50% significantly decreased their level of MVPA below the WHO’s recommendations (p = 0.01). Self-rated health for PA showed a significantly strong correlation with MVPA in the group of students who met the WHO recommendations before the pandemic (r = 0.76; p < 0.05) but failed to maintain that recommendation during the COVID-19 restriction. The results suggest a negative impact of the pandemic on PA undertaken by youths. Based on these results we see the need for increased action by both Physical Education (PE) teachers and parents to motivate and support youngsters in taking up systematic PA consciously.

The purpose of this study was to evaluate the quality of implementation and Physical Education (PE) teachers’ perceived advantages, disadvantages, and encountered difficulties of online PE teaching during the first wave of the COVID-19 pandemic. The participants were 1148 professionally active PE teachers from Poland, North Macedonia, Croatia, Turkey, Bulgaria, and Kosovo (613 female, 535 male). A cross-sectional online survey study was performed between May and September 2020 and was done online through an electronic questionnaire. Study results suggest differences in evaluation of online teaching between PE teachers from different countries: a positive evaluation of online teaching reported from teachers from Croatia, Poland, and Bulgaria, neutral in Turkey, and a negative evaluation during that period by teachers in Macedonia and Kosovo. Different ratings of advantages, disadvantages, and difficulties from the studied countries in online teaching in primary and secondary schools were also noted. A lack of proper equipment at home, a lack of proper training for information technology (IT) use, as well as use of different platforms for online teaching were among the highest-ranked difficulties during online teaching. The greatest concerns during online PE teaching were identified in terms of pupils’ safety, the intellectual property of resources, and the quality of curriculum delivery. The results from the study identify the most important areas of teachers work where PE should be supported regarding online teaching.

The aim of this study is to examine the level of understanding of the principle of fair play by secondary school pupils (n = 827) from the Polish province of Wielkopolska, physical education (PE) students from Poznan University of Physical Education (n = 437), and PE teachers (n = 130). Two structured survey questionnaires were used, namely: The three-level scale known as the Fair Play Moral Dimensions Concept Scale and a Factors of Moral Influence Scale. There were observed differences between male and female students in their comprehension of the principle of fair play regarding the category of sporting activity practiced. The female teachers’ amateur training group more frequently identified the highest level of fair play (32.1% of the examined female teachers) in comparison with their male colleagues. Moreover, differences were noted between boys and girls at the secondary school level. Boys rated the influence of PE teachers and coaches higher, while girls declared that they were more influenced by media and education. For both boys and girls, parents constituted the highest-rated factor of the influence on their moral development. Students also indicated the influence of parents as the highest-rated factor. Among PE teachers, school, as a source of influence on one’s moral development, was awarded higher rates by female than by male teachers. It was observed that parents constituted the highest-rated factor of influence for PE teachers.

Family time may have an influence on children’s physical activity (PA) participation or may contribute to increased sedentary behaviour. The aim of this paper was to examine whether spending family time is associated with the PA of children aged 10–11. Cross-sectional data on 158 primary school children (80 girls and 78 boys) with a mean age of 10.6 ± 0.49 years were collected. Weight and height were used to calculate body mass index. The level of moderate-to-vigorous physical activity (MVPA) was determined with a physical activity screening measure. Participants wore a Vivofit^® wrist band activity tracker to measure their daily number of steps. The Health Behaviour in School-Aged Children questionnaire was used to obtain information from children about the frequency of activities undertaken by the family. Analyses entailed descriptive statistics of the total sample and by gender, t-test, and the Mann–Whitney U-test to examine the gender differences and Spearman’s correlation coefficients. It was found that 32.3% of the children did not accomplish at least 60 min per day on ≥5 of the seven days and more than 75.9% of them did not accumulate at least 12,000 or more steps daily. More boys than girls tended to be sufficiently active and met the guideline of at least 60 min per day on ≥5 of the seven days (70.5% and 65.0%, respectively) or 12,000 steps per day (25.8% and 10.0%, respectively). The number of steps during the weekday was significantly and inversely associated both in girls and in boys with active family time (r = −0.27 and r = −0.25, respectively), and with total family time (r = −0.28) and non-active family time (r = −0.25) only in boys. Average MVPA was also inversely correlated with active family time (r = −0.31), non-active family time (r = −0.24), and total family time (r = −0.29) in boys. The correlation effect size values ranged between small to medium significant differences for these measures. The findings underscore the need for community-based PA programmes designed for whole families to meet the recommended PA of children and also to develop and promote active leisure activities among families.

Background: In this study, we aimed to determine the presence of any potential gender differences and relationships in terms of creativity, physical activity (PA), motor fitness, and motor creativity in children aged 8–9 years. Methods: The study included 195 primary school children (92 girls and 103 boys) aged 8–9 years old from grade 2. To determine creativity, the Test for Creative Thinking-Drawing Production was used, while motor creativity was assessed using Torrance’s ‘Thinking Creatively in Action and Movement’ test. Motor fitness was assessed with the selected items from the Eurofit battery and Piórkowski tests. The level of moderate-to-vigorous PA was determined with the Physical Activity Screening Measure. The Mann–Whitney U test was employed for in-between group comparison and Spearman’s correlation to determine relationships between the variables. Results: The results of the research showed the presence of differences in motor fitness between boys and girls, but no differences in PA, creativity, as well as motor creativity between genders. Moreover, it was found there was no association between PA and motor fitness and creativity or motor creativity in either boys or girls at this age. Conclusions: Thus, it can be assumed that to develop creativity through PA in children aged 8–9 years, it might be necessary to create an appropriate environment and strategy that will strengthen, inspire, and promote children’s creativity through movement. Having established that there is no difference in creativity between genders at this age, it was pointed out that it is necessary to look for teaching methods that would effectively awaken this ability in a co-educational setting.

Study aim: Using an exploratory scoping approach, this review aimed to synthesize and integrate physical activity (PA) recommendations for adolescents experiencing overweight, high screen time, and low social support to identify shared principles for tailored PA interventions. Material and methods: Scientific articles published between 2010 and 2024 were retrieved from the selected databases MEDLINE (via PubMed), SPORTDiscus, EBSCOhost platform, and Google Scholar. Search terms included overweight/obesity , high screen time , low social support , in addition to physical activity in youth/adolescents , and recommendations . Selected articles were analyzed qualitatively. Results: According to the recommendations, PA for overweight adolescents should involve support of family or friends, consider an individualized approach, the socioeconomic context, enjoyment of the activity, and the appropriate length, intensity, and type of exercise. Recommendations for PA for adolescents with high screen time include removing psychosocial barriers, involving loved ones, being active at home, using apps that limit screen time and promote healthy lifestyles, and ensuring self-control in achieving goals. PA planning for adolescents with low social support may consider the support of key social agents, access to nature, and a sense of autonomy. Conclusions: The reviewed recommendations show recurrent principles for adolescents with overweight, high screen time, and low social support, highlighting interpersonal relationships, individualization, autonomy, and long-term motivation for physical activity.