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Background: The development of moral competence seems to be an important factor in the context of youth development. The problem with lack of moral competence among youth has often been observed. Physical education (PE) as a subject in school seems to provide space in the curriculum where moral development can and should be experienced and practiced., Methods: The participants were high school students (N.=235), divided into 4 groups: two experimental and two control groups. The difference between the experimental groups was the frequency of the experiment. The first group carried out two units a week for one semester, and the second group one lesson unit throughout the school year. As a research tool the Moral Competence Test was used., Results: The results indicate statistically significant positive changes between the score of Community Index (C-Index) in pretest and post-test for both experimental group (P<0.05; η 2 =0.04), and between pretest and follow-up in second experimental group (P<0.05; η 2 =0.05). Whereas in the control groups, there were no significant changes in the comparison of terms (pretest, post-test, follow-up) (P>0.05)., Conclusions: Based on the study, it can be determined that the curriculum of physical education, based on the model of non-linear pedagogy, can increase the level of moral competence among young people.

The study examined prosocial behaviour and the perception of fair play in the context of physical education and sport (PES) in adolescents participating in sports, and those not undertaking sports at all. The aim of this study was to explore and indicate potential associations between an understanding of the concept of fair play and selected behaviours (e.g., abiding by the rules, obeying decisions of the referee and sportsmanship) in youth. In total, 1257 secondary school students, aged 16.1 ± 0.87 years (627 girls and 600 boys), were recruited. For assessing the level of fair play awareness (L), the Fair Play Moral Dimensions Concept Scale (FPMDCS) was used. To measure the declared level of prosocial behaviours of students, the survey My Physical Education Class (MPEC) was used. Participants were divided into groups in relation to training experience (no sports, amateur sports, professional sports) and subgroups, with levels according to their understanding of the Fair Play concept (L 1 to L 3 ). The results show significant difference in all dilemmas in various groups in relation to scores in subgroup L 3 ( p = 0.056; p = 0.012; p = 0.003) with regard to subgroups L 2 and L 1 in the level of understanding fair play. Overall, the percentage of respondents who view fair play only in the context of sport (L 1 ) is 69%. Far fewer are those (31%) who understand it more broadly as a principle that applies to everyday life situations (L 3 ). It seems to be crucial to promote moral development during PES activities, especially the value of respect.

Background: The study purpose was to investigate the level of moral competences and prosocial behaviours in a physical activity (PA) context and differences between first year freshman students enrolled in both the physical education and sport coaching majors., Methods: We draw on data from students of the Faculties of Physical Education (109) and Sport (94) at Poznan University of Physical Education. For measurement, Lind's Moral Competence Test was used. Comparative analysis of differences between the groups was undertaken with the use of Mann-Whitney U test and Kruskal-Wallis nonparametric analysis of variance was used for further analysis., Results: The results show that there were no significant differences between the examined students in majority of the characteristics. Students comply with the recommended levels of physical activity, but 70% present low level of moral competences. Parents were the most influential factors in moral development across levels of competences and genders. More years of sports training showed a positive relationship with moral development (only in the group of male students with high level of moral competency)., Conclusions: Based on the findings, it is recommended to consider the changes in physical education and sport students education training programmes which should include more critical reflection and life-long learning competences.

Aim: This study aimed to investigate how were the peer and physical education (PE) teacher variables associated with moderate-to-vigorous physical activity (MVPA) among Kosovar teenagers (13-15 years of age), and the role of age and gender in these associations., Methods: Cross-sectional data was gathered through a study conducted in seven major municipalities of Kosovo. 632 girls (aged 14.3 ± 0.8) and 664 boys (aged 14.2 ± 0.8) were examined using the adjusted Classmate and Teacher Support Scale and the Physical Activity Screening measure. A three-way (support*age*gender) ANOVA was used to compare the individuals' MVPA level with the different levels of support they received, with different age in groups of girls and boys., Results: Boys reported higher levels of MVPA than girls in all age categories. A higher level of MVPA was reported by boys receiving high or medium support from classmates. In case of PE teacher support, high, medium and even low support correlated with high MVPA in all age categories. In girls only 13 year olds reported receiving high levels of both classmate and PE teachers support which correlated with a higher level of MVPA., Conclusions: It appears that engagement in MVPA among young Kosovar adolescents is relatively high in boys, regardless of the level of classmate or PE teacher support, whereas in girls the level of MVPA decreased over their time at school. Support from both classmates and PE teachers turned out to be the most significant factor in 13 years old girls, before they moved from primary to secondary school. This issue requires more detailed insight, considering traditional ethnical and religious barriers to engagement of young female adolescents in physical activity.

The aim of this paper is to examine the role of physical education (PE) teacher and classmate support in relation to sex and BMI status in adolescents' physical activity (PA) in Kosovo. A Classmate and Teacher Support Scale (with additional questions) was used on a cross-sectional sample of 608 girls and 620 boys aged 15-18, randomly selected from secondary schools of seven major municipalities in Kosovo. PA level was determined with a Physical Activity Screening Measure questionnaire. Descriptive statistics and a three-way ANOVA, along with Tukey's HSD post hoc test, were employed. The findings showed the levels of teacher and classmate support to be important factors in stimulating adolescents' PA. It was found that boys with normal weight, high support from teachers, and medium or high support from classmates were more physically active, compared with girls.

Background and Aims: A salutogenetic approach may play an important role in developing adolescent understanding of health. On the basis of sense of coherence the study examined the relationships between self-assessed physical fitness and actual performed cardiorespiratory fitness., Methods: Data were collected from 199 boys aged 13, randomly assigned to either an experimental or a control group. Frequency of out-of-school moderate-to-vigorous physical activity (MVPA) was self-rated by pupils while cardiorespiratory fitness was measured using 20-meter Shuttle Run test (20SRT) from the battery of Eurofit. Sense of coherence was measured with a SOC-13 questionnaire. A three semesters (15 months) intervention into a physical education programme, based on the Hellison's Teaching Responsibility through Physical Activity (TRPA) model, was introduced in the experimental group., Results: In the experimental group post-test examination revealed that cardiorespiratory fitness had improved significantly as the number of minutes completed in 20SRT increased. A similar situation was observed in the case of sense of coherence. No such findings were observed in the control group, and in a post-test comparison both the average results in 20SRT and in sense of coherence were statistically (p50.05) lower than in the experimental group., Conclusions: A health-related physical education programme based on developing individual responsibility through self-planned out-of-school activity can provide pupils with substantially more physical activity during the day (and thus improve cardiorespiratory fitness) when it is based on self-determined and individualized objectives.