The aim was to evaluate and compare 11 – 12 years old Lithuanian schoolchildren’s total class physical activity, time spent in moderate-to-vigorous physical activity and passively in both Game play and Motor skills practice physical education classes. The study involved 32 schoolchildren, of which 20 (62.5%) were boys. Physical activity was measured using Tri-axis Acti Trainer Activity Monitor accelerometer. Results showed that 9.4% of schoolchildren reached or exceeded 50% of moderate-to-vigorous physical activity in Game play class and none in Motor skills practice class. Boys scored higher than girls on moderate-to-vigorous physical activity, but only in Motor skills practice class. Boys also scored higher on total class physical activity, moderate-to-vigorous physical activity and lower on time spent passively in Game play rather than Motor skills practice class. Physical activity and passivity indicators in classes with different content in the group of girls did not differ. Results suggest that there is a necessity of reconsideration of the curriculum of physical education classes in Lithuania in terms of time spent in moderate-to-vigorous physical activity and including activities which would be both enjoyable and useful.Key words: curriculum of physical education class; moderate-to-vigorous physical activity; passivity.---SažetakCilj je bio procijeniti i usporediti ukupnu tjelesnu aktivnost, vrijeme provedeno u umjerenoj do žustroj tjelesnoj aktivnosti i pasivno, kako u momčadskim igrama tako i na satima tjelesne i zdravstvene kulture na kojima su se vježbale motoričke vještine kod litvanskih učenika u dobi od 11 do 12 godina. U studiji su sudjelovala 32 učenika, od kojih 20 (62,5%) dječaka. Tjelesna aktivnost mjerila se troosnim Acti Trainer Activity Monitor akcelerometrom. Iz rezultata je vidljivo da je 9,4% učenika dosegnulo ili premašilo 50 % umjerene do žustre tjelesne aktivnosti na satima na kojima su se vježbale momčadske igre, a nitko na satima na kojima su se vježbale motoričke vještine. Dječaci su postigli bolji rezultat od djevojčica u umjerenoj do žustroj tjelesnoj aktivnosti, ali samo na satima vježbanja motoričkih vještina. Dječaci su također postigli bolji rezultat u pogledu ukupne tjelesne aktivnosti, umjerene do žustre tjelesne aktivnosti i nižu u pogledu pasivno provedenog vremena na satima momčadskih igara nego na satima vježbanja motoričkih vještina. Pokazatelji tjelesne aktivnosti i pasivnosti na satima različitih sadržaja u skupini djevojčica nisu se razlikovali. Rezultati upućuju na nužnost promišljanja o kurikulu tjelesnog i zdravstvenog odgoja u Litvi u pogledu vremena koje se provodi u umjerenoj do žustroj tjelesnoj aktivnosti, kao i uključivanja aktivnosti koje će biti i zabavne i korisne. Ključne riječi: kurikul nastave tjelesnog i zdravstvenog odgoja; umjerena do žustra tjelesna aktivnost; pasivnost

Background. Sedentary behaviour in children raise concern as the majority of children do not meet the health-related level of physical activity (PA) which is closely related with their physical fitness (PF). Digital facilities may help to solve the problem. Hypothesis. After the intervention “HOPSport Brain Breaks” physical fitness improves and sedentary behaviour decreases. The aim of the study was to assess the effects of “HOPSport Brain Breaks” video exercise intervention program on physical fitness and sedentary behaviour in a primary school.Methods. The study included 113 primary schoolchildren from grades 1–4, among them there were 62 children in the experimental group and 51 in the control group (Mean age = 8.24, SD = 1.10). PF was assessed using the test battery (Fjortoft, Pedersen, Sigmundsson, & Vereijken, 2011) pre- and post-intervention. Also passivity was measured twice using four questions from “Health Behaviour of School Children” questionnaire. The experimental group received Brain Breaks intervention every school day for three months in 5–9 min sessions during the breaks.  Results. After  three  months  physical  fitness  (PF)  did  not  improve,  but  sedentary  behaviour  reduced  in  the experimental group compared to the controls (p < .05).Conclusions.  The  results  have  shown  that  fun  and  enjoyment,  which  are  the  background  of  Brain  Breaks intervention,  were  important  factors  in  reducing  sedentary  behaviour.  Studies  also  show  that  the  level  of  PA  is proportionally higher when children are given the opportunity to play active games and experience fun (Wickel et al., 2007). It may be concluded that Brain Breaks intervention program contributes to physical health of primary schoolchildren.

