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Personal approach toward learning process and interest for learning during university education are underlined as one of the key factors for success during university studies. The aim of this paper is to determine the motivation of students – future physical education teachers for academic work. The study was conducted on a sample of 69 participants, students in the first year at Faculty of physical education, sport and health at University in Skopje, North Macedonia. Questioner comprised from 11 items, designed as 4 – point Likert scale was applied. Three groups of indicators for academic work were determined: active involvement in teaching process; inner self – discipline for learning; strive to supplement and extend personal knowledge. Study results suggest on positive attitude toward academic work and respectively high level of motivation, different approaches in achieving results in academic work. Achieving long – lasting knowledge is underlined as priority in academic work of students included in this study. Obtained results are valuable for university professors indicating the key points that should be consider in order to achieve highly motivated students and maximal learning result. Keywords: motivation, university students, learning, teaching process

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.

During the novel coronavirus (COVID-19) pandemic, physical activity (PA) behaviors were altered worldwide due to public health measures such as “lockdown.” This study described PA among adults residing in 11 countries during COVID-19 lockdown and examined factors associated with PA engagement. We conducted a cross-sectional anonymous survey among adults (≥18 years old) in 11 countries (Brazil, Bulgaria, China, India, Ireland, Malaysia, North Macedonia, Singapore, Spain, Turkey, United States). Of 11,775 participants, 63.7% were female and 52.8% were 18–34 years old. More than 40% of participants were insufficiently active (43.9%) and reported a decrease in their PA during lockdown (44.8%). Statistically significant differences were observed in (1) proportions of participants being insufficiently active, (2) level of PA, and (3) decrease in PA across the 11 countries. More stringent governmental policy responses were associated with greater likelihood of being insufficiently active during lockdown (adjusted odds ratio = 1.22, 95% confidence interval = 1.03, 1.45). Higher depression or anxiety scores were associated with greater likelihood of decreased level of PA during lockdown.We found substantial reductions in PA levels during COVID-19 lockdown across countries. Country-specific PA promotion interventions are needed during this and similar global emergencies.

The purpose of this study was to investigate the effects of classroom-based Brain Breaks® Physical Activity Solution in Southeast Asia Singaporean primary school students and their attitude towards physical activity (PA) over a ten-week intervention. A total of 113 participants (8–11 years old) were randomly assigned to either an experimental (EG) or a control group (CG), with six classes to each group, the Brain Breaks® group (EG: six classes) and the Control group (CG: six classes). All EG members participated in a Brain Breaks® video intervention (three–five min) during academic classes and the CG continued their lessons as per normal. The student’s attitudes towards PA in both research conditions were evaluated using the self–reported Attitudes toward Physical Activity Scale (APAS), applied before and after intervention. The effects of the intervention on APAS scores were analysed using a mixed model analysis of variance with Time as within-subject and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Breaks® on student’s attitudes toward benefits, importance, learning, self-efficacy, fun, fitness, and trying to do their personal best in PA. The Brain Breaks® intervention provided a positive significant impact on students in Singapore. This study also revealed that interactive technology tools implemented into the school curriculum benefit students in terms of health and education.

This study aimed to examine the effects of three-months of classroom-based Brain Breaks Physical Activity Solution (Brain Breaks®) on attitudes toward physical activity levels of primary school children in Henan Province, China. The participants were 704 children enrolled in grades 3–5 who were randomly assigned to either an experimental or a control group. The experimental group participated in Brain Breaks® video intervention for 3–5 min daily, at low-to-moderate intensity for three consecutive months. The control group resumed their normal routine. The children’s attitudes in both groups towards physical activity (PA) were evaluated using the self-reported Attitudes toward Physical Activity Scale (APAS), before and after the intervention. The effects of the intervention on APAS scores were analyzed using mixed model analysis of variance with Time as within-subject, and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Break on children’s attitudes toward importance, fun, and trying to do their personal best in physical activity. Also revealed was the important role the teacher plays in this process.

Classroom-based physical activity (PA) interventions have received considerable attention due to improvements seen in academic achievement, classroom behaviors, and attitude toward PA. The purpose of this study was to evaluate the effectiveness of the Brain Breaks&reg, Physical Activity Solutions in changing children&rsquo, s attitudes toward PA. Students (N = 3036) aged 8&ndash, 11 years from schools in Croatia, Lithuania, Macedonia, Poland, Romania, Serbia, South Africa, and Turkey were randomly assigned to either a control or an experimental group. The experimental group received Brain Breaks&reg, videos during classroom sessions throughout the four months of intervention. Student attitudes toward PA were measured using the Attitudes toward Physical Activity Scale (APAS) before and after the intervention. Repeated measures ANOVA indicated a time interaction effect for all APAS variables except fitness. Time-by-group interaction effects with different effect sizes were found for most APAS variables, with the greatest gain effect noted in the experimental group for self-efficacy, followed by learning from the videos concerning PA benefits, exercise importance, and enjoyment from engaging in PA. This study provides evidence supporting Brain Breaks&reg, in terms of learning experience, attitudes towards PA, and personal motivation. Using exercise videos is recommended as an interactive, technology-based PA solution that can be easily integrated into the school setting.

