Petra Rajkovic Vuletic

Physical literacy (PL) has become a central concept in contemporary physical education (PE), promoting holistic movement experiences and lifelong engagement in physical activity. However, it remains unclear how PL principles are reflected in PE curricula and perceived by teachers. This study aimed to preliminarily evaluate the psychometric properties of the Croatian version of the PL-compatible pedagogy questionnaire, examine classroom teachers’ perceptions of Croatian PE curriculum alignment with PL principles, and investigate associations between teachers’ perceived PL and PL-compatible pedagogy. Thirty-three female classroom teachers from Croatia (49.80 ± 10.21 years) completed the Perceived Physical Literacy Questionnaire for Adults (PPLQ-SEE) and the PL-compatible pedagogy questionnaire. The questionnaire demonstrated acceptable internal consistency for exploratory purposes (Cronbach’s α = 0.65). The strongest agreement was observed for acknowledgement of students’ unique movement journeys (ID = 0.56), inclusion (ID = 0.55), meaningful engagement in physical activity (ID = 0.55), and embodiment (ID = 0.53), while lower agreement was found for student movement choice (ID = 0.38) and balanced holistic development (ID = 0.38). Significant associations between teachers’ perceived PL and specific PL-compatible pedagogy items provided initial evidence of construct validity, although these findings should be interpreted as exploratory. These preliminary findings suggest that future PL-based approaches may benefit from placing greater emphasis on student autonomy, movement choice, and holistic learning experiences within PE. However, confirmation in larger and more diverse samples is required.

Background/Objectives: Physical literacy (PL) is globally recognized as a foundational determinant of health status in children, but the effects of interventions based on PL were rarely studied in preadolescent children. The aim of this quasi-experimental, school-based study was to evaluate the potential effects of a PL intervention delivered during regular school hours on physical fitness (PF), physical literacy (PL), and physical activity (PA) in children aged 9 to 11 years from southern Croatia. Methods: Participants were 125 preadolescents (57 girls), and were grouped into a control group (C = 70), and an experimental group (E, n = 55). The E group participated in a specific PL-focused education, integrated into regular physical education (PE) lessons as a 5–6 min substitute for standard PE content, over 12 weeks (36 PE classes in total). The C group participated in the standard PE curriculum. A pre–post–retention design was used, and the observed variables included anthropometrics (height, weight, BMI), PF (jumping power, abdominal strength, upper body strength, flexibility, mobility, and cardiovascular endurance), PL (evaluated by the PLAYself questionnaire), and indirectly measured PA (estimated via the PAQ-C questionnaire). Multivariate (MANOVA and univariate (ANOVA) analyses of variance for repeated measurements were used with time, gender, and group as the main effects, including their interactions. Results: MANOVA calculated for a set of PF variables revealed significant main effects for time (F = 1361, p < 0.001) and a significant time × group interaction (F = 2.98, p < 0.05). Univariate ANOVA indicated specific intervention effects for jumping power and abdominal strength, favoring the E group. No significant differential effects were observed for PL or PA. Conclusions: The study demonstrated small, but statistically significant, improvements in PF indicators among children exposed to the PL-based intervention. Notably, the intervention was conducted in authentic school settings using standard resources, supporting the ecological validity and real-world applicability of the findings.

Improving physical literacy (PL) is recognized as a potentially effective approach for enhancing overall physical activity (PA) and fitness status, including body composition, but few studies have examined the impact of PL-oriented education on directly measured PA and body composition in children. The aim of this study was to evaluate the effects of a three-month quasi-experimental PL-based educational intervention, delivered as part of the regular physical education (PE) curriculum, in preadolescent children. A total of 119 children aged 9–11 years (51 girls) from southern Croatia participated in the study and were assigned to either a control group (n = 68) or an intervention group (n = 51). The intervention group received a PL-focused educational program integrated into regular PE classes, whereas the control group followed the standard PE curriculum. PA was assessed using accelerometers, and body composition was measured using bioimpedance analysis. A pre–post–retention design was applied (baseline at the start of the school year, post-intervention in December, and retention testing at the end of the school year), and a three-way repeated-measures ANOVA (group × gender × time) was conducted. The intervention prevented declines in vigorous physical activity (VPA) and step count (STEPS) and maintained overall sedentary time (ST) in the experimental group throughout the school year. Significant group × time interaction effects were detected for VPA, STEPS, and ST (F = 4.01, 4.09, and 5.34, respectively; all p < 0.05). No significant effects were found for body composition. In conclusion, the PL-based intervention allowed effective mitigation of the typical seasonal decline in activity levels observed during the school year. Further studies evaluating the effects of similar interventions on other indices of fitness status are warranted.

