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Research background. Chronic nonspecifc low back pain is one of the most widespread health problems in modern society. Massage together with oils is commonly used for low back pain. However, no studies are available on the effect of classical massage with different oils on functional state and pain in patients with chronic low back pain. The aim of this research was to determine the effects of classical massage with different oils on patients with chronic nonspecifc low back pain. Methods. This study included 14 women. They were randomly assigned into two groups. The experimental group received classical massage using oil of natural components and the control group received massage with Vaseline oil. All participants received seven massage sessions, one session lasted 20 min. Pain intensity (VAS scale), functional disability level (Oswestry Low Back Disability Questionnaire) and measurement of spine flexion range of motion (Modifed Shober test) were evaluated before and after intervention. Results. Both groups showed signifcant improvements in pain intensity (p < 0.05). Massage with oil of natural components was more effective then massage with Vaseline oil in reducing pain (p < 0.05). Functional disability decreased in both groups (p < 0.05), but no signifcant difference was found between groups. The range of motion changes were not signifcant after intervention in two groups. Conclusions. Classical massage with oil of natural components and classical massage with Vaseline oil were found to be effective in relieving pain and decreasing functional disability in patients with chronic low back pain. Massage with oil of natural components was more effective than massage with Vaseline oil in reducing pain. Keywords: chronic nonspecifc low back pain, classical massage, oil.

The purpose of this study was to investigate (a) the validity and reliability of the inclusive Self-efficacy Instrument for Physical Education Teacher scale (SE-PETE-D), using a Lithuanian physical education (PE) teachers’ sample, and (b) the impact of type of disability and personal attributes. The English version of the scale was translated into Lithuanian using the back-translation technique. The participants were 193 PE teachers working in Lithuanian schools (60 males and 132 females), ages between 22 and 65 years ( M = 46.47 years, SD = 9.08 years). The content and construct validity of the instrument was supported. The results of the factor analysis indicated a one-factor solution for the instrument’s intellectual disability (ID), physical disability (PD), and visual impairment (VI) subscales. Cronbach’s alpha reliability was high (ID = 0.96, PD = 0.97, and VI = 0.98). Test–retest correlation analysis showed a satisfactory coefficient (ID = 0.54, p < .05; PD = 0.75, p < .01; and VI = 0.63, p < .01; total of SE-PETE-D = 0.70, p < .01). The type of the students’ disability and the teachers’ adapted physical education (APE) training significantly influenced the teachers’ self-efficacy ( p < .05). The Lithuanian version of the SE-PETE-D appears to be a valid and reliable instrument, enabling future research on Lithuanian PE teachers.