Background: This study examined the psychometric properties of the Chinese version of the Attitude toward Physical Activity Scale (APAS) using a cross-sectional design. Methods: The sample consisted of 692 primary students in China (boy 52.6%, girl 47.4%). The mean age of the participants was 9.4 years (SD = 0.92). Psychometric properties of the 57-item APAS was examined using confirmatory factor analysis (CFA). Results: The hypothesized seven factors model was supported by CFA (CFI = 0.912, TLI = 0.901, SRMR = 0.041, RMSEA = 0.029) after 22 items were removed and the inclusion of seven residual covariance for items loaded on the same factor. Cronbach’s alphas of the scales ranged between 0.50 and 0.76. The composite reliability (CR) was between 0.50 and 0.75. All inter-factor correlation coefficient was less than 0.85. Conclusions: Findings provided empirical evidence that the Chinese version of the APAS has adequate psychometric properties for assessing attitudes of primary school children in China toward physical activity.

This study aimed to examine the effects of three-months of classroom-based Brain Breaks Physical Activity Solution (Brain Breaks&reg, ) on attitudes toward physical activity levels of primary school children in Henan Province, China. The participants were 704 children enrolled in grades 3&ndash, 5 who were randomly assigned to either an experimental or a control group. The experimental group participated in Brain Breaks&reg, video intervention for 3&ndash, 5 min daily, at low-to-moderate intensity for three consecutive months. The control group resumed their normal routine. The children&rsquo, s attitudes in both groups towards physical activity (PA) were evaluated using the self-reported Attitudes toward Physical Activity Scale (APAS), before and after the intervention. The effects of the intervention on APAS scores were analyzed using mixed model analysis of variance with Time as within-subject, and Group as between-subject factors. The analysis revealed evidence in support of the positive effect of classroom video interventions such as Brain Break on children&rsquo, s attitudes toward importance, fun, and trying to do their personal best in physical activity. Also revealed was the important role the teacher plays in this process.

The purpose of this study was to explore the effects of Brain Break&reg, activities on interest and motivation for physical activity among schoolchildren and the contribution of such activities on learning for health and holistic development. The study sample was comprised of 283 participants, primary school students from 3rd to 5th grades from two public schools in the Republic of Macedonia. Six experimental and six control groups were included in the study. Interventions in classroom settings&mdash, based Brain Break&reg, video exercises were introduced in the experimental group during a period of three months. Students&rsquo, attitudes toward physical activity were tested using a self-report survey instrument entitled &ldquo, Attitudes toward Physical Activity Scale (APAS)&rdquo, before and after intervention. Applied factor analyses were completed and the results of these analysis support APAS validity and the successful use of this application in the measurement of the learning experience, self-awareness, self-efficacy, and self-confidence in developing physical fitness. Learning was enhanced by using video exercises. Information presented in this paper is meaningful for the promotion of better exercise habits and the holistic approach to better health by using personal motivation and motivation provided by others. The results from repeated ANCOVA suggest positive effects of the applied Brain Break&reg, video exercises as an interventional program. The study confirms the effect of application of Brain Break&reg, video exercises on children&rsquo, s attitudes for physical activity, motivation for PA, internalization of movement habits as personal good.

The purpose of this study was to explore the effects of Brain Break® activities on interest and motivation for physical activity among schoolchildren and the contribution of such activities on learning for health and holistic development. The study sample was comprised of 283 participants, primary school students from 3rd to 5th grades from two public schools in the Republic of Macedonia. Six experimental and six control groups were included in the study. Interventions in classroom settings—based Brain Break® video exercises were introduced in the experimental group during a period of three months. Students’ attitudes toward physical activity were tested using a self-report survey instrument entitled “Attitudes toward Physical Activity Scale (APAS)” before and after intervention. Applied factor analyses were completed and the results of these analysis support APAS validity and the successful use of this application in the measurement of the learning experience, self-awareness, self-efficacy, and self-confidence in developing physical fitness. Learning was enhanced by using video exercises. Information presented in this paper is meaningful for the promotion of better exercise habits and the holistic approach to better health by using personal motivation and motivation provided by others. The results from repeated ANCOVA suggest positive effects of the applied Brain Break® video exercises as an interventional program. The study confirms the effect of application of Brain Break® video exercises on children’s attitudes for physical activity, motivation for PA, internalization of movement habits as personal good.

