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Copyright of E-Pedagogium is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aplikované Pohybové Aktivity v Teorii a Praxi is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: In the Czech Republic a standardized measuring method has not been applied yet in order to monitor the amount and intensity of physical activity of persons with spinal cord injury. Objective: The purpose of this study was to translate, adapt and validate administration and scoring manual of the semi-structured interview Physical Activity Recall Assessment for People with Spinal Cord Injury (PARA-SCI), focused on the subjective perception of the amount of physical activity of persons with paraplegia. Methods: To determine the criterion validity of the research tool, we compared data from 53 people with paraplegia collected through PARA-SCI interviews and data from the ActiGraph GT3X+ accelerometer, which respondents wore on their non-dominant wrist. We evaluated the test-retest reliability among 39 subjects with paraplegia, which consists in administering the questionnaire on two occasions separated by a time interval one week. Results: In the validity study, the correlation between data for overall physical activity over three days form accelerometers and PARA-SCI interviews showed the strong level of correlation strength (r = .58, p < .001). The intraclass correlation between data for overall physical activity over three days from two PARA-SCI interviews showed a moderate level of test-retest reliability (r = .70, p < .001). The intraclass correlations ranged from .38 to .80 for the various PARA-SCI activity categories and intensities. Conclusions: A Czech version of the semi-structured interview PARA-SCI was standardised and can be used by physiotherapists, nutrition therapists and sports educators from the field of adapted physical activities in the Czech Republic. [ABSTRACT FROM AUTHOR]

The aim of this study was to translate and validate the revised inclusive physical education self-efficacy questionnaire SE-PETE-R in the Czech language. SE-PETE-R measures the self-efficacy of PE teacher education majors towards including students with intellectual disabilities (IDs), physical disabilities (PDs) and visual impairments (VIs) in PE frameworks. The English version of the questionnaire was translated into Czech, followed by verification by the back-translation procedure. Expert evaluation and confirmatory factor analysis (CFS) served as the basis for establishing validity of the Czech SE-PETE-R questionnaire. CFA performed for each subscale confirmed two factors (F1 peers' instruction, F2 staying on task) in the ID scale, three factors (F1 specific adaptations, F2 peers' instruction, F3 safety) in the PD scale and two factors (F1 specific adaptations, F2 peers' instruction) in the VI scale. [ABSTRACT FROM AUTHOR]

Background: Following the inclusion of children with disabilities in mainstream schools worldwide, legislative changes have recently been introduced in Poland, facilitating educational inclusion of individuals with disabilities. However, practical implementation still requires further action. Attitudes are a major determinant of teachers' behavior. Therefore, based on the Theory of Planned Behavior, the instrument Attitudes Toward Teaching Individuals with Physical Disabilities in Physical Education (ATIPDPE) has been developed, and adapted to cultural contexts in several countries (e.g. South Africa, Slovenia, and Greece). Objectives: The aim of this study was to estimate construct validity of the revised ATIPDPE-R instrument to the Polish cultural context (ATIPDPE-R-PL), in order to prepare a reliable scale to measure the attitudes of physical education (PE) teachers towards teaching students with physical disabilities in general PE classes. Methods: Participants were 158 in-service PE teachers (100 women and 58 men, range of age from 25 to 60, from primary and secondary schools) from Polish schools. Construct validity was obtained throughout the principal component analysis method (PCA). Reliability was estimated through Cronbach's alpha coefficient, where the value of at least .7 was accepted as satisfactory. Results: Based on the analysis, the attitudinal scale of ATIPDPE-R-PL measured three psychological components, which came from the PCA, and explained 66% of the variance similar to the original scale. Conclusions: The three components were positive and negative outcomes for students and negative outcomes for teachers, however items in each component varied from the original scale. [ABSTRACT FROM AUTHOR]

Quality of life (QOL) of persons with disabilities has recently become focus of studies in various academic disciplines There is 250-500 thousands new cases of spinal cord injury annually, with majority being caused by accidents. Spinal cord injury (SCI) makes significant impact on person's lives as only one third of persons with SCI are able to return to jobs they did prior to acquiring SCI and majority of them cannot return to the hobbies or sports. The purpose of this study was to show the effect of sport participation in wheelchair rugby on QOL of persons with spinal cord injury. Twenty male wheelchair rugby players - athletes with tetraplegia, who are engages in regular organized physical activity - wheelchair rugby training and competition (mean age = 32.50, SD = 8.46). Sixteen persons with tetraplegia (all males) who were not actively engaging in sports - not participating in an organized physical activity (mean age = 39.44, SD = 7.44). While results of wheelchair rugby players were higher in all four domains of QOL, the only significant difference was found in domain one focusing on perceived physical health. [ABSTRACT FROM AUTHOR]

