A good understanding of potential differences in motor coordination and weight status in children from rural and urban areas may advance targeted measures implemented by experts in the field of sports and physical education. This research study is focused on investigating differences in the total motor coordination score and weight status in 70 children aged (7 to 8) living in different residential areas within the territory of the city of Šabac, Republic of Serbia (35 urban and 35 rural areas). The Körperkoordinations Test für Kinder battery of tests was used for the assessment of the overall motor coordination. By application of t-test for independent samples, the obtained results indicate that there are statistically significant differences in the majority of the applied motor tests (walking backward, p=0.000; hop for height on one leg, p=0.033; side jumps, p=0.002), as well as in the total motor coordination scores (p=0.000) in favor of the children from rural environments. The weight status of children indicates no statistically significant differences between the two groups (p=0.376).

Background: The purpose of this research was to investigate the relationship between cognitive abilities and manual coordination and balance in preschool children. Methods: The sample consisted of 41 preschool children aged 6.4±0.8 on average, of both sexes (30 boys and 11 girls). On top of their regular preschool activities, the children attended a school of sports for preschool children - multisport activities and exercises, twice a week. The sample of measuring instruments comprised 4 motor tests (One-leg stand test, Mann’s test, Finger to nose, Front raises) and 2 cognitive tests (Raven's Colored Progressive Matrices, Cognitive Assessment System). Data was analyzed by applying Linear and Binary logistic regression analysis. Results: Based on the results of the research, one may conclude that there is a statistically significant relation between cognitive abilities and manual coordination in the tested sample of preschool children. The defined predictor system, which consisted of cognitive tests, showed a significant relationship with the hand coordination test, which was assessed by the Finger to Nose test with the eyes closed. A significant contribution to the established relation was given by the G factor estimated by Raven's colored progressive matrices. Conclusions: Physical activities contribute to the development of motor skills and thus to the development of some cognitive abilities in children, which is of great importance for their further development.

Even though specialized dictionaries provide abundant information, research findings indicate that their role in the teaching process has been neglected. Within the context of the current global domination of English and an increased need for linguistic standardization, special emphasis is placed on the use of specialized dictionaries in teaching vocabulary. With this in mind, the purpose of this research is to analyze pedagogical potential of a specialized bilingual dictionary in function of ESP vocabulary learning and knowledge transfer. A questionnaire-based research into dictionary use in ESP acquisition is conducted with 705 students and 21 teachers of non-linguistic faculties of the University of Novi Sad. The findings indicate that dictionaries are seldom used in the classroom, even though both groups of respondents have positive attitudes towards them, especially online dictionaries and other user-friendly applications. However, the findings also indicate students’ insufficient knowledge not only of lexicographic conventions but also the criteria for dictionary quality assessment. Building on the hypothesis that well-conceived dictionaries can enhance not only ESP teaching but also knowledge transfer from English to non-English languages, this research suggests the importance of compiling quality terminological products and their inclusion into the teaching process with systematic training in dictionary use.