Effectiveness and quality of physical education teaching process is determined by many factors. The key factor in this process is the teacher, particularly his/hers abilities to plan, organize and realize the PE teaching process according to students abilities and interests, following the prescribed curriculum and using all available resources and equipment. Educating future physical education teachers is not a simple process of transmission of knowledge, but it is also a process of training for practical work of students – future teachers. The aim of this research is to analyze and compare the initial education of future PE subject teachers and general classroom teachers that will teach PE in primary schools, studying at the Universities in Macedonia and Bulgaria. The analyses of documentation and comparative analyses are used as a research method. Similarity in some components of the programs are established. Similar study programs and exam requirements could be note at Teaching faculties in Macedonia and Bulgaria that prepare generalist teachers as well as certain similarities between requirements for PE specialists educated at Faculty of sport and PE and National Sport Academy. Different requirements and approaches in realization of teaching practice and practical work of students’ future generalist’s teachers and PE specialist in Macedonia and Bulgaria can be outlined. Recommendations are given for improving the current situation in both countries.

The aim of our work is to show the establishment of the sport activities in Goce Delcev University – Stip as a fully integrated university under condition of the process of education in all study programs. Sporting activities of students inside our university are divided into three types:- sport as a part of the curriculum for the students in the first year, -student sport competition activities for all students from faculties and in interuniversity, national, European and World levels and -professional sport activities of four University teams as a part of professional leagues. The harmonisation of sport-related training and activities at University level is well underway in form of the Bologna process:-to harmonize all study programmes and degrees and give the same opportunity for sport to all student - to enhance overcoming of obstacles concerning the sport activities as an obligatory course and to ameliorate its recognition. In our university all sport activities are coordinated through University Sport Center as an independent body including professionals and representatives from university, responsible also for the project activities related to the health care of athletes from the professional and amateur teams. The future action is focused to increase the number of sports for attracting the number of students from all years in all cycle of education using questionnaire containing information of their potential interest. This should be the initial steps to propose sport as an obligatory course during all period of the study program in whole university.

Preciseness is one of the abilities that defines human motor space. It‘s related with successful realization on many movement tasks especially those related with ball games. The aim of this paper is to determine the manifestation and assessment of preciseness at 7-years old children and possibilities for its development applying PE contents. Preciseness was analyzed using 6 motor tests, applied on a sample of 123 seven-year old male examiners. Using adequate statistics methods we determined tests characteristics: discriminativity, reliability, validity and represenatativity. Obtained results suggest on good validity and poor reliability of applied tests. Three of the tests are recommended for future use for estimation of preciseness. Based on PEcurriculum we recommended activities suitable for development of preciseness in children.

One of the important segments in the initial education of the teachers is creating positive attitudes of students for the importance of teachers’ role as educator. The aim of this research is to determine the attitudes of students – future teachers about the role of the teacher as an educator and to determine the differences in student’s attitudes regarded their sex. The study was conducted on a sample of 94 examiners, students at Teaching Faculties in Republic of Macedonia preparing for future teachers in natural sciences. Obtained results were analyzed using quantitative and qualitative analyses. Differences in student’s attitudes regarded the sex were determined using Pearson chi - square test. It could be concluded that students-future teachers in natural sciences have developed positive attitudes toward teacher’s role as educator, establishing teacher’s personal characteristics, its authority, and reputation and building quality relations with pupils as one of the important aspect. Yet it’s notable that for most of the examiners, teacher’s role as transmitter of knowledge is defined as more important and priority. These findings suggest on need for greater emphasis of the teacher as a factor in creating student’s personality through educational activities and realization of teacher’s role as educator. Keywords: Competences, pedagogical work, educator, students.

Mutual cooperation between parents and teachers and professional services in primary schools is key to overall development of child personality. Many studies have shown that involvement of parents in the work of primary school is of great importance for improving the quality of the educational work of the same. The quality and intensity of cooperation between parents and primary school is determined by several factors, including the interest of parents and their socio-demographic characteristics.For this purpose we realized research, where we use questionnaire, where are examined parent's attitudes for their cooperation with the primary school and their socio-demographic characteristics (educational, economic and marital status, age, ethnicity and religious affiliation, order of birth of the child and family structure) as determinants of that cooperation.