Copyright of Physical Culture / Tělesná Kultura is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Speciální Pedagogika is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This pilot study of lifestyle of 11-15 years old students with visual impairment is the spin-off project from longitudinal HBSC study (The Health Behavior in School Aged Children) entitled disHBSC. The aim of the study was to analyze the determinants of physical activity and lifestyle of 11- to 15-year-old students with visual impairment, who are actively engaged in sports. The pilot study is based on original HBSC survey, which was adapted to meet specific needs of children with visual impairments. DisHBSC survey contained 48 questions divided to the following areas: demographical information, nutritional habits, physical activity and leisure, health, abuse of drugs, self-esteem, violence, school, family and peers. We have found surprising results regarding the amount of weekly physical activity, where only 9% of students met WHO minimal suggestions for physical activity. More than 50% of students identified school-based physical education as the main area of physical activities. We found alarming examples in school-based bullying. 11.7% of boys and 21% of girls experienced bullying 2-3 times in the past months. The main motive for engagement in a physical activity was to improve health. The most preferred activity is swimming, adapted aquatics and ball games. Our respondents spend significant time in sedentary activities and screen time, less in from of TV but more with PC, tablets or smartphones. [ABSTRACT FROM AUTHOR]

Copyright of Physical Culture / Tělesná Kultura is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Backround: Including students with disabilities into general physical education (PE) is currently common practice in most European countries. SE-PETE-D is based on Bandura's self-efficacy model. SE-PETE-D measures self-efficacy of PE teacher education majors' toward including students with intellectual disabilities (ID), physical disabilities (PD) and visual impairment (VI) in PE frameworks. Objective: The main purpose of this study was to determine the validity and reliability of SE-PETE-D in Czech language. Methods: Transformation and standardization of the questionnaire was done in several steps. The English version of the questionnaire was translated into Czech, followed by back-translation procedure. The sample included 252 (101 females, 151 males) PE students from five Czech universities. We conducted Cronbach's alpha method for assessment of reliability and confirmatory factor analysis (CFA) for assessment of validity. Results: The coefficient of Cronbach's alpha reached good values (α for PD scale = .87, α for VI scale = .90, α for ID scale = .76). CFA performed for each subscale confirmed two factors in ID scale (F1 peers' instruction, F2 staying on task), three factors (F1 specific adaptations, F2 peers' instruction, F3 safety) in PD scale and two factors (F1 specific adaptations, F2 peers' instruction) in VI scale. CFA confirmed factor structure of Block, Hutzler, Barak, and Klavina (2013) results. The chi-square was significant in all models except for ID (p = .44), other goodness of fit measures demonstrated acceptable model fit. Conclusions: The particular subscales with the items confirmed exhibit significant construct validity evidence that they can be used to explore the impact of different programs on self-efficacy in PE teacher education students. However we have to continue in the process of validation of SE-PETE-D-CZ in the Czech setting. [ABSTRACT FROM AUTHOR]

Copyright of Aplikované Pohybové Aktivity v Teorii a Praxi is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Deaf-blindness (DB) is a distinct disability because of combined impairments of hearing and visual functions, causes severe difficulties in the psychosocial area, communication, social interaction, and interaction with the environment. Leisure-time physical activities (LTPA) properly planned and executed can be beneficial in providing support and facilitating coping as strategy for managing stress in families of children with disabilities. Appropriate LTPA also influence the quality of the lives of people with DB. Our study was also based on coping theory. Objective: The purpose of this study was to examine the beliefs of mothers with regard to leisure-time physical activity of families of children with deaf-blindness, the benefits that activities can bring to families of children with DB, needs and the barriers to participation. Methods: Participants of this study were five mothers of children with DB, who were interviewed using the phenomenological tradition of qualitative inquiry. Results: Findings show six emergent themes in relation to perceived needs of children with DB: structure of life; coactive engagement; happiness and well-being; doing "normal things"; appropriate support and services; and appropriate communication. Conclusion: The results of the present study indicated that there are various support systems, which could facilitate participation in LTPA: (a) special schools and respite care centers; (b) special programs such as family camps or programs where children can learn basic skills needed for participation in physical activities (e.g., swimming or biking); (c) adapted equipment which can allow participation; (d) parental support groups where parents can share common experiences or religious support groups, which might be able to accept a family with a child with DB as equal member of their community; and finally (e) assistance, which could have a formal form of professionals or paraprofessionals working with persons with DB. The absence of these support systems creates barriers to participation in LTPA due to the children's lack of skills, limited accessibility and non-existence of specialized year round programs. [ABSTRACT FROM AUTHOR]

