Th e aim of this research was to explore the relationship between objectively measured physical activity and fundamental motor skills in 8-to-11-year-old children from the Czech Republic. Th e research sample consisted of 201 children (108 boys and 93 girls) aged 8-11 from Olomouc, Czech Republic. Th e Test of Gross Motor Development 2 was used to assess the level of children's fundamental motor skills. Furthermore, an ActiGraph GTX3 device accelerometer was used for the objective measurement of physical activity levels. Th e results have shown a low-to-medium correlation between moderate to vigorous physical activity and locomotor motor skills among the total sample, as well as between vigorous physical activity and object control skills in the sample of boys. Fundamental motor skills are essential factors for children's participation in organized and free-time physical activities. Th ere is a commitment to develop fundamental motor skills in children, especially object control motor skills in girls.

Vztah mezi tělesnou zdatností a pohybovými dovednostmi u dětí středního školního věkuThe relationship between physical fitness and motor skills in middle childhood children

This paper focuses on the associations of the selected elements of academic self-concept among entry level academic staff which contribute to building their professional self-concept. The study investigated the question whether a positive correlation exists among selected elements of academic self-concept among the research sample. The main aim of the study was to analyse associations among motivational beliefs, self-efficacy, metacognitive strategies and meaningfulness of studies as elements influencing the learning autoregulation of respondents which would contribute to the development of academic self-concept. The research methods included the implementation of the standardized questionnaire DAUS (Hrbáčková, 2011) comprising 40 items divided into four groups that respondents' rate according to a seven-point scale, from "1-I totally disagree" to "7-I fully agree," with 4 meaning "difficult to decide". The results reveal positive associations among academic self-concept elements, but these associations differ in terms of countries. It can be concluded that the strongest correlation is between meaningfulness of studies and motivational beliefs.

Classroom indiscipline seems to be a massive problem among teacher. According to some research, the high per-cent of beginner primary school teacher (75 %) found that classroom indiscipline was the biggest issue during the first three years of their teacher path. Also, researchers showed that physical education teacher (novice and experienced ones) are also faced with classroom indiscipline. What are the main concepts for solving indiscipline issues during physical education classes? Is there a different approach to indiscipline issues in compare of two different educational systems? The main objective is to describe and compare the main concepts about classroom indiscipline which physical education teachers from two different countries face (the Czech Republic and Bosnia and Herzegovina). Research tool were semistructured interviews conducted with eight physical education teachers from primary schools. Grounded theory, open coding and comparison of different content analyses were used for data analyses. Results showed us that the main concepts for teachers from different countries are building informal authority and choosing a vide scale of discipline tools for maintaining classroom discipline. For maintenance discipline and avoiding indiscipline issues during physical education classes is very important to build solid informal authority trough positive relationships with students and understanding their daily challenges. Furthermore, teachers could use also other tools for maintaining discipline during physical education classes.

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