Pastaruoju metu vis dar didelį rūpestį kelia ribotos intelekto raidos asmenų integravimasis, jų gyvenimo kokybė ir ugdymas. Kaip rodo praktika, daugelis pedagogų, dirbdami su ribotos intelekto raidos vaikais, pastebi tam tikrų teigiamų jų fi zinių ir asmenybės pokyčių. Todėl reikėtų pabrėžti, kad vis dar stokojama tyrimų, kuriais būtų bandoma įvertinti taikomosios ritminės gimnastikos, kaip vieno iš taikomosios fi zinės veiklos elemento, poveikį vidutiniškai protiškai atsilikusiems vaikams. Tyrimo tikslas — nustatyti ritminės gimnastikos pratybų poveikį ribotos intelekto raidos merginų fi ziniam pajėgumui. Iškeltas tikslas leido apibrėžti šiuos tyrimo uždavinius: 1) parengti ritminės gimnastikos pratybų programą ribotos intelekto raidos merginų fi ziniam pajėgumui gerinti; 2) atskleisti ribotos intelekto raidos merginų fi zinio pajėgumo pokyčius dėl ritminės gimnastikos pratybų poveikio. Buvo tiriamos ribotos intelekto raidos 18—25 metų merginos (n = 36), pasirinktos atsitiktiniu netikimybiniu būdu iš Kauno specialiosios olimpiados klubo. Skirstant respondentes į tiriamąją ir kontrolinę grupes, atsižvelgta į jų užimtu- mą. Dvidešimt keturios riboto intelekto raidos merginos, nedalyvaujančios kitoje veikloje, buvo paskirtos į tiriamąją grupę, likusios dvylika dalyvavo kitoje papildomo ugdymo veikloje ir buvo paskirtos į kontrolinę grupę. Testavimo būdu nustatytas bendrasis merginų fi zinis pajėgumas taikant Danijos bendrosios gimnastikos federacijos 1994 metais sukurtą metodiką, skirtą bendrąją gimnastiką kultivuojančių asmenų bendrajam fi ziniam parengtumui tirti (Course in general gymnastics, 1994). Aerobikos pratybos ir jų metu sukurta palanki bendradarbiavimo su ugdytiniais aplinka yra veiksminga pedagoginio poveikio priemonė, galinti skatinti ribotos intelekto raidos merginų fi zinio pajėgumo raidą. Dėl ritminės gimnastikos pratybų poveikio gerėjo tokie tiriamosios grupės ribotos intelekto raidos merginų fi zinio pajėgumo rodikliai kaip judesių koordinacija, pusiausvyra, lankstumas, nugaros, pilvo, rankų, kojų raumenų jėga (p < 0,001). Kontrolinėje grupėje reikšmingesnių fi zinio pajėgumo rodiklių pokyčio nepastebėta. Be to, tiriamosios grupės ribotos intelekto raidos merginų liemens jėga ir lankstumas nesiskyrė nuo nesutrikusios intelekto raidos bendraamžių. Raktažodžiai: ribota intelekto raida, fizinis pajėgumas, ritminė gimnastika.

Special Olympics have grown and became the largest worldwide provider of sport opportunities for individuals with intellectual disabilities. In addition, Special Olympics sport programs participation is associated with improved physical fitness and motor skills as well as increased self-esteem, self-confidence, social competence and positive self-perceptions. But there is still limited research regarding sport participation motivation in Special Olympics, so the aim of the study was to identify why individuals with intellectual disabilities have joined and continue to participate in Special Olympics program. This study evaluated sport participation motivation of 102 (60 males and 42 females) SO athletes aged 12 to 16 years (mean age 14.12, SD = 1.47). The sampling design was purposive in that participants had to meet criteria of mental retardation, to come from the same Kaunas region, and to participate in sport for 1—2 hours twice a week for a minimum 6 months. To measure sport motivation were used the Sport Motivation Scale (SMS) (Pelletier et al., 1995). The Lithuanian validation of this modified sport motivation scale (SMS) for persons with mild mental retardation was done by Sajute (2002). The results showed that Special Olympics sport participants expressed significantly greater identified regulation level (extrinsic motivation) than intrinsic motivation, and the mean score of external regulation (extrinsic motivation) was higher compared to intrinsic motivation. Results showed the most motivating factors for participants was winning ribbons and medals, fun, being pretty skilled and spend time with friends. While sport participation motives of athletes with intellectual disabilities varied, they were not so different between genders. No significant differences were found between genders. Our study supported the use of self-determination theory for the evaluation of motivation for participation in Special Olympics sport programs. Keywords: intellectual disabilities, sport participation, extrinsic and external motivation.

