There is substantial evidence of rising prevalence of overweight and obesity and its co-morbidities among children in western-high income developed countries. In the European Union, the prevalence of overweight and obesity is increasing fastest among Polish children. Yet, there is paucity of evidence on the relationship of behavioral factors with body weight status of children in Poland. This study examined the association of obesity with physical fitness, physical activity, sedentary behavior and diet among Polish children. A total of 641 children (10–15 years) recruited from the Lower Silesia region of Poland participated in this cross-sectional study. Participants’ anthropometrics, physical fitness, physical activity, sedentary behavior and dietary intake were assessed. Outcome variables were weight categories (according to body mass index [BMI], waist-to-hip ratio [WHR], and percentage body fat [% BF]). The strongest negative correlation was found between VO2max and %BF (r = −0.39, p <0.05). Significant negative correlation was also found between VO2max and weight categories (r = −0.15). Results of the multinomial logit analysis showed that VO2max increased in groups of overweight, normal weight and underweight children by 13%, 26% and 19%, respectively as compared to the group of obese children. VO2max and weight and obesity indices were strongly correlated in both gender and age groups. Education and intervention programs to increase physical fitness (VO2max) through aerobic training are recommended for Physical Education teachers, parents and children in order to reduce the rate of overweight and obesity among children in the Lower Silesia region of Poland.

Background Lockdowns amid the COVID-19 pandemic drastically reduced the possibility of undertaking physical activity (PA) in gyms, swimming pools, or work-related PA, e.g., active commuting. However, the stay-at-home order could have reduced PA the most, i.e., the ban of unnecessary outdoor activities. It affected free walking, running, skiing, active tourism, etc. It is, therefore, crucial to estimate how the stay-at-home order affected PA. We estimated how the stay-at-home order affected perceived PA and sedentary behavior compared to the pre-pandemic time in Poland. Methods We used a self-reported International Physical Activity Questionnaire—Long Form (IPAQ-LF) to estimate the time (minutes per day) of vigorous and moderate PA and walking and sitting time. Results We gathered data from 320 Polish participants. Bayesian approaches, including t-test and Bayesian correlations, were used to find differences and correlations between PA before and during the stay-at-home lockdown. Our data supported the hypotheses that vigorous PA, as well as walking, declined during the lockdown. Surprisingly, our data did not support the hypothesis that moderate physical activity was reduced. We found that moderate PA during lockdown increased compared to the pre-lockdown PA. As hypothesized, our data strongly evinced that sitting time inclined during the lockdown. PA decline was not correlated with the available living space. People who had access to gardens did not demonstrate a higher PA level than those without. Discussion Walking and sitting time have drastically changed during the stay-at-home lockdown, decreasing and increasing, respectively. Given results from studies focusing on lockdowns without the stay-at-home restriction, it may be assumed that letting people go outside is crucial in keeping them more active and less sedentary. Authorities should take into account the effect the stay-at-home order may have on PA and sedentary behavior and as a result, on health. Stay-at-home orders should be the last considered restriction, given its detrimental consequences.

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Introduction: It is possible to treat the competences of creative teachers of physical education as original activities or innovative activities – pedagogical innovation and creation. Researchers of creative personalities indicate a rich mosaic of features which have an effect on the creative attitude of a person. Such is represented by an individual with nonconformity and heuristic behaviour. The attitude towards nonproductive activity is characterized by algorithmic behaviour and conformist attitude. Objective: The aim of this study was to recognize the general creative potential among teachers of physical education working in secondary schools. Materials and methods: A survey was carried out in the school year 2013 / 2014 among teachers of physical education. 89 teachers including 52 woman and 37 men participated in the survey. Data collection was performed on the basis of diagnostic survey using questionnaires. A research tool used in the survey was the normative Creative Questionnaire Subscales for the KAHN-II behaviour, version for teachers ‘My ideal pupil – student’. Results and conclusions: Taking into consideration the unsatisfactory research results, it should be essential to make physical education teachers aware of their creative potential as well as the creative conditions which enable them to use their potential personally and efficiently.

Starościak Wojciech, Dębska Urszula, Guła-Kubiszewska Halina, Designing professional career by students – physical education teachers. „Kultura – Społeczeństwo – Edukacja” nr 2(14) 2018, Poznań 2018, pp. 183–203, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.14. The study identified physical education students’ opinions about and vision of personal career. It was conducted with a questionnaire designed by A. Cybal-Michalska for planning career prospects and career development in modern society by academic youth. Results demonstrate the professional expectations of the sample to be largely met. Students of the University School of Physical Education in Wroclaw are oriented towards individualistic and collectivistic values to a similar extent. Both groups are moderately satisfied with study choices and have a realistic outlook on the difficulties in finding a job consistent withtheir education. They assess the prospect of a satisfactory career on an equally moderate level, although individualist-oriented students perceive significantly fewer ways of achieving professional success. Collectivistic students emphasize values characteristic of a safe future and working with people and for people. Individualistic students are geared towards innovative and creative activities. Students perceive their careers in the psychological dimension, and select lifestyle and professionalism as the lead guides in career development.