Iuliana Boros-Balint

In the 1970s the first critical historical analyses appeared, exploring the darker, oppressive and violent aspects of education, particularly the historical authenticity of child abuse. These analy...

Tanulmányunk a diszfunkcionális pedagógia történeti és jelenkori vonatkozásait vizsgálja, különös tekintettel a fekete pedagógiára. Az 1970-es évek végén megjelent fogalom olyan pedagógiai eljárásokra utal, amelyek veszélyeztetik a nevelt testi, lelki vagy szellemi egészségét, és tartós negatív következményekkel járhatnak. Az elméleti áttekintést empirikus vizsgálat egészíti ki, amely a testnevelő tanárok és edzők sérelmes magatartásával kapcsolatos korábbi hallgatói tapasztalatokat elemzi. A mintát a Babeș–Bolyai Tudományegyetem Testnevelés és Sport Karának magyar tagozatán, a Pécsi Tudományegyetemen, valamint a Magyar Testnevelési és Sporttudományi Egyetemen tanuló 307 hallgató alkotta. Az adatfelvétel a 2022/2023-as tanévben, retrospektív módon, magyar nyelvű, papíralapú, nyílt kérdéseket tartalmazó strukturált kérdőívvel történt. A kérdések a sérelmes esemé- nyekre, azok szereplőire, körülményeire, feltételezett okaira és következmé- nyeire irányultak. A válaszokban megjelentek a fekete pedagógia különböző formái. A beszámolók szerint a férfi pedagógusokhoz gyakrabban kötődtek ilyen esetek, mint a nőkhöz; az érintett pedagógusok között a 31–40 és a 41–50 éves korosztály volt a leggyakoribb. A lelki terror és az érzelmi bántal- mazás legtöbb felidézett esete középiskolához, a 14–18 éves életkorhoz kapcsolódott.

Objective: This study investigates the effectiveness of an innovative therapeutic protocol aimed at enhancing static balance of children with neuromotor disabilities. Exergames and proprioceptive neuromuscular facilitation methods are to be combined and applied as a physiotherapeutic technique to improve standard deviations of the center of pressure (CoP) in different planes and axes. Method and materials: The therapeutic program involved the application of proprioceptive neuromuscular facilitation techniques using repeated stimulation, performed concurrently with interactive exergaming tasks on the MIRA Rehab digital platform. Exercises were conducted on an unstable support surface (balance board) to stimulate postural adjustment. Quantitative measurements of postural control were collected using BTWalk software, focusing on CoP variability. Results: Comparative analysis of pre- and post-intervention data indicated a statistically significant reduction in the standard deviation values of CoP displacement in both the antero-posterior and medio-lateral directions. These findings support an improvement in static postural stability following the intervention. Discussion: Improvements observed are attributed to various factors: the engaging, gamified MIRA Rehab system boosted motivation; motor tasks across multiple planes enhanced neuromuscular activation; and a task-oriented approach facilitated sensorimotor learning through repetition and feedback. Although minor improvements in CoP control on a fixed surface were noted, they were not statistically significant, indicating that children with NMD might benefit more from dynamic stimuli that challenge balance and sensorimotor integration. These findings support previous research on the advantages of interactive virtual rehabilitation in pediatric neurorehabilitation, showing that exergames enhance balance control and improve therapy adherence. Conclusions: This study demonstrates that an exergame-based balance training program using the MIRA Rehab platform can produce statistically significant improvements in postural stability on unstable surfaces in children with neuromotor disabilities. The intervention was effective in reducing CoP displacement in both sagittal and frontal planes, indicating better control of the center of gravity during challenging postural tasks.

