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The aim of the research was to examine the quality of adolescents' lives in order to assess how much it serves the purpose of effective lifelong education. The sample consisted of 220 pupils from the first to the fourth grade of secondary school on the territory of Serbia. The quality of life of the respondents was assessed by means of a questionnaire on the quality of life-PedsQL™. The following was examined: Emotional, Social and Physical functioning. The results of the research showed a high level of life quality related to the aspects of physical functioning and social functioning, while emotional functioning is marked as a dimension with a lower degree of quality. Factor analysis revealed six relatively independent factors. The results indicate that the quality of students' life is still not at an enviable level and that it is important to work systematically in this field.

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TThe aim of this paper was to examine the differences in the motor skills of soccer players aged 16-18 years who play in different competition levels (National League and Regional League), as well as players who play in different positions in the team. The standard testing battery for the motor skills assessment of soccer players was used to evaluate the motor skills. As for the evaluation of the differences between the different playing positions, a two-factor ANOVA with the factor Competition Level (National and Regional Level) and the factor Position (forward, midfielder, side defender, central defender) was used. A two-factor ANOVA with the factor Competition Level (National and Regional Level) and the factor Age (16, 17 and 18 years of age) was used to evaluate the differences between the different quality levels. The study included 126 male soccer players 16 to 18 years of age (N16=45, N17=41, N18=40) divided into 4 positions on the team: forwards (N=37, BH=179.2±5.0, BM=70.1±6.6), midfielders (N=48, BH=177.9±6.3, BM=69.6±7.9), side defenders (N=22, BH=176.6±5.4, BM=67.5±5.7) and central defenders (N=19, BH=184.0±4.3, BM=72.3±6.6). Because of significantly different activities in the field, the goalkeeper position was excluded from this study. The results indicate that motor skills do not differentiate players of different competition levels, and that there is a gap between players aged 18 years in aerobic endurance which is the basis of success in soccer.  Also, the obtained results suggest that motor skills could differentiate players at certain positions. However, it was specifically found that only alactic capabilities type of speed and agility, differentiate forwards from other positions, especially from midfielders.

This research offers a theoretical comparative analysis of the Montessori Method and integrative teaching. Current trends call for incorporation of an integrative approach into educational practice. From the constructivists' cognitive perspective knowledge is constantly changing, and results from acting and thinking. Maria Montessori developed an approach which is intellectually challenging and motivating. It develops a creative, flexible, authentic and constructive personality. In this paper we focus on theoretical aspects of both Montessori Method and integrative approach and look for compatible elements. We pay special attention to effects of the Montessori Method on development of mathematical aspects of reasoning. Our argument is that preschool Montessori Method has the capacity to become the basis for an integrative school approach. This provides a smooth move from early childhood learning to school learning. We point to the similarity of learning goals. Also, we pay attention to features of productive environments created within these two Methods for mathematics learning. In the light of the analysis, we suggest common features of the Montessori Method and integrated curriculum approach which have positive effects on mathematics learning. Finally, we draw some educational and curricular research questions. Our argument is that the Montessori Method presents natural prerequisites for integrated learning. We conclude that together they fulfil the social need for functional knowledge and holistic approach to a child's development.