Physical activity (PA) and body composition (BC) are important indicators of overall health, especially in children, with the school environment being a key setting for the promotion of PA and prevention of overweight and obesity. This study aimed to evaluate the effects of a specific national experimental schooling program (“Primary School as Whole-Day School”) on changes in PA and BC in early-school-aged children in Croatia. The participants were 128 children aged 9–11 years from southern Croatia (53 girls) who participated in whole-day (n = 54, 20 girls) or regular-schooling-programs (n = 74, 33 girls) over a period of one school year (9 months). A pre-to post-measurement design was applied, with directly (via GENEActiv accelerometers) and indirectly (by PAQ-C questionnaire) measured PA, and body composition measurements (via bioimpedance analysis) as independent variables. A multifactorial ANOVA (Group × Gender × Time) was applied to evaluate the effects. The results indicated significant (p < 0.05) ANOVA effects for indirectly measured PA and the accelerometer-derived moderate-to-vigorous PA, with favorable changes in the whole-day schooling group. The changes in directly measured PA were particularly evident in boys involved in whole-day schooling. There were no significant effects of the experimental program on body composition. While the experimental program was effective in increasing PA, the lack of positive changes in body composition could be explained by the relatively short study period and the absence of accompanying dietary strategies. Although promising, the results highlight the complexity of influencing health-related outcomes in early-school-aged children.

Background/Objectives: The evaluation of metabolic and physiological health indicators in people with Down syndrome (DS) is crucial, since these people are more prone to metabolic problems. However, there is limited scientific evidence regarding the health status and health literacy (HL) of adults with DS and their legal guardians. This study aimed to assess the health status of adults with DS and determine the HL levels of their legal guardians. Methods: Eighteen adults (11 females, 7 males) with DS aged 28.64 ± 9.01 years were tested for health status, and their legal guardians completed the HL survey. Gender differences in all study variables were checked by t-tests for independent samples and Cohen’s D effect sizes (ESs). Differences in all study variables between parents with low and adequate HL were calculated via receiver operating characteristic curves. Results: Males were overweight, whereas females were obese (mean BMI = 26.51 and 30.10 for males and females, respectively). Females had higher high-density lipoprotein concentrations (large ES), whereas males had higher hematocrit and hemoglobin concentrations (large ES). Hematological parameters were the most significant variables that differed between parents with limited and adequate HL status (AUC = 0.79–0.87). Conclusions: These findings suggest that in the absence of severe comorbidities, adults with DS may achieve stable health profiles, particularly when supported by structured physical activity and informed caregiving. The influence of parental HL on health parameters points to the potential for parent-targeted health education to improve health outcomes and promote autonomy in individuals with DS through supported decision-making. Thus, our findings highlight the need for greater investment in caregiver and parental health education and systemic support to optimize health outcomes in adults with DS. Future research should explore interventions aimed at improving parental HL and examine the extent to which these efforts translate into improved health outcomes for people with DS.

Background and Study Aim. Although physical activity (PA) is an important determinant of physical fitness (PF) in children, studies have rarely examined the associations between PA and PF in early school-age children within narrow age spans. The aim of this study was to evaluate the associations between different intensities of PA and various indices of PF in children aged 9 -11 years. Material and Methods. The participants were 121 children aged 9 - 11 years (49 girls) who were tested for PF (anthropometrics, aerobic endurance, upper body and abdominal strength, jumping power, mobility and flexibility), and the PA was directly measured via GeneActiv triaxial accelerometers. A t test was used to define differences between sexes, while Pearson’s correlations between PA variables and PF indices and multiple regressions for PF criteria were used to calculate sex stratification. Results. Compared with girls, boys achieved better results in terms of jumping power capacity, upper body strength, and aerobic endurance, and they had a higher number of steps taken per day, and a higher amount of vigorous PA per day (all p < 0.05). The girls achieved better results in terms of flexibility and mobility. Correlations between PA-intensities and PF were weak to moderate. Multiple regression calculations revealed that vigorous PA was a significant predictor of jumping power, upper body strength, and aerobic endurance in boys (16%, 20%, and 13% of the explained variance, respectively) and jumping power in girls (18% of the explained variance). Moderate PA was a significant partial regressor of aerobic endurance in girls (13% of the explained variance). Conclusions. Tailoring physical-education curricula to gender-specific PA responses and expanding PF assessments can enhance student engagement, optimize fitness outcomes, and improve the overall effectiveness of physical education programs.