Introduction: Regular climbing can contribute to the maintenance and development of both mental and physical well-being. Studies investigate how regular indoor climbing affects the strength endurance of specific trunk and arm muscles, as well as the joint mobility of the trunk and hips in different planes. Objective: The aim of this study was to evaluate the influence of climbing on adolescents' static strength, muscular endurance, lower limb explosive strength, and flexibility within a 4-week program integrated into the school physical education curriculum. Material and methods: A total of 48 adolescents were randomly assigned to an intervention group (IG; n = 21; 8 boys, 13 girls; M = 15.33 ± 0.50 years) and a control group (CG; n = 27; 9 boys, 18 girls; M = 15.54 ± 0.50 years), with similar gender distributions across both groups. Results: After the four-week intervention, there was a significant change in the hand grip strength of the IG, namely, the strength of both the dominant (from M = 30.11, SD = 8.13 kg to M = 26.84, SD = 7.89 kg), and the non-dominant hand significantly decreased (from M = 26.84, SD = 7.98 kg to M = 24.00, SD = 7.91 kg). This phenomenon can also be observed in the CG. Conclusion: Considering the available facilities, the age group, and the allocated time for the intervention (4 weeks, 2 sessions per week, 50 minutes each), these conditions appear insufficient to elicit a significant positive change in the examined abilities. Article history: Received 2025 October 17; Revised 2025 November 14; Accepted 2025 November 17 Available online 2025 November 20; Available print 2025 November 30

The aim of our cross-sectional study was to assess the rotational range of motion of the shoulder joint and the scapula movement of Hungarian NBII handball players, to find out how many athletes may be affected by a rotational range of motion deficit. We also wanted to gain insight into whether players with GIRD report more pain. The study was conducted between September and October 2023. We studied 31 male handball players, all of whom participated in training sessions at least 3 times a week. The survey showed that more than half of the athletes were affected by some level of range of motion deficit. Of those assessed, 29% were affected by Glenohumeral Internal Rotation Deficit (GIRD) and 55% by Total Arc of Motion Deficit (TAMD). Those who had at least 15° of internal rotation deficit during pretesting had significantly less scapula upward rotation in the neutral shoulder, 60° abduction and 90° abduction positions. No significant difference was found in the 120° shoulder abduction position. For the non-dominant upper limb, no significant difference was found between the two groups. Athletes with GIRD reported significantly greater pain on the VAS scale than those without internal rotation deficit. Keywords: GIRD, handball players, shoulder joint, scapula up rotation, pain

Introduction: Learning the quantitative and qualitative characteristics of motivation provides important information for understanding the behavior in physical education and sports in young people. Sage (1977) describes motivation as one’s effort towards certain activities and its intensity. Motivation is deeply rooted in the individual based on Vallerand’s (1987) hierarchical model, and its type (intrinsic versus extrinsic motivation) can change during the activity, as well as sometimes remains hidden. Method: Four hundred and nine students took part in our research, whose average age was 15.0 years. In addition to the questionnaire based on the Theory of Planned Behavior (TPB), research participants filled out the Behavior Regulation in Exercise Questionnaire (BREQ-2) regarding to the Self-Determination Theory (SDT). Respondents also reported the support they received from their social environment for physical activity, as well as what their future intentions were and how their past behavior and current behavior have developed. Data analysis was performed by employing IBM SPSS v. 25 and AMOS v. 24 software packages. Results and conclusions: In our study social support influenced young people’s intention to perform physical activity as a current behavior. According to the Trans-Contextual Model (TCM) results revealed how autonomous motivation transfers across contexts (e.g., from school/education to free living) and therefore explained how leisure time behavior is reinforced. Our data confirmed the strongest positive relationship between students’ past behavior and current behavior followed by a moderate relationship in students’ past behavior and intention. Thus, the relationship between past behavior and current behavior was also moderate. Results have implications beyond physical activity, and can help understanding of why young people make a range of choices related to health. Results can also aid the development of educational materials and practical methods to motivate young people to choose a healthy, physically active lifestyle. In conclusion, from a school context to leisure time can help educational and health practitioners to understand what influences health-related physical activity behaviors in young people. Physical education classes are supposed to instill behaviors and attitudes that promote physical activity in free-time and promote healthy lifestyle. Nevertheless, according to our findings, the expected function of physical education in schools fails to meet the criteria that lead to developing self-determined or autonomous motivation to young students’ leisure time intention, and especially physical activity. Received 2022 October 07; Revised 2022 November 21; Accepted 2022 December 05; Available online 2023 May 30; Available print 2023 June 30.