Žmogaus reakcijos į įvairiausius signalus tyrimo metodai leidžia atrasti vis naujas savybes ir formuoti naują požiūrį į propriorecepcijos, pusiausvyros aparato, regos, nervų ir raumenų sistemų visuminę veiklą (Weeks et al., 2000; Gut et al., 2007; Zuozienė, 2007). Psichomotorinė reakcija svarbi sutrikusio intelekto asmenims kasdieniame gyvenime, nes einant gatve, dirbant, sportuojant, tenkinant kasdienius poreikius ar užsiimant rekreacine veikla kartais būtina daryti greitus sprendimus dėl atitinkamų veiksmų numatytomis ar nenumatytomis situacijomis (Weeks et al., 2000; Pratt, Greydanus, 2007). Kadangi vienas iš sutrikusio intelekto asmenų vystymosi ypatumų yra sutrikusi psichomotorinė raida, šia tema reikėtų atlikti tyrimus, kurie padėtų stebėti CNS funkcinės būklės pokyčius. Reakcijos laikas labai svarbus ne tik motorinei raidai, bet ir geresniam, greitesniam prisitaikymui prie besikeičiančių gyvenimo sąlygų. Tyrimo tikslas — ištirti ir įvertinti sutrikusio intelekto asmenų psichomotorinę reakciją. Siekdami užsibrėžto tikslo stengėmės atsakyti į šiuos klausimus: 1) kaip skiriasi įprastos ir sutrikusios raidos asmenų psichomotorinė reakcija; 2) ar skiriasi sutrikusio intelekto asmenų paprasta ir sudėtinga reakcija į šviesą ir garsą; 3) ar priklauso sutrikusio intelekto asmenų psichomotorinė reakcija nuo sutrikimo laipsnio ir lyties. Buvo tirtos trys 18—21 metų amžiaus tiriamųjų grupės (įprastos raidos (n = 20), nežymiai protiškai atsilikusių (n = 17) ir vidutiniškai protiškai atsilikusių asmenų (n = 19)). Psichomotorinei reakcijai išmatuoti buvo taikomas reakciometrijos metodas naudojant reakciometrą RA-1, skirtą žmogaus reakcijos į raudonos ir žalios šviesos ar gar- sinį signalą trukmei matuoti, žmogaus centrinės nervų sistemos (CNS) psichomotorinės reakcijos greičio ypatumams nustatyti. Įprastinės raidos tiriamieji pasiekė kur kas geresnių rezultatų atlikdami visas reakcijos laiko užduotis, lyginant su protiškai atsilikusių tiriamųjų grupėmis (p < 0,05). Visos tiriamųjų grupės greičiau reagavo į garso nei į šviesos dirgiklį ir buvo geresni jų paprastos reakcijos laiko rezultatai nei sudėtingos. Nežymiai protiškai atsilikusių vaikinų reakcijos laikas buvo geresnis atliekant paprastos reakcijos laiko į šviesą užduotis, o to paties protinio atsilikimo merginos greičiau atliko paprastos reakcijos laiko į garsą užduotis. Vidutiniškai protiškai atsilikusių merginų reakcija į šviesą ir garsą yra geresnė nei to paties protinio atsilikimo vaikinų. Įprastos raidos tiriamieji darė daugiau klaidų nei sutrikusio intelekto asmenys, mažiausiai klaidų darė vidutiniškai protiškai atsilikę tiriamieji. Raktažodžiai: sutrikęs intelektas, psichomotorinė reakcija, reakcijos greitis.

