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Introduction Multiple sclerosis (MS) results in a wide range of disabilities. The effects of cognitive and motor dysfunctions are significant and affect level of functioning in people with MS. Objective The aim of the research was to determine the common contribution of neurological, motor and cognitive status to the overall functioning of MS patients. Method The sample consisted of 108 subjects with RRMS. The instruments used in the research included: The General Questionnaire, the World Health Organization Disability Assessment Schedule, the Audio Recorded Cognitive Screen, Paced Auditory Serial Addition Test, the Nine Hole Peg Test, the 25 Foot Walk Test, and the Expanded Disability Status Scale. Results Subjects with a mild neurological deficit had a higher level of current functioning in all domains (a lower WHODAS 2.0 score) than subjects with a moderate neurological deficit (r=0.43, p<0.001). We found a positive correlation between the level of cognitive impairment and motor deficits of both upper and lower extremities and the level of neurological deficit (p<0.001). Subjects with lower neurological deficits had significantly lower WHODAS 2.0. scores, i.e. better motor abilities of both upper and lower extremities than subjects with moderate neurological deficits (p<0.001). The greatest contribution to explaining the overall level of current functioning of people with MS had subjects’ age, cognitive abilities and motor abilities of the upper extremities. Conclusion Inverse relationship of neurological, motor and cognitive status affects the overall daily functioning of people with MS, requiring planning of comprehensive programs in the rehabilitation of people with MS.

The objectives of this study were to assess the effects of participating in regular physical activity on the fitness of children with hyperactivity. The study compared a sample of children who were assessed as hyperactive with the same number of children rated as non-hyperactive. The Conners' Rating Scale was used for hyperactivity evaluation, while fitness levels were assessed using a battery of six motor tests prior to and following the completion of the physical exercise programme. The findings indicated that while overall fitness levels of both groups improved, the differences were not statistically significant. However, improvements shown within the group of hyperactive children with regard to coordination of the whole body, trunk strength and agility were statistically significant. Physical activity may be associated with enhanced levels of some aspects of physical fitness.

Phonological skills have been found to be strongly related to early reading and writing development. Accordingly, the aim of this study was to examine the extent to which the development of phonological awareness facilitates reading acquisition in students learning to read a transparent orthography. Our research included 689 primary school students in first through third grade (Mean age 101.59 months, SD = 12,690). The assessment tools used to conduct this research include the Phonological Awareness Test and the Gray Oral Reading Test. According to the results from the present study, 13.7% of students have reading difficulties. Students with reading difficulties obtained low scores in phonological awareness within each subscale compared to students who do not have reading difficulties (p < 0.01). Components of phonological awareness which did not singled out as strongly related to early reading success include Phoneme Segmentation, Initial Phoneme Identification, and Syllable Merging. Thus, understanding the nature of the relationship between phonological awareness and reading should help effective program design that will be aimed at eliminating delayed development in children’s phonological awareness while they are still in preschool.