Introduction: Overweight and obesity are major problems in our society, because it’s prevalence “among children and adolescents aged 5-19 has risen dramatically from just 4% in 1975 to just over 18% in 2016. The rise has occurred similarly among both boys and girls: in 2016 18% of girls and 19% of boys were overweight. While just under 1% of children and adolescents aged 5-19 were obese in 1975, more 124 million children and adolescents (6% of girls and 8% of boys) were obese in 2016” (WHO, 2021). Objectives: The aim of our research is to examine the relationship between the time allocated to physical education at school and overweight/obesity in 6-10 year old children on a global and continental level. Methods: Our study is a cross-sectional, population-based descriptive study. We used the data from the World-wide Survey of School Physical Education report published by UNESCO in 2013. We used BMI for the age group 6-10 years from the database published by the Global Burden of Disease Collaborative Network. The GDP data for the countries was taken from the database of the United Nations Economic Commissions for Europe. Results: In our study, we analyze data from 145 countries on six continents. The average time devoted to physical education in these countries is 95.6±35.0 minutes per week. The minimum is 30 minutes and the maximum is 225 minutes. The 90 minutes occurs with the highest frequency, 26 times. The median also shows the 90-minute value. Examining the results by continent, it is revealed that significantly more time is devoted to school physical education in Europe than in Africa (p=0.020) and Asia (p=0.022), but there is no significant difference between the average of the other three continents and Europe. A Spearman's rank-order correlation was run to assess the relationship between GDP and physical education time allocation. One hundred forty states were included in the analysis. There was a weak positive statistically significant correlation between GDP and physical education time allocation, rs(128) = .298, p < .001. Conclusions: The amount of time devoted to physical education at school shows a wide variation from state to state. The time allocated to physical education at school is 95.6 minutes on average. Europe and Australia/Oceania are the two continents where the most time (about 110 minutes) is devoted to physical education per week. We did not find a relationship between the time devoted to physical education at school and the frequency of obesity or overweight.

Introduction: Overweight and obesity are major problems in our society, because it’s prevalence among children and adolescents aged 5-19 has risen dramatically from just 4% in 1975 to just over 18% in 2016. The rise has occurred similarly among both boys and girls: in 2016 18% of girls and 19% of boys were overweight. While just under 1% of children and adolescents aged 5-19 were obese in 1975, more 124 million children and adolescents (6% of girls and 8% of boys) were obese in 2016 (WHO, 2021). Objectives: The aim of our research is to examine the relationship between the time allocated to physical education at school and overweight/obesity in 6-10 year old children on a global and continental level. Methods: Our study is a cross-sectional, population-based descriptive study. We used the data from the World-wide Survey of School Physical Education report published by UNESCO in 2013. We used BMI for the age group 6-10 years from the database published by the Global Burden of Disease Collaborative Network. The GDP data for the countries was taken from the database of the United Nations Economic Commissions for Europe. Results: In our study, we analyze data from 145 countries on six continents. The average time devoted to physical education in these countries is 95.6±35.0 minutes per week. The minimum is 30 minutes and the maximum is 225 minutes. The 90 minutes occurs with the highest frequency, 26 times. The median also shows the 90-minute value. Examining the results by continent, it is revealed that significantly more time is devoted to school physical education in Europe than in Africa (p=0.020) and Asia (p=0.022), but there is no significant difference between the average of the other three continents and Europe. A Spearman’s rank-order correlation was run to assess the relationship between GDP and physical education time allocation. One hundred forty states were included in the analysis. There was a weak positive statistically significant correlation between GDP and physical education time allocation, rs(128) = .298, p < .001. Conclusions: The amount of time devoted to physical education at school shows a wide variation from state to state. The time allocated to physical education at school is 95.6 minutes on average. Europe and Australia/Oceania are the two continents where the most time (about 110 minutes) is devoted to physical education per week. We did not find a relationship between the time devoted to physical education at school and the frequency of obesity or overweight.

The exploration of factors underpinning Olympic success (number of medals won) extended to the Human Development Index (HDI). Analysis of the Rio Olympic Games supported the influence of geographic and social variables. Schooling was one of the most important predictors and together with population explained 64%; when adding geographic variables (North-West and temperature) 67% of Olympic medals won were explained. This relationship was validated in the last four Olympic Games (from 2004 to 2016). This is the first study ever to demonstrate that specific social and geographical factors determine more than two thirds of the variance in Olympic success.