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This research examines the effect of an online physical fitness intervention plan on health-related components, and self-perception with randomized controlled trial. A total of 43 individuals completed the study, 21 of them were in the experimental group, and 22 were in the control group. Muscle strength was assessed using push-ups and sit-ups, while flexibility was determined through sit-and-reach tests. Fat and muscle mass in the arms, legs, trunk, android, gynoid regions, and total body were measured in grams by using Dual Energy X-Ray Absorptiometry. Health, body fat, strength, flexibility, endurance sub-dimensions of Marsh Physical Self-Description Inventory was used for self-perception. Results showed that group and time interaction had a significant effect on self-perception of body fat and push-ups, flexibility left and right, total fat, body fat mass in the arm, leg, and gynoid regions. Although the muscle mass of the experimental group increased in the 8-week period, this situation was not statistically significant. The implemented physical fitness intervention program has a significant impact, particularly in terms of fat burning. The findings obtained in strength tests can be associated with a decrease in fat mass, especially in the upper body. In conclusion, these findings underscore the potential of online fitness interventions in achieving positive health outcomes, emphasizing the multifaceted benefits of such programs on both perceived and measured physical well-being.

Background/objective: The holistic concept of physical literacy (PL) embraces different person-centered qualities (physical, cognitive, affective/psychological) necessary to lead physically active lifestyles. PL has recently gained increasing attention globally and Europe is no exception. However, scientific endeavors summarizing the current state of PL in Europe are lacking. Therefore, the goal of this study was to comprehensively assess and compare the implementation of PL in research, policy, and practice across the continent. Methods: We assembled a panel of experts representing 25 European countries. Employing a complementary mixed-methods design, the experts first prepared reviews about the current state of PL in their countries (categories: research, practice/policy). The reviews underwent comparative document analysis, ensuring a transnational four-eyes principle. For re-validation purposes, the representatives completed a quantitative survey with questions reflecting the inductive themes from the document analysis. Results: The document analysis resulted in ten disjunct themes (related to “concept”, “research”, “practice/policy”, “future/prospect”) and yielded a heterogenous PL situation in Europe. The implementation state was strongly linked to conceptual discussions (e.g., existence of competing approaches), linguistic issues (e.g., translations), and country-specific traditions. Despite growing scholarly attention, PL hesitantly permeates practice and policy in most countries. Nevertheless, the experts largely anticipate increasing popularity of PL for the future. Conclusion: Despite the heterogeneous situation across Europe, the analysis has uncovered similarities among the countries, such as the presence of established yet not identical concepts. Research should intensify academic activities (conceptual-linguistic elaborations, empirical work) before PL may gain further access into practical and political spheres in the long term.

Background: Physical activity participation (PAP) has been proven to improve health and promote optimal growth among adolescents. However, most adolescents do not meet the current physical activity (PA) recommendations in Turkey. The role of the social environment and social factors on PAP is being increasingly recognized. Although social capital (SC) indicators have been examined in high-income countries, there are few studies on developing countries. The aim of this study was to examine the relationship between SC indicators and PAP among Turkish adolescents. Methods: A survey was conducted among 19 high schools in 4 different cities in Turkey in 2016. A total of 506 female and 729 male high school students participated in this study. The dependent variable was overall PAP, which was measured using the short form of the International Physical Activity Questionnaire. The independent variables included self-perceived family, neighborhood, and school SC. Self-rated health and obesity status, measured by body mass index, were other study covariates in multiple binary logistic regression models. Chi-square tests were used to assess the differences between genders. Results: PAP levels were significantly different between males and females. A higher percentage of males reported PAP (77.4%) compared to females (51.0%). Among males, teacher–student interpersonal trust and informal social control were inversely associated with PAP, while high students interpersonal trust was positively associated with increased odds of PAP. For females, students interpersonal trust was inversely associated with PAP. Conclusion: Various SC indicators are associated with PAP for males and females. These associations are different from findings of studies conducted in developed countries. Therefore, health-promotion interventions and policies should consider gender and different social agents on the social and cultural background to improve PAP among Turkish adolescents.

The purpose of this study was to investigate attitudes of pre-service teachers toward the teaching profession with respect to their gender, grade level, whether participants regularly participate in physical activities, and whether pre-service students have a teacher-parent in their family. Research was conducted on 469 pre-service physical education teachers (Mage=21.35, SDage= 2.49), 188 female (Mage=20.89, SDage= 2.30) and 281 male (Mage=21.66, SDage= 2.57) students from five different universities in Turkey. In this study the “Attitude Scale for the Profession of Physical Education Teaching” was used. It has two factors: “concern for profession” (CP) and “affection for profession” (AP). Independent sample t-test results indicated that there were no significant differences with respect to gender or having a teacher-parent in both factors and total attitude points (p> 0.05). Pre-service physical education teachers who participate in physical activity had significantly higher points in AP and the total scale in comparison to those who do not participate in physical activity (p< 0.05). ANOVA results indicated that based on grade level there were significant differences in CP and total attitude (p< 0.05). Students’ concern about employment may be associated with differences in attitude scores between grade levels. The positive effect of physical activity participation and their professional teaching education on stress resilience might also be an important factor for increasing positive attitudes toward the teaching profession.