Background and Objective. Many studies have suggested that each hand has a different special talent; however, there is a lack of data in the area of goal-directed bimanual hand coordination and its dependence on gender. The aim of this paper was to investigate gender-dependent bimanual speed-accuracy task performance. Material and Methods. Twelve healthy young males and twelve healthy young females (all righthanded) performed protractile movements with both arms simultaneously by pushing joysticks toward two targets as quickly and accurately as possible. Results. Though no significant difference was observed in the reaction time during a unimanual speed-accuracy task between the left and right hands as well as men and women, during a bimanual task, the reaction time of both the hands was significantly longer in women than men. There was no significant difference in the velocity of both the hands during a bimanual speed-accuracy task between men and women, while the accuracy of the left hand was significantly greater in men than women. There was no significant difference in intraindividual variability in the reaction time, maximal velocity, and path of movement between men and women as well as the left and right hands, but variability in the average velocity of the right hand both in women and men was significantly greater compared with their left hand. Conclusions. Whereas people typically look at the target location for a reaching movement, it is possible that two objects are simultaneously fixated.

To establish whether very high-volume, high-intensity isometric exercise causes stress to the body and how it affects peripheral and central fatigue. Nineteen physically active healthy male subjects (21.2 ± 1.7 years; height – 1.82 ± 0.41 m, body weight – 79.9 ± 4.5 kg; body mass index – 24.3 ± 2.1 kg/m2) volunteered to participate in this study. They participated in two experiments 3–5 days apart. Each experiment comprised six series of 60-s maximum voluntary contraction (MVC) force (knee extension) achieved as rapidly as possible. This very high-volume, high-intensity exercise (HVHIE) was performed at different quadriceps muscle lengths: short (SL) and long (LL). The MVC and the electrically stimulated contractile properties of the muscle were measured prior to HVHIE, immediately after and 3 min after each series, and at 3, 10, and 30 min after the end of HVHIE. We found that HVHIE caused high levels of stress (cortisol levels approximately doubled, heart rate and the root mean square successive difference of interval (RMSSD) decreased by about 75%); lactate increased to 8–11 mmol/L, voluntary and 100 Hz stimulation-induced force (recorded immediately after HVHIE) decreased by 55% at LL and 40% at SL. However, the central activation ratio during MVC did not change after either exercise. Isometric HVHIE performed using one leg caused high levels of stress (RMSSD decreased, cortisol increased after HVHIE equally at SL and LL; La increased more while exercising at LL) and the voluntary and electrostimulation-induced muscle force significantly decreased, but muscle central activation during MVC did not decrease.

Research background and hypothesis. Motor learning is characterized by specific set of changes in performance parameters which occur gradually over a course of learning period.Research aim. The aim of the study was to establish and compare the characteristics of learning speed-accuracy movements of children and adults. Research methods. The research participants were 13 healthy boys, 16 girls, 5 healthy men and 7 women. The research was carried out applying the analyzer of dynamic parameters of human leg and arm movement (DPA-1). We registered maximal and average movement speed, the reaction time and the movement trajectory of the right hand. Research results. We established signifi cant differences (p < 0.05–0.001) in reaction time (RT), average movement speed (Va), maximal movement speed (Vm) and movement trajectory (S) between children and adults. Discussion and conclusions. Motor adaptation in timescales of minutes is supported by two distinct processes: one process when a person learns slowly from errors but has strong retention, and another process is when a person learns rapidly from errors but has poor retention (Ethier et al., 2008). We might only speculate that children used the second strategy more than adults. The time of fast learning in a speed-accuracy task was different between children and adults. The accuracy was most improved by children at the expense of the quickness, while adults improved only the average velocity of their performance. Besides, most of the variability of performance variables changed more signifi cantly in children than in adults.

The aim of the study to determine the physical activity of the Lithuanian adult population in their leisure time. The study of leisure-time physical activity of the Lithuanian adult population was the study of the actual diet, nutrition and physical activity habits of the adult and elderly Lithuanian population and the knowledge about nutrition and physical activity, which was conducted in 2019, part; The study was conducted by the Center for Health Education and Disease Prevention in conjunction with municipal public health offices. The survey was conducted at the respondent’s homes with their oral consent. The survey was anonymous, no information had to be written to identify the respondent. Research methods: a survey using the leisure physical activity part of the GPAQ (Global Physical Activity Questionnaire). Sufficiently physically active 31 percent. men and 39 percent. women. The average duration of high-intensity PA was 125 minutes per week for men and 83 minutes per week for women. The duration of moderate-intensity PA was 200 minutes per week for men and 210 minutes per week for women. The older people, the lower the duration of high-intensity PA (both men and women) and the longer the duration of moderate-intensity PA. Primary, secondary education high-intensity PA 122 minutes per week, women – 80 minutes per week.; special higher education – 117 and 77 minutes per week; higher education – 133 and 89 minutes per week. High-intensity PA activities lasted less for women (86 minutes per week in urban areas, 74 minutes per week in rural areas) (130 minutes per week in urban areas and 104 minutes per week in rural areas).

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