Given the low levels of physical activity (PA) in adolescence, there are challenges to increasing students' PA outside of the school setting. Thus, researchers emphasize the supportive role that physical education (PE) teachers can play in PA motivation both in and out of school. The aim of the present study was to examine an expanded trans-contextual model (TCM) model for the transit of teachers' perceived support of students' autonomy in terms of contextual and situational motivation in PE to objectively measured moderate-to-vigorous physical activity (MVPA) in PE across different PE contents as well as to the motivational sequence for, and participation in, subjective MVPA during leisure time. This cross-sectional study involved 283 high school students, of whom 43.9% were boys. The autonomous support students received and other motivational factors and objective measures of MVPA in PE and subjective MVPA in leisure time were measured. The results indicate that support for autonomy was significantly and directly related to needs satisfaction (β = 0.61, p &lt; 0.001) and indirectly to autonomous motivation in PE (β = 0.19, p &lt; 0.001) and leisure time (β = 0.16, p &lt; 0.001), intention in PE (β = 0.03, p &lt; 0.05) and leisure time (β = 0.07, p &lt; 0.001), and leisure time MVPA (β = 0.04, p &lt; 0.001), although not MVPA in PE. Gender was a significant covariate for both MVPA in PE (β = −0.62, p &lt; 0.001) and MVPA in leisure time (β = −0.37, p &lt; 0.001), with higher MVPA in boys than girls. This study filled a gap in the scientific literature by demonstrating the full motivational sequence resulting in actual MVPA in PE classes. It also demonstrated that the main goal of PE of enhancing PA not only in school but also outside of school is working. The main motivator is needs satisfaction based on PE teachers' support.

This paper examines links between learning load and physical activity (PA) in the upper grades; there is not a lot of research on this subject. The aim is to ascertain how the students’ perceptible learning loads are related to their leisure time PA taking into consideration gender, class, and time spent on doing homework. Modern students are influenced by an increasing amount of information, thus higher requirements are raised. It is recognized that excessive learning load is detrimental to students’ health (Juškelien÷, Kalibatas, 2002; Reynolds et al., 2001; Natvig et al., 1999). The long-term and intensive mental work while learning and when there is no time to rest, leads to exhaustion (Kackar et al., 2001). A. Singh et al. (2012), H. Praag (2008) argues that physical activity helps children to achieve better results in school. Physical activity improves blood circulation, increases blood flow to the brain, all of which can reduce stress, improve mood, causing a sedative effect after physical exertion, which can improve academic achievements. Scientists have made a great progress in the examination of PA and learning achievements, but the results are still inconsistent. Most of the published articles convey the positive coherence between PA, cognition and academic achievements (Howie, Pate, 2012). More than 50 % of 11–12 grades students’ physical activity is not sufficient (Muliarčikas, 2007). The object of research was links between learning load and physical activity. The aim was to ascertain how students’ perceptible learning loads are related with their leisure time PA taking into consideration gender, class, and time spent on doing homework. Research methods: scientific literature analysis, questionnaire survey. Statistical analysis of questionnaire data was performed using SPSS 19.0 for Windows software package. Frequency distribution of qualitative indicators was calculated on the basis of χ 2 criterion, the ANOVA F-test was applied for comparison of averages of quantitative indicators, logistic regression analysis was used to assess the prognostic relations. Results. Both boys and girls had extensive learning loads. The upper grade students experienced the least learning load in the ninth grade. The boys’ learning load was the lowest in the ninth and eleventh grades, the highest – in the tenth and twelfth grades. Girls’ perceptible learning load distribution in the upper grades did not differ (p > 0.05). Both boys and girls groups showed predominance of low PA. Percentage distribution of sufficiently and not sufficiently physically active boys among the ninth – twelfth grades was similar. In the girls’ group, the highest PA was in the ninth grade, and the lowest – in the tenth and eleventh grades, in the twelfth grade PA was higher than in the tenth and eleventh grades. Students who considered having higher learning load tended to be insufficiently physically active. Keywords: leisure time physical activity, learning load, the upper grade students.