Laisvalaikis yra socialinė erdvė, kurioje baziniai santykiai gali būti stiprinami, plėtojami, išreiškiami. Dėl šios prie- žasties laisvalaikis stipriai susijęs su tuo, kokias vertybes mes puoselėjame, kokie yra mūsų prioritetai, ir tai labai svarbu šeimos, visuomeniniuose santykiuose. Našlaičiams ir tėvų globos netekusiems vaikams, kurie ilgai gyvena vaikų globos institucijose, tapimas savarankiškais ir suaugusiais yra dar labiau apsunkintas, todėl reikalingas nuoseklus, tęstinis vaiko poreikius ir brandą atitinkantis savarankiškų įgūdžių ugdymas. Pasaulyje atlikti tyrimai rodo, kad tėvų globos netekę jaunuoliai yra ypač pažeidžiama socialinė grupė, labiau linkusi į rizikingą elgesį, be to, įvairūs psichinės sveikatos sutrikimai šioje grupėje diagnozuojami kelis kartus dažniau. Pažymėtina, kad Lietuvoje mokslinių tyrimų apie vaikų, gyvenančių globos namuose, gyvenimą iš tiesų trūksta. Nedaug tyrimų ir nagrinėjančių vaikų globos įstaigų ugdytinių pedagogines psichologines problemas, turiningo laisvalaikio reikšmę jų ugdymui. Tyrimo tikslas ⎯ ištirti globos įstaigose ir biologinėse šeimose augančių vaikų aktyvaus laisvalaikio veiklas. Tyrimo uždaviniai: nustatyti, kur ir kokia laisvalaikio veikla turi galimybę ir užsiima globos namuose ir biologinėse šeimose augantys vaikai; ištirti vaikų požiūrį į socialiai netinkamą veiklą; atlikti globos namuose ir biologinėse šeimose augančių vaikų tyrimo rezultatų lyginamąją analizę. Naudota anketinė apklausa. Tyrimo duomenys apdoroti pasitelkus SPSS-15 kompiuterinę programą. Buvo apklausti 716 skirtingose globos įstaigose ir 908 biologinėse šeimose augantys 12⎯19 metų vaikai ir 176 vaikų globos (rū- pybos) sistemos ekspertai. Išvados. Globos namuose ir biologinėse šeimose augantys vaikai turi panašių galimybių dalyvauti įvairiose laisva- laikio veiklose mokyklose ir kitose įstaigose. Visgi kur kas aktyviau laisvalaikio veikloje dalyvauja biologinėse šei- mose augantys vaikai. Nepriklausomai nuo socialinės aplinkos skirtumų dauguma vaikų labiausiai mėgsta sportinę veiklą, kiek mažiau ⎯ muzikinę, nemažai vaikų užsiima kita menine veikla. Biologinėse šeimose augantys vaikai, vertindami savo gebėjimus, kur kas dažniau nei globos namų vaikai nurodė, kad jiems geriausiai sekasi mokslai ir bendravimas. Tuo tarpu globos namų auklėtiniai dažniau teigė, kad jiems gerai sekasi dainavimas. Kur kas daugiau biologinėse šeimose augančių vaikų teigė, kad moka atsispirti draugų spaudimui įsitraukti į netinkamą veiklą, turi savo tvirtą nuomonę, apie tai žino, nors nemažai ir globos namų auklėtinių taip pat sutiko su šiuo teiginiu. Globos namuose augantys moksleiviai dažniau už šeimose augančius vaikus teigia, kad kartais atsispirti draugų spaudimui užsiimti netinkama veikla būna sunku. Raktažodžiai: laisvalaikio veiklos, globos namai, biologinės šeimos, rizikingas elgesys.

Research background and hypothesis. The study started with the hypothesis that direct observation of a child could be used as part of assessment of various internal problems. The results of recent observational studies on depressed children show that explicit behavioral symptoms of depression, such as psychomotor agitation, can be systematically observed during standardized procedures. Research aim. The aim of the study was to construct a checklist of motor behavior for children aged 11–12 years with internal problems. Research methods. Items for the checklist were recorded from DSM-IV and ISD-100. Children of 11–12 years (n = 75) were videotaped whilst participating in physical education lessons. Achenbach’s Child Behavior Checklist (Youth Self-Report for Ages 11–18 (YSR) and Teachers’ Report Form for Ages 5–18 (TRF)) were applied to the sample as well. The results from YRS and TRF were used for the development of validity statistics. Reliability statistics was calculated as well. Research results. The 14 statements were selected for the development of observation of motor behavior for children with internal problems. Result showed that the internal consistency (Cronbach’s α = 0.79) and reliability (ICC = 0.81) of the checklist were good. The insignificant result of dispersion among the observer group (F = 7.233, (df = 4) p = 0.423) showed that the observers agreed when assessing children. Discussion and conclusions. The instrument will be useful in screening children with possible internal problems and assisting in intervention planning aimed at influencing motor behavior. The study has a number of limitations – the sample is too small, the more extensive check of validity and reliability is required. Keywords: observation, internal problems, protocol of motor behavior, validity, reliability.

