Physical activity is generally associated with better psychological well-being, yet the role of sedentary behavior as a distinct contributor to perceived stress remains insufficiently understood. This study aimed to examine the associations of total physical activity and sedentary behavior with perceived stress and its components in a cross-sectional sample. A total of 40 adults (24 females) participated in the study. Perceived stress was assessed using the 10-item Perceived Stress Scale (PSS-10), including total score and subcomponents of helplessness and self-efficacy. Physical activity and sedentary behavior were assessed using the International Physical Activity Questionnaire (IPAQ-SF). Multiple linear regression analyses were conducted to examine associations between physical activity indicators and perceived stress outcomes, adjusting for sex and age. Sedentary behavior was positively associated with total perceived stress (B = 0.35, 95% CI [0.08, 0.62], p = .018) and perceived helplessness (B = 0.41 [0.14, 0.68], p = .005), but not with self-efficacy (B = −0.01 [−0.34, 0.32], p = .941). Total physical activity was not significantly associated with any perceived stress outcome (all p ≥ .556), suggesting that sitting time, rather than overall activity volume, was more consistently related to perceived stress. Sedentary behavior appears to be more strongly related to perceived stress than total physical activity. Interventions targeting stress regulation may benefit from focusing not only on increasing physical activity but also on reducing prolonged sitting.

Coordination as complex motor ability in preschool age represents a base for development of other abilities and thus point out their relationships with overall motor development of a child. The goal of this research is to analyze the relationship of coordination with motor abilities and anthropometric characteristics of preschool girls. In a sample of 197 girls aged from 4 – 6 years, seven tests of motor skills were applied and five anthropometric measures. Using standard multiple regression, a statistically significant correlation between motor abilities/anthropometric characteristics and coordination of preschool girls was identified. The system of motor and anthropometric variables as a whole explains 41% of variance of the depended variable. Among the variables of the predictor system, the best predictors of girls’ performance on coordination test, were the following variables: hand tapping, standing broad jump and abdominal skinfold. The results suggest that the preschool girls’ motor skills are related in a specific way and that coordination has a large impact on other motor skills.