Background: Inclusion refers to the notion that all students, regardless of disability (mild or severe), will be taught in regular education classes even if special resources are needed. Attitudes about inclusion are extremely complex and vary from country to country and school to school. One of the factors influencing the effective implementation of inclusion is the teacher's attitudes. The latest results from literature show that attitudes toward people with disabilities are changing in a positive direction over the last few decades. Objective: The purpose of this study was to examine the effects of an undergraduate adapted physical education course on the attitudes of pre-service physical educators toward individuals with disabilities. Methods: The Attitudes Towards Individuals with Physical Disabilities in Physical Education (ATIPDPE) instrument, based upon the Theory of Planned Behaviour (Ajzen, 1991) was used to measure the attitudes of pre-service teachers within three groups of students of the Department of Sport Science at the Università Degli Studi di Napoli "Parthenope" (Italy) enrolled in the 1st and 3rd year of Bachelor's studies in the Department of Sport Science, and students enrolled in the last year of a Master degree in Motor Activities and Preventive for Health. The software package SPSS 19.0 was used to analyze results via a Mann-Whitney U test and multiple regression analysis. Results: Although no significant differences between the groups were found in relation to group year or subject major, results found positive attitudes of pre-service teachers towards inclusion (Physical Education (PE) 1st year attitude (ATT) mean = 58.93; PE 3rd year ATT mean = 61.11; Postgraduate 2nd year mean = 59.80), as well as very high intentions. Attitudes were found to account for 30% of variance of intentions (R² = .30). Conclusion: This research concluded that it is necessary to further improve and develop attitudes and intentions of pre-service teachers to ensure the implementation of successful inclusive physical education programs. In order to achieve this, university courses need to provide more effective courses and experiences relating to the teaching of students with disabilities. [ABSTRACT FROM AUTHOR]

Background: Professionals working in the area of special education are exposed to the unique situation of occupational stress. Adapted physical education teachers are experiencing several symptoms of the burnout phenomenon. Objective: The purpose of this study was to identify factors causing job dissatisfaction among certified adapted physical education specialists in the USA. Methods: The survey was developed based on: (a) Herzberg's (1959) theory of job satisfaction, and (b) a pilot study, which examined specific factors of job dissatisfaction among adapted physical education (APE) teachers in the USA. The survey consisted of three parts: (a) demographic information, (b) paired comparison of nine general factors which could cause job dissatisfaction, and (c) paired comparison of ten APE specific factors which could cause job dissatisfaction. The participants were 113 certified adapted physical education specialists (CAPES) (88 females, 25 males), a 38% return rate of all mailed surveys. Results: The results indicated that 39% of CAPES have seriously considered another job outside of APE and 26% of CAPES have actively searched for job outside of APE in the last two years. 113 CAPES indicated the general factors that they found the most dissatisfying in their job (listed accordingly to rank, frequency and percent of times chosen, N for each factor = 1017) were working conditions (644, 71%); policies and administration (619, 68%); interpersonal relationship with supervisors (552, 61%); supervision (484, 54%); salary (404, 45%); interpersonal relationship with subordinates (404, 45%); benefits on job (301, 33%); interpersonal relationship with peers (293, 32%); and job security (245, 27%). 110 CAPES indicated the APE specific factors they found the most dissatisfying on their job (listed accordingly to rank, frequency and percent of times chosen, N for each factor = 990) were paperwork (687, 69%); scheduling (659, 67%); facilities (617, 62%); individualized education plan meetings (464, 47%); travel (450, 45%); number of students (429, 43%); equipment (417, 42%); variability of disabilities (381, 38%); severity of disabilities (357, 36%); and home base (353, 36%). Conclusion: It appears that the efforts should be focused in teacher preparation and in-service support in the areas related to cooperation and communication with school administrators. [ABSTRACT FROM AUTHOR]

