Properly selected and prescribed physical activity during pregnancy has a favorable effects on the health of pregnant women and the fetus, and is excellent preparation for childbirth. Absolute and relative contraindications to exercise during pregnancy are well defined, as well as the warning signs to terminate exercise while pregnant. Knowledge of these is essential for physically active pregnant women and exercise professionals that work with pregnant women. Pregnant women should be moderately physically active every day of the week for at least 30 minutes. The term moderate is thoroughly and clearly defined in the guidelines. Resistance exercises during pregnancy are safe but it is advised to use light loads and a large number of repetitions (e.g. 15-20 repetitions). Strength exercises for the pelvic floor muscles deserves a special place during pregnancy. Appropriate forms of physical activity for pregnant women are walking and jogging, swimming and aquatic exercise, cycling, Pilates and yoga, aerobics, fitness and cross-country skiing. Certain forms of physical activity need special adjustments (alpine skiing, ice skating and rollerblading, racket sports, team ball games, horseback riding and scuba diving).

IZVLEČEKKljučne besede: redšolski otroci, gibanje, poškodbe, vzgojiteljice, ukrepanje Izhodišča. Namen raziskave je bil analizirati mnenja vzgojiteljev o nastanku poškodbe pri organiziranih in neorganiziranih gibalnih dejavnostih otrok v vrtcih glede na starost otrok.Metode. Podatki so bili pridobljeni z anketiranjem 322 vzgojiteljev iz 53 vrtcev v Sloveniji. Izračunane so bile frekvence in izveden hi-kvadrat test.Rezultati. Večina otrok ima v vrtcu organizirane gibalne dejavnosti od 1-krat do 2-krat tedensko; pri otrocih prvega starostnega obdobja trajajo večinoma 20 minut in manj, v drugem starostnem obdobju pa od 20 do 30 minut. Dejavnosti potekajo največkrat v igralnici, v kateri se tudi poškoduje največ otrok. Poškodbe nastanejo najpogosteje pri teku in skokih, manj pri drugih gibalnih dejavnostih. Med prosto igro pa se otroci največkrat poškodujejo na zunanjem igrišču, in to med 9. in 12. uro. Večkrat se poškodujejo dečki kot deklice. Vzgojitelji kot najpogostejši vzrok za poškodbo navajajo nepredvidene situacije, najpogostejše poškodbe pa so udarci, in sicer v glavo, zlasti pri najmlajših otrocih, ki zaradi tega nekaj dni ostanejo doma. Starši najmlajših otrok so tudi manj zadovoljni z ukrepanjem vzgojitelja. Vzgojitelji največkrat sami sanirajo poškodbo in obvestijo starše. Le tretjina vzgojiteljev vedno naredi zapisnik o poškodbi, več kot polovica le pri hujših poškodbah.Zaključki. Analiza je pokazala statistično značilne razlike med različnimi starostnimi skupinami otrok glede vzrokov poškodb, časa nastanka poškodb, prostora, v katerem se otrok poškoduje med organizirano gibalno dejavnostjo, vrste dejavnosti med poškodbami, dela poškodovanega telesa in zadovoljstva staršev z ukrepanjem vzgojitelja ob poškodbi. Na podlagi dobljenih rezultatov so predlagani ukrepi za zmanjševanje poškodb pri predšolskih otrocih v vrtcu. ABSTRACT Key words: preschool child, physical activity, injury, educator, action Objective. The aim of this study was to analyze the opinions of educators about the occurrence of injuries in children of different ages during organized and non-organized physical activities in kindergarten. Methods. Our sample included 322 teachers from 53 kindergartens in

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BACKGROUND: Pre-school teachers and assistants jointly manage the educational process for pre-school children in kindergartens. The selection of topics and the process orientation depends on their professionalism, which is also refl ected in subjective theories infl uencing also their lifestyle selection.OBJECTIVE: The authors try to establish the diff erences in the opinions of the pre-school teachers and assistants on the quality and amount of time which children spend in kindergartens and to establish the diff erences in their opinions on material conditions for pursuing motor/sports activities. The aim was to establish whether the pre-school teachers apply higher standards for the evaluation of quality of leisure time spent by children and stricter criteria regarding material conditions to pursue motor/sports activities in kindergartens than their assistants. METHODS:The sample was composed of 810 pre-school teachers and assistants from the whole territory of Slovenia. The sample was not redundant. The data were collected in September 2009, within the scope of a more extensive research project titled "Professional training of education practitioners to implement elements of special pedagogical principles of the Reggio Emilia concept in the fi eld of pre-school education from the year 2008 to 2013" and were analyzed with basic statistical parameters. The data were processed by applying the SPSS statistical programme for Windows. Every statistically signifi cant conclusion was accepted at the risk level of 5%.RESULTS: The analysis of the results showed that the opinions of the pre-school teachers and assistants on the manner of children spending their leisure time were not statistically diff erent. However, there were diff erences regarding their evaluation of the amount and quality of sports equipment and in their attitudes to motor/sports activities, in favour of pre-school teachers, who also take up motor/sports activities more often than the assistants do. We also established that more motor/sports active the pre-school teachers are during the week, the more often they participate in motor/sports activities in kindergartens, as well. CONCLUSIONS:The results of our research direct us towards providing a wider range of seminars within inservice teacher training also for the assistants and to contemplate off ering recreational activities for the kindergarten staff , which shall contribute to a comprehensive bio-psycho-social status of an individual and to reshaping his lifestyle from the sedentary to the active one.

BACKGROUND:Although many studies about confl ict handling and resolution have so far been conducted, only a limited number of them have delved into the sphere of physical education. The specifi c nature of work with physical education in certain situations intensifi es the occurrence of confl icts. The teacher as an expert in the educational process can, in such cases, provide a good example of how to handle a specifi c confl ict. OBJECTIVE:The study aimed to gather information about diff erences in the resolving of confl ict situations which arise during the physical education process between male and female physical education teachers in terms of which confl ict resolution strategy they selected and how consistently they applied them.METHODS: For this purpose 158 physical education teachers from randomly selected Slovenian primary schools were surveyed (78 men and 80 women, aged 28-60 years) in April 2010. Teachers at selected schools volunteered to take part in the study and their participation was anonymous. A questionnaire (Bežek, 2000;Štihec, Bežek, Videmšek, & Karpljuk, 2004) with 17 questions was used. The frequencies of responses were calculated. The F 2 test was applied at a 5% risk level (p ≤ 0.05) to verify whether there were any diff erences between male and female physical education teachers in terms of selecting a confl ict resolution strategy.RESULTS: It was established that teachers use various approaches to resolving confl ict situations. Most often they take an authoritarian approach ("insisting on one's own opinion"). Statistically signifi cant diff erences were identifi ed between the results of the male and female physical education teachers in some pedagogical situations in terms of choosing a confl ict resolution strategy. CONCLUSIONS:The teachers mainly approach the resolving of confl ict situations by "insisting on their own opinion". In the course of resolving a confl ict, inconsistencies often occur but are mainly the consequence of the desire to ensure an effi cient and the fastest possible elimination of the confl ict behaviour. It was also established that in some cases the male physical education teachers diff ered from their female counterparts in terms of which confl ict resolution strategies they selected. In further research some other factors, such as the teacher's age, cultural environment, the teacher's target orientation, the teacher's emotional intelligence and leadership styles could be analysed.