The physical activity level (PAL) of rural children has rarely been studied, especially considering the validity of measurement tools used for the evaluation of PAL. The aim of this study was to evaluate the criterion validity of the Physical Activity Questionnaire for Children (PAQ-C) in rural children from Croatia by comparing the data obtained via the PAQ-C to those recorded via direct measurement via accelerometers. The participants were 47 children from rural regions in southern Croatia who were simultaneously tested on the PAL directly, via GENEActiv triaxial accelerometers, and indirectly, via the PAQ-C. Gender-stratified Pearson’s correlations and multiple regressions were calculated to evaluate associations between variables, whereas a t test was used to determine differences between genders in the study variables. Associations between direct and indirect measurements were weak (boys: R=0.08–0.29, p>0.05; girls: R=0.04–0.35, p>0.05). Boys had higher directly measured vigorous PAL (t test = 3.22, p<0.05) and PAQ-C (t test =2.04, p 0.05). The results revealed poor criterion validity of the PAQ-C in rural children. Therefore, more comprehensive and context-specific assessment indirect measurement tools that capture the diverse range of activities common in rural settings are needed.

Introduction: In recent years, running has become a popular form of recreational sports activity for adults. This study explores the relationships between motivation and injury among recreational runners, a growing population influenced by societal trends in health and wellness. Methods: The study involved 104 participants, consisting of 74 women and 75 men. Among them, 67 were part of a ‘running school’ program, while the remaining 73 were individual runners who trained independently without the guidance of a coach. The Behavioral Regulation in Exercise Questionnaire (BREQ-2) and the Oslo Sports Trauma Research Center (OSTRC) Questionnaire on Health Problems, which is based on the OSTRC Overuse Injury Questionnaire, were used for the research. Results: The study found that pelvic injury was more severe in male participants, while women tended to experience serious back injuries that required them to take a break from training. All participants demonstrated high levels of intrinsic motivation. Multiple regression analysis revealed a positive correlation between injuries and intrinsic motivation in women, whereas in men, there was a negative correlation with introjected regulation. Conclusion: The ‘running school’ participants showed a negative association between injury and external regulation compared to individual runners, where amotivation and injury were positively associated.

Physical literacy (PL) is theorized to be an important determinant of physical fitness (PF) and physical activity levels (PALs), but studies have rarely examined possible correlations between PL, PF, and PAL in preadolescent children. This study aimed to evaluate age-specific and gender-specific correlations between the affective and cognitive domains of PL (PL_AC), PF, and PAL in preadolescents. Additionally, the test–retest reliability of the applied PF tests was examined. The participants were 107 children (9 to 11 years of age; 53 girls). Apart from gender and school age (third graders, fourth graders), the variables included PL_AC, PAL, and PF. PF was evaluated by anthropometrics and body composition indices, sit-ups, push-ups, PACER tests, torso lifts, and broad jump. PL_AC was evaluated using the PLAYself questionnaire, and the PAQ-C was used to evaluate PAL. The test–retest reliability of the PF tests was appropriate to high (ICC: 0.65–0.91). Analyses showed nonsignificant associations between PL_AC and PAL in both genders and age groups. PAL was significantly correlated with PL in girls (low correlation) and fourth graders (moderate correlation). The nonsignificant associations between PL_AC and PF could be a consequence of the influence of biological maturity on PF in this age group. The correlation between PAL and PL_AC can be explained by the differences in physical activity habits between genders and age groups, with participation in structured physical activities (organized sports and physical education) being the most important source of PAL in girls and older children.

The awareness of the importance of physical literacy (PL) is globally increasing; however, knowledge of the applicability of PL measurement tools in southeastern Europe is limited. The aim of this study was to evaluate the reliability and validity of translated versions of the CAPL-2 and PLAYself questionnaires in 9- to 11-year-old elementary school children from Croatia, Bosnia and Herzegovina, and Montenegro. The participants were 303 children (141 girls; all 9 to 11 years of age) from Croatia (n = 71), Bosnia and Herzegovina (n = 162), and Montenegro (n = 70), enrolled in regular elementary school. The participants were tested throughout a test–retest procedure using two PL evaluation tools, i.e., the Canadian Assessment of Physical Literacy (shorter version, CAPL-2) and the Physical Literacy Assessment of Youth (PLAYself) questionnaires. With an intraclass correlation (ICC) of 0.70–0.80 for specific questionnaire subscales and 0.84 for the total score, PLAYself was found to be reliable. With Kappa values of 0.11–0.23 and a percentage of absolute agreement of less than 62%, CAPL-2 appeared to be less reliable. Factors related to sport participation were significantly positively associated with the PLAYself score, indicating its proper validity. In conclusion, we suggest the usage of the PLAYself questionnaire in further studies examining PL in children of a similar age in the region. Future studies in other age groups and languages are also warranted.