Physical education, from the earliest age in preschool institutions, and then through primary and secondary schools, is the only place where children can, in the right way, acquire the knowledge on sports, skills, behaviour, necessary in order to get the continuity of physical activities in the adulthood. Primary school is a period when the students experience great changes in the overall developing status. Therefore, Physical Education has a fundamental role in the development of psychosomatic characteristics of children. While planning lessons of Physical Education, there is a special emphasis on the development of motor skills. The goal of this research refers to the establishing of the existing differences in the motor space of primary school children in relation to age. The sample consisted of 231 examinees who attended 3rd, 4th, 5th and 6th grade (age 11 ± 1.6 years), out of which there were (N = 109; TV = 147.6 ± 7; TM = 39.6 ± 7.1) boys, and (N = 122; TV = 148.3 ± 5.9; TM = ...

Introduction and objective: This study investigated the contribution of physical education (PE) classes in elementary school I for the development of basic motor skills of children from two public schools in the same neighborhood of São Paulo city, and if the practice of extreme sports besides the PE classes could differently contribute to the development of those skills. Methods: Nineteen children (9.5 ± 0.3 years) who had two weekly PE classes composed the control group (CG) and 22 children (9.6 ± 0.5 years) who had two weekly PE classes and three extreme sports classes composed the experimental group (EG). All children were videotaped while performing locomotor and object control motor skill subtests from the Test of Gross Motor Development (TGMD-2). The videos were analyzed and raw scores were obtained according to the quality of the observed movement, and equivalent motor age was also estimated for both subtests. Results: The results indicated that the EG presented higher raw s...

The indicators of physical competence in scientific research studies and normative documents of education systems are defined differently. However, the consolidation of research evidence confirms that in this area the knowledge and skills of the person imply taking responsibility for health and well-being of one's body, motoric skills, and ability to regulate and physically adapt to the surrounding environment. Undoubtedly, the family plays a major role in the development of children's physical competence. At the same time in this context the input of educational programmes is significant together with the individual physical competence of a teacher and his/her understanding about how to ensure its quality in one's own work and in the concept of educational system. The aim of the research reflected in this publication is to analyse the physical competence of the students of Teacher Programmes as a resource for the development of the concept of their further pedagogical work. For this purpose, the emerging teachers have been surveyed using the methodology developed by Corbin et al. (2008). For statistical analysis of the research data the SPSS 22.0 programme was employed: a method of descriptive statistics, Kruskal-Wallis test, and Kendall's tau-b correlation test.

Contigs with sequence homologies to apple chlorotic leaf spot virus (ACLSV) were identified by high-throughput sequencing analysis in three peach samples. Complete genomic sequences of RP19-1 and RP19-2 of the virus consisted of 7,466 and 7,465 nucleotides (nts), respectively, excluding the poly (A) tails. They shared the highest identity with Ta Tao 5, but lower than 70% of sequence similarity with other ACLSV isolates. Furthermore, phylogenetic analysis revealed that these two isolates clustered with Ta Tao 5, which is distinct from other ACLSV isolates. According to the criteria for species demarcation within the genus Trichovirus, these two isolates as well as Ta Tao 5 should be recognized as a new virus species, tentatively named “Peach chlorotic leaf spot virus”.