Introduction: Gait is the basic physical activity of a person to which s/he is much better adapted than to running or maintaining a sitting position. Proper gait pattern has beneficial effects on locomotor and respiratory system efficacy, while asymmetrical, abnormal gait may cause musculoskeletal dysfunctions. The purpose of the study is to compare symmetry and range of pelvic movement in gait among boys playing football and their non-playing peers. Material and methods: A total of 121 boys were surveyed, including 33 soccer players aged 10-14 and 82 of their non-playing peers, using a portable system for functional movement analysis - BTS G-WALK. Symmetry and range of motion of the right and left pelvis in the sagittal, frontal and horizontal planes were analysed while walking on a straight section. Basic anthropometric measurements were also taken. Results: There was no difference in the value of the pelvic symmetry coefficient between the football- and non-players. However, a significantly greater range of pelvic rotation and movement in the sagittal plane was found among the boys playing football. Attention is drawn to the greater range of pelvic movement towards posterior tilt among young soccer players. Conclusions: Further studies should be conducted to assess whether excessive movement of the pelvis in gait towards posterior tilt among young soccer players is related to body posture quality, and whether the excessive range of pelvic movement in the sagittal and horizontal planes correlates with the incidence of locomotor injuries or lower spine pain.

When a threat to a person’s health and life has arisen, all forces are focused on ensuring their health security. Other areas of human activity were reduced or suspended. This also applies to behaviors related to participation in a physical culture which, although it belongs to the field of medical and health sciences, cannot fulfill its offer. It is questionable whether it is rightly assigned to this group.

Scientific knowledge, supported by research intuition, is able to predict a lot but not everything. A worldwide epidemic has not been foreseen, and therefore it caused massive havoc and disturbance in the functioning of all areas of life. This affected education in a great degree, and physical education in particular, because it was unable to use its basic element – motion. This difficult period for physical education should be an opportunity for revising the views on the contents of the curriculum and to change the emphasis on the process of education and physical education respectively. Education should regain priority.

Individualisation in the process of physical education is a contemporary challenge. The forms of conducting classes used so far, based on collective, most often homogeneous effort without taking into account the diverse abilities of students, do not stand the test of time. This may cause problems, mainly in terms of behaviour, as the student’s rights at school have been strengthened and his/her dissatisfaction with the programme has an impact on the course of the didactic process. It is necessary to think in advance about possible manifestations of such reluctance or lack of acceptance of the proposed offer so that the authority of the school does not suffer and the pupils are satisfied that the offer meets their expectations. This will be possible when the curriculum of physical education takes into account, more than before, the needs of the individual.

Modern education is meant to prepare comprehensively a person to live independently in specific social and cultural realities. A part of this versatility covers preparing the student to participate in physical culture in adulthood. It is a main goal of the process of physical education. To fulfil this purpose, it is necessary to equip the student with fixed beliefs about the need to care for his body and with skills to command it. These powers (axiological and technological ones) should be supported by extensive knowledge of the needs and possibilities of the body to such an extent that all activities relating to the body are rational. It is the task of physical education teacher who is supposed to introduce the student into the world of physical culture. The teacher is expected to be the student’s guide to the world of the body’s value.