The aim of this research is to determine the level of self-efficacy among students studying Sport and Physical Education at the three Universities in Serbia, toward teaching students with intellectual disabilities (ID), physical disabilities (PD) or visual impairment (VI) in GPE classes in Serbia. Participants were 120 students (75 males and 45 females) mean age ± 22.85at the last year at Faculty of Sport and Physical Education from University of Belgrade (UBG), University of Nis (UNI) and University of Novi Sad (UNS). SituationalspecificSelf- Efficacy and PhysicalEducatorsScale (SE-PETE-D, Block, Hutzler, Barak&Klavina, 2013) was used to measure the self-efficacy of PE studentsas well additional information about previous courses and experiences had been provided by questionnaire. T-test indicated statistical differences considering gender at the UBG toward teaching students with ID (mean F= 3.95 while mean of male responses was 3.50; p=0.01) and at the UNI toward teaching students with VI (mean of F= 4.13, M= 3.47; p=0.03). Significant differences have been found among students' level of self-efficacy from three Universities toward teaching students with ID (F=8.76; p=0.00) and PD (F=5.03; p=0.01) in GPE classes in Serbia. [ABSTRACT FROM AUTHOR]

Copyright of Physical Culture / Tělesná Kultura is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Physical Culture / Tělesná Kultura is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Inclusion of students with physical disabilities in general schools in the Czech Republic has become widespread educational policy. On the other hand inclusion of these students in general physical education is often overlooked or underestimated. In order to understand this phenomenon in the Czech Republic we must conduct series of survey studies, this being one of them. The purpose of this study was to describe State of Inclusion of Students with Physical Disabilities in General Physical Education in Prague and Central Bohemian region. We used the descriptive study based on survey, which took part in schools with integrated pupils with disability in Prague and also in Central Bohemian region. Participants are teachers of included children. Questions in the survey were focused on experiences of the teachers with inclusive physical education (PE), especially what helps during inclusion and what kind of assistance or advice they would need (education, personal support etc.).Total number of surveys we distributed was 95 and we get 60 of them back. These were used for further processing and the resulting statistics. Total file research respondents were teachers of 29 boys and 31 girls who were in age from 7 - 21 years. All of respondents were teaching in schools in Prague or Central Bohemian Region. The largest percentage of the total number of children participating in PE lessons is pupils with mild physical disabilities (64 %). The most common problems are based on the severity of students' disabilities. Other fundamental problems in inclusion of children to the PE lessons are: (a) the lack of teaching assistants (40 %), (b) special equipment (35 %) and (c) the lack of knowledge (12 %) of teachers in the field of APA. [ABSTRACT FROM AUTHOR]

Copyright of Physical Culture / Tělesná Kultura is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aplikované Pohybové Aktivity v Teorii a Praxi is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aplikované Pohybové Aktivity v Teorii a Praxi is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Palackianae Olomucensis. Gymnica is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Palackianae Olomucensis. Gymnica is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aplikované Pohybové Aktivity v Teorii a Praxi is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Physical Culture / Tělesná Kultura is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Adapted Physical Activity is the property of European Federation of Adapted Physical Activities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Palackianae Olomucensis. Gymnica is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Adapted Physical Activity is the property of European Federation of Adapted Physical Activities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Palackianae Olomucensis. Gymnica is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Physical Culture / Tělesná Kultura is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this article is to present the development of inclusive experiential education courses in the Czech Republic. The inclusion of people with disabilities (PWD) in recreation, sport, and education has become more prevalent in Czech society. This article describes the conceptual meaning of the term inclusion from both a historical and theoretical perspective based on the work of two Central/Eastern European authors (Jesenský, 1998; Válková, 1998). The article also highlights one case study of The Czech Outward Bound branch Prazdninová škola Lipnice Vacation School Lipnice, which has applied these theoretical perspectives in developing inclusive experiential education programs. This article also provides specific examples of programs and activities that can help enhance the inclusion of PWD within the experiential educational environment. [ABSTRACT FROM AUTHOR]

Copyright of Medicina Sportiva Bohemica et Slovaca is the property of Ceska spolecnost telovychovneho lekarstvi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of European Journal of Adapted Physical Activity is the property of European Federation of Adapted Physical Activities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Palackianae Olomucensis. Gymnica is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Palackianae Olomucensis. Gymnica is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Palackianae Olomucensis. Gymnica is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Palackianae Olomucensis. Gymnica is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Palackianae Olomucensis. Gymnica is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Palackianae Olomucensis. Gymnica is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Palackianae Olomucensis. Gymnica is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aplikované Pohybové Aktivity v Teorii a Praxi is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)