Background. Teacher’s perceptions of Self-efcacy (SE) have been suggested as an important factor in the successful inclusion of students with special educational needs. The purposes of this study were (a) to investigate the validity and reliability of the instrument of physical education teachers’ self-efcacy toward the inclusion of students with Autism Spectrum Disorders (PESEISD-A), using a Lithuanian physical education (PE) teachers’ sample, and (b) to assess relationships between SE scale and subscales. Methods. The English version of the instrument was translated into Lithuanian using the back-translation technique. The participants were 368 PE teachers working in Lithuanian schools (152 males and 216 females), aged between 24 and 65 years (M = 47.09; SD = 9.06). The content and construct validity of the instrument were supported. Results. The results of the factor analysis indicated a one-factor solution for the scale’s SE. Cronbach’s alpha reliability of SE scale and all other subscales was high (α > .93). Test-retest correlation analysis showed a satisfactory coefcient. In this study, positive and signifcant relationships between SE scale, mastery experience, vicarious experience, social persuasion, physiological state, behaviour, and perceived challenges subscales were determined (p < .01). Conclusions. The Lithuanian version of the PESEISD-A appears to be a valid and reliable instrument, enabling future research on Lithuanian PE teachers. Keywords: professional development, special education needs, self-efcacy theory, source of self-efcacy.

Background. Positive effect of physical activity on mental health has been proven by scientifc research, whereas the quality of life scale is an important instrument for the assessment of the overall functioning of people with mental disorders. The aim of the study was to determine the relationship between the quality of life and physical activity in patients with depressive disorder. Methods. The survey involved randomly selected subjects (n = 38) with depression aged 20–75. The subjects were assessed using quality of life SF-36 and physical activity questionnaires. Results. The survey results showed that patients with mental disorders evaluated their physical health much better than mental health (p < .01). General health perception and social functioning improve with increasing energy and vitality. Subjects who were more physically active at home rated their general physical activity better in quality of life questionnaire. Conclusions. Higher physical activity at work has a positive influence on vitality and general health perception. Keywords: quality of life, physical activity, mental health.

Background. Students with emotional and behavioural disorders (EBD) represent one of the most challenging groups not only to provide effective educational services, but often present complex challenges for schools, families, and society. There is a lack of information about concrete research-based interventions and practices which could be helpful for delinquent students with EBD to cope with problem behaviour more effectively. The aim of the study was to assess the emotional and behaviour disorders of girls living in socialization centres and to review intervention strategies for changing behaviour through physical activity. Methods. The study was conducted in two Children Socialization Centres where 50 girls aged 12 – 18 are housed following the decision of Child Welfare Commission. Behaviour Assessment System for Children (BASC-2), a Self-Report Personality Scale was used to find out emotional and behavioural disorders of girls. Results. Analysis of our study results reveals that the girls with delinquent behaviour living in CSC show the risk of having problems in school, high level of social stress, anxiety, sense of inadequacy, atypicality, attention problems, hyperactivity and lower levels of self-esteem, self-reliance, interpersonal relations. The results support the conclusions of other studies which found significant relations between EBD students and weak levels of social skills, self-esteem and self-efficacy, cooperation. Conclusion. Sport and physical activity settings are effective intervention setting for creation, practicing and maintenance of pro-social behaviour and emotion managing; furthermore those skills could be transferred to community settings in everyday life. The best education setting for EBD students could be provided in inclusive environment, where the positive behaviour skills could be copied and maintained. Keywords: emotional and behavioural disorders, intervention strategies, delinquent behaviour, restricted environment.

