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The importance of physical activity (PA) for the psychological well-being of children is well documented. COVID-19 lockdown implied a severe reduction in organized and unorganized PA. Our goal was to examine how parents perceive their children's PA and their own PA related behaviours during the first month of COVID-19 lockdown in Serbia compared to the usual circumstances, to investigate the relationship between parents' evaluations of PA and children's PA level during the lockdown, and to examine the relationship between children's PA level and changes in psychological well-being and daily routines. The sample included 127 parents of preschool and school children. We constructed a questionnaire assessing sociodemographic information, parents' ratings of children's PA, their own children's PA-related behaviours, their evaluations of children's PA engagement before and during the lockdown, and their perception of psychological well-being and daily routines of their children during the lockdown. Results showed that the amount of daily PA in children decreased during the lockdown, especially the organized forms, which indicated that online PA programs have failed to replace regular PE classes and sports training. Also, parents valued regular forms of organized PA more than their online counterparts. We confirmed the relationship between parental evaluations and children's PA and showed that it depends on the specific aspect of PA the parents valued. Parents perceived that changes in children's psychological well-being and daily routines during the lockdown were of moderate intensity. PA frequency was related to attention, mood swings and PC and TV use. Our study offers several practical recommendations for children's PA in restrictive circumstances.

Additional co-authors: Ivan Ropovik, Balazs Aczel, Lena F. Aeschbach, Luca Andrighetto, Jack D. Arnal, Holly Arrow, Peter Babincak, Bence E. Bakos, Gabriel Banik, Ernest Baskin, Radomir Belopavlovic, Michael H. Bernstein, Michal Bialek, Nicholas G. Bloxsom, Bojana Bodroža, Diane B. V. Bonfiglio, Leanne Boucher, Florian Bruhlmann, Claudia C. Brumbaugh, Erica Casini, Yiling Chen, Carlo Chiorri, William J. Chopik, Oliver Christ, Antonia M. Ciunci, Heather M. Claypool, Sean Coary, Marija V. Cˇolic, W. Matthew Collins, Paul G. Curran, Chris R. Day, Anna Dreber, John E. Edlund, Filipe Falcao, Anna Fedor, Lily Feinberg, Ian R. Ferguson, Maire Ford, Michael C. Frank, Emily Fryberger, Alexander Garinther, Katarzyna Gawryluk, Kayla Ashbaugh, Mauro Giacomantonio, Steffen R. Giessner, Jon E. Grahe, Rosanna E. Guadagno, Ewa Halasa, Rias A. Hilliard, Joachim Huffmeier, Sean Hughes, Katarzyna Idzikowska, Michael Inzlicht, Alan Jern, William Jimenez-Leal, Magnus Johannesson, Jennifer A. Joy-Gaba, Mathias Kauff, Danielle J. Kellier, Grecia Kessinger, Mallory C. Kidwell, Amanda M. Kimbrough, Josiah P. J. King, Vanessa S. Kolb, Sabina Kolodziej, Marton Kovacs, Karolina Krasuska, Sue Kraus, Lacy E. Krueger, Katarzyna Kuchno, Caio Ambrosio Lage, Eleanor V. Langford, Carmel A. Levitan, Tiago Jesse Souza de Lima, Hause Lin, Samuel Lins, Jia E. Loy, Dylan Manfredi, Łukasz Markiewicz, Madhavi Menon, Brett Mercier, Mitchell Metzger, Venus Meyet, Jeremy K. Miller, Andres Montealegre, Don A. Moore, Rafal Muda, Gideon Nave, Austin Lee Nichols, Sarah A. Novak, Christian Nunnally, Ana Orlic, Anna Palinkas, Angelo Panno, Kimberly P. Parks, Ivana Pedovic, Emilian Pekala, Matthew R. Penner, Sebastiaan Pessers, Boban Petrovic, Thomas Pfeiffer, Damian Pienkosz, Emanuele Preti, Danka Puric, Tiago Ramos, Jonathan Ravid, Timothy S. Razza, Katrin Rentzsch, Juliette Richetin, Sean C. Rife, Anna Dalla Rosa, Kaylis Hase Rudy, Janos Salamon, Blair Saunders, Przemyslaw Sawicki, Kathleen Schmidt, Kurt Schuepfer, Thomas Schultze, Stefan Schulz-Hardt, Astrid Schutz, Ani N. Shabazian, Rachel L. Shubella, Adam Siegel, Ruben Silva, Barbara Sioma, Lauren Skorb, Luana Elayne Cunha de Souza, Sara Steegen, L. A. R. Stein, R. Weylin Sternglanz, Darko Stojilovic, Daniel Storage, Gavin Brent Sullivan, Barnabas Szaszi, Peter Szecsi, Orsolya Szoke, Attila Szuts, Manuela Thomae, Natasha D. Tidwell, Carly Tocco, Ann-Kathrin Torka, Francis Tuerlinckx, Wolf Vanpaemel, Leigh Ann Vaughn, Michelangelo Vianello, Domenico Viganola, Maria Vlachou, Ryan J. Walker, Sophia C. Weissgerber, Aaron L. Wichman, Bradford J. Wiggins, Daniel Wolf, Michael J. Wood, David Zealley, Iris Žeželj, Mark Zrubka, and Brian A. Nosek

Recent research findings have indicated that aerobic fitness and motor fitness are related to specific executive functions (EF). However, it is not clear whether the relationships of these fitness factors with executive functions are dependent on each other. The goal of this study was thus to investigate the relationship of aerobic fitness, motor fitness, and their interaction with EF in preadolescents. The sample consisted of 137 students (67 boys) aged 9-10 years. Physical fitness assessment included measures of aerobic fitness (20 m shuttle run test) and motor fitness (Hurdle and crawl test), while EF assessment encompassed measures of inhibition (Modified Stroop task), shifting (Smiley task) and updating (Letter memory task). The results showed that motor fitness was positively related to inhibition, r = .22, p lt .05, while aerobic fitness was positively related to shifting r = .22, p lt .05. Multiple regression and post hoc analyses indicated that aerobic fitness was positively related to shifting only when motor fitness was also high (beta = .44, p lt .01). This pattern of results could indicate the potential relevance of high levels of both motor and aerobic fitness for EF.

