Along with the increase in obesity and type 2 diabetes, the non-alcoholic fatty liver disease (NAFLD) incidence is escalating, thus becoming a leading cause of liver cirrhosis and a significant burden of liver-related outcomes. Since there is no pharmacotherapy available to address the NAFLD, the most effective solutions seem to be lifestyle changes centered on physical activity. Exercise could mediate its beneficial effects directly on the liver and indirectly via extrahepatic pathways, forming a dose-response relationship with NAFLD in terms of prevalence and disease severity. Health-enhancing physical activity (HEPA) levels are mainly needed to exert beneficial effects in obese subjects, while even a small amount of exercise can be beneficial for lean individuals to prevent NAFLD. This mini-review addresses three major points regarding physical activity and NAFLD: prevention, treatment, and extrahepatic benefits, offering recommendations on type and intensity of exercise in liver disease.

(1) Background: Individuals’ psychological traits can influence not just success in sport but also the ability to learn new motor skills. We investigated whether sport courage, worry and fear differ between alpine ski-naive and basic level skiers and how they affect ski learning. (2): A total of 337 students (249 ski-naive and 88 basic level) participated in research consisting of a four-part questionnaire and structured skiing program. (3) Results: For beginners, lower fear (r = −0.30, p < 0.01) and higher Self-efficiency (r = 0.28, p < 0.05) and mastery (r = 0.20, p < 0.01) were associated with better performance; reducing fear and increasing self-efficiency and worry increased performance. Experienced skiers were better in determination, mastery, and self-efficiency (all p < 0.05). In case of lower score in worry (r = −0.28, p < 0.01) and higher in self-efficiency (r = 0.22, p < 0.05) performance was better. Males scored higher in sport courage scale-31 (all p < 0.05). In particular, self-efficiency was associated with better (r = 0.39, p < 0.01), and higher fear with poorer performance (r = −0.33, p < 0.01). Moreover, self-efficiency was a predictor of ski success (p < 0.001). On the other hand, females like ski beginners scored higher in fear (p < 0.001). In females, determination, mastery and self-efficiency had a positive correlation with skiing (r = 0.21, p < 0.05, r = 0.28, p < 0.01, and r = 0.33, p < 0.01, respectively), while association between Fear and skiing (r = −0.46, p < 0.01) was negative, and fear (p < 0.001) was inversely related to success. (4): Conclusions: Psychological factors and gender differences need to be considered during learning phases of alpine skiing. There is a positive association between self-efficiency and performance of male ski beginners, and negative association between fear and achieved results in basic alpine ski school in case of female ski beginners.

The research determined influence of motor abilities on alpine ski learning. Moreover, the aim was also to estimate the contribution of some morphological characteristics to acquisition of ski knowledge. At the beginning of the study, participants were tested by tests evaluating balance, agility, explosive and static strength, movement frequency and flexibility. After evaluation of motor abilities, basic morphological characteristics were noted and then participants entered a seven days alpine ski course. Acquired alpine ski knowledge was assessed through demonstration of seven elements of alpine ski technique, by five independent judges. Data analysis showed positive influence of agility on all tested elements of alpine ski technique (traversing, β = .38; β = .26; uphill turn, β = .33; β = .23; basic turn, β = .18; parallel turn, β = .32; short turn, β = .34). Subjects’ results in squat endurance test assessing the static leg strength contribute to learning uphill turn (β = .19), basic turn (β = .35) and parallel turn (β = .27). Test used to measure balance (single leg balance test) significantly influences learning of basic elements of alpine ski technique (traversing right, β = .23; traversing left, β = .28; uphill turn to the left, β = .24). Body height has a negative effect on alpine ski learning (β = -0.5), indicating that taller ski beginners tend to have more difficulties during alpine ski learning than shorter alpine ski beginners. According to our results, agility, static leg strength and balance are the motor abilities with the greatest influence on beginners’ alpine ski learnin

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