Background. Intellectual disability is defined as significantly reduced ability to understand new or complex information, to learn and to apply new skills. Integration into the society and independent living for intellectually disabled people is demanding because of slowdown decision processing. Quick enough response time is of vital importance not only for the motor development but also for faster and better adaptation to the changing life conditions. Methods. The subjects were 112 persons with and without intellectual disability aged 11 to 18 years and recruited for the study. The Reaction Timer RA-1 was used to measure reaction time and to determine the speed characteristics of the person’s psychomotor response before and after moderate intensity exercising. Heart rate monitor Polar RS800 was used to measure the person’s heart rate. Results. The best reaction time was demonstrated by 16-year-old normally developed individuals and those with mild intellectual disability (p < .05). The slowest were 11 and 12-year-old individuals (p < .05). The best reaction time was demonstrated by 14-year-old individuals with moderate intellectual disability and the worst – by 12 and 16 year-old persons with this disability (p < .05). Conclusion. Moderate-intensity exercising has a positive influence on the execution of the complex reaction task (LRHL). The considerable reaction time increase was observed for individuals with moderate intellectual disability. Keywords: intellectual disability, reaction time, moderate intensity exercising.

Purpose: to analyze the first experience of administering Objective Structured Clinical Examination (OSCE) for the students (studs) enrolled in the master's degree program majoring in physical therapy at National University of Ukraine on Physical Education and Sport. Material and methods. The survey included 21 examiners (examrs) and 46 studs involved in OSCE administering. The questionnaire consisted of the questions assessing the quality of station equipment, clarity of the exam format, other aspects. Results. All the examrs informed of total clarity of the examination format, but only 13 (61.9%) of them noted a similar level of clarity for the studs. Тhe examrs identified 3 main reasons for unsuccessful attempts to perform a skill/task: insufficient training, new format of checking knowledge/examination, slightly different focus of training. The distribution of answers concerning the clarity of the format of the examination and its tasks provided by the studs did not differ statistically from those provided by the teachers. The vast maj ority of the examrs indicated that the skills were of sufficient difficulty for the purpose of the examination. 5 examrs had significant difficulties assessing skill performance according to the provided form, while 7 of them had slight difficulties and the rest had no difficulties. The majority of the studs noted that the number of stations and equipment was sufficient (no statistical differences were determined between the answers of the studs and the examrs). Conclusions. The survey revealed the need for introducing certain changes in OSCE assessment form, in the educational program, conducting special preparatory classes for studs. The obtained results can be used to improve the development of OSCE in physical therapy in Ukraine.

Reseach Background. Depression nowadays is seen as a multifactorial disorder, it can occur as a function of many (combinations of) factors. Depression refers to a wide range of mental health problems characterized by the absence of a positive affect (loss of interest and enjoyment in ordinary things and experiences), persistent low mood and a range of associated emotional, cognitive, physical and behavioural symptoms (Jonge et al., 2015). Cognitive impairment is frequently observed in patients suffering from depression and is associated with poor response to treatment (Roiser et al., 2012). Physical activity and exercise can be not only an additional treatment method, but also as a primary preventive means for reducing symptoms of depression by 20–30% (Booth et al., 2012). The aim of the research was to evaluate the effect of muscle strength exercises on cognitive functions and depression symptoms for patients with depression. Methods. Ten outpatients with depression disorders were evaluated using a sociedemographic survey, Beck Depression Scale, and the Automated Neuropsychological Assessment Metrics version 4 (ANAM4) battery. Evaluation was done before and after the training sessions. The researchers performed 12 strength physical exercise sessions which lasted for 6 weeks. Results. Muscle strength exercises signifcantly reduced the expression of depressive symptoms in depressed patients. Muscle strength exercises significantly improved the cognitive function of depression patients, with the greatest influence on reaction time, attention concentration and memory. Exercises had a statistically signifcant effect on muscle strength and have had a positive effect on improving cognitive function Conclusions. The training of muscle strength can improve the cognitive function of depression and reduce depression. Keywords: depression, muscle strength exercises, cognitive functions.