Students' attitude toward physical education (PE) is one of the important indicators of their involvement in PE classes as well as out-of- school physical activities. The main aim of this study was to examine the predictive value of sociodemographic and psychological characteristics of the students at early and middle adolescence for the formation of their attitude toward PE. The students' gender, age, academic self-concept in PE and the state anxiety in PE were examined. Additionally, the correlation between the students' attitudes toward PE and their performance in PE classes and out-of-school physical activities was also investigated. The sample included 251 primary and secondary school students, aged 13 to 17. The following instruments were applied in this research: the physical education attitude scale (PEAS), the Academic Self-Description Questionnaire (ASDQ II) and the Physical Education State Anxiety Scale (PESAS) including the following subscales: somatic anxiety, cognitive processes and worry, as well as an additional questionnaire containing questions about gender, age, PE marks and the students' engagement in out-of-school physical activities. The results have indicated a positive correlation between the students' attitudes toward PE and the academic self-concept in PE, whereas a negative correlation between the PE attitudes and all three components of the state anxiety in PE was determined. The results of a hierarchical multiple regression have indicated that the academic self-concept in PE and a somatic component of the state anxiety in PE are significant predictors of the students' attitude toward PE. It has also been shown that the students' attitudes correlated with their performance in PE and the success achieved in out-of-school physical activities as well. It has been concluded that it is necessary to enhance the students' academic self-concept in PE and create the classroom atmosphere which will provoke positive emotional experiences in students.

Athletes' coping strategies are important factors that contribute to competitive achievement and psychological well-being. The first aim of the current study was to explore the direct and interactive effects of Five Factor personality dimensions on dispositional coping strategies. The second aim was to test the second-order factorial structure of the Dispositional Coping Inventory for Competitive Sport (DCICS). The sample included 166 female volleyball players of mean age 15.01 years (SD=.87), and mean sports experience of 4.81 years (SD=1.85). They completed the NEO-FFI inventory and DCICS. Explorative factor analyses indicated two second order solutions with high reliability coefficients: task- and emotion-oriented coping strategies. The Paired samples t-test showed that young female athletes more often apply task-oriented strategies than emotion-oriented strategies. The regression analysis showed that some Five-Factor personality dimensions independently predicted the use of higher order coping dimensions. Conscientiousness was the only positive predictor of task-oriented strategies. Neuroticism was positive and agreeableness is a negative predictor of emotion-oriented coping strategies. No interaction effects of personality dimensions on dispositional coping were founded. These findings suggest that the Five-Factor personality model can predict the coping strategies that athletes frequently use. Findings also emphasize the need for more studies aimed to investigate this complex relationship including potential moderator effects of different variables such as gender, sport experience, competitive achievement, and different sports disciplines.

The syllabus of the track and field subject at the Faculty of Sport and Physical Education includes cross-country running - running in nature. The main objective of this study was to determine the structure and intensity of students' attitude toward the cross-country running. Besides, the objective was to check the connection of the students' attitude towards the cross-country running and the achieved results of cross-country running, as well as of doing sport and recreational running. The sample comprised 69 students of the second year of studies who attended the cross-country running classes. For measuring the attitude toward the cross-country running, the Connotative differential instrument was used consisting of 15 pairs of opposite adjectives presented in a form of seven-part bipolar scale grouped into three dimensions: affective, cognitive and conative. This instrument was applied within an extensive questionnaire which included questions about doing sports, jogging, as well as the results of cross-country running at the end of the teaching period. The descriptive analysis has shown that students have a positive attitude of moderate intensity toward cross-country running, observed through all three dimensions of attitude. The correlation analysis between the dimensions of attitude toward cross country running and the results achieved at cross country running showed that the correlations are negative and statistically significant, suggesting that if the result of running is better, the students' attitude toward cross country running is more positive. Competitive sport is not connected with the quality of attitude toward cross-country running. The results obtained by the study give grounds for assuming that, given that attitudes are an important component of the motivational aspect of personality, it can be expected that the students' positive attitude toward cross country running would contribute to cross country running application in their future professional activity and encourage this form of physical activity.

Large body of evidence suggests that two processes influence attitudes formation, implicit and explicit. On a sample of 70 heterosexual students of Belgrade University, several implicit and explicit measures were collected in order to assess attitudes towards homosexuality. To asses implicit processes Implicit Association Test (IAT) and Affective Priming (AP) were used, while Homophobic Attitude Scale (HAS), and Connotative differential (CD) were used as explicit measures. IAT and AP were based on the same stimuli. SEM-model was designed to investigate the influence of implicit latent factors on the explicit latent factor of the attitude. The model had excellent fit:□2(32) = 32.11, p = 0.46; RMSEA = 0.007 (90% CI RMSEA 0.0–0.089), SRMR = 0.071, and CFI = 0.99. Analyses suggest that IAT latent factor influences negative explicit attitude. Results revealed that latent AP factor interpreted as arousal on heterosexual stimuli, does not correlate neither with IAT nor explicit attitude. Theoretical and methodological ramifications of the results are discussed.