back pain is a common complaint among them (Pimentel et al., 2020) . The prevalence of neck and low back pain is higher in SBP than in other postural abnormalities (Lewis & Sahrmann, 2015) . The low back pain in this group of athletes may result from the spinal muscle variations that have occurred due to the SBP. Literature has indicated people with SBP experience forward displacement of the pelvis and backward displacement of the thoracic region (Dol-

Background: Many young people spend a significant amount of time playing esports and video games during the day and meet their social and psychological needs on these platforms. This situation can lead to people developing an addiction to esports games over time. This situation brings about many problems, notably the gradual isolation of individuals from social life over time. Especially during university years, many individuals turn to esports games as a way to escape from various issues. There could be numerous reasons for this inclination. Objective: This study aimed to uncover the factors contributing to university students' addiction to esports games. Methods: The study utilized the Q Method, incorporating qualitative and quantitative research features. Twenty-six university students who play games for at least 21-24 hours a week were included in the study group. The study group was determined using the snowball sampling method. The principal component analysis method was used to analyze the data. Results: The factors that contribute towards university students' addiction to esports games are wanting to socialize and make new friends, wanting to be a professional-level esports player and earning money by sharing game videos on social media. Conclusions: The study's findings suggest that various factors, including psychological, economic, social, and professional aspirations, contribute to esports addiction. It was also shown that there are individual benefits that contribute to the formation of addiction to these games, as well as the potential harm that esports games can cause to individuals.

Background: Football task design lies in manipulating the relevant features of the game considering the consequences these modifications can have on players' performance. Adding an extra ball may boost academy footballers' possibilities of interaction and challenge them to readjust their motor conduct according to the uncertainty of a novel game scenario. Objective: This study compared young footballers' spatial exploration index (SEI) overall and one by one during simulated matches played with one or two balls. Methods: Forty-four association football players from U14 and U16 teams of the same club played two 60-minute matches with all the official game rules and regulatory conditions. The unique difference was that one match was played with a single ball and the other with two balls simultaneously. Positional data were gathered during matches using a Global Positioning System (GPS) to assess each footballer's SEI central tendency and approximate entropy (ApEn) measures. Results: The average SEI of both U14 (p = .01; η 2 = .066, medium) and U16 (p < .001; η 2 = .187, large) players was lower, and its ApEn higher (U14: p < .001, η 2 = .014, small; U16: p < .001, η 2 = .035, small), during the two-ball match in comparison to the standard one-ball match. The graphical representation shows how their relative positioning changed between matches, breaking team formation in two during the two-ball condition. From an individual perspective, the second ball affected defenders mainly. Most of them reduced their intervention area, acted more unpredictably within this, and got closer to their target compared with the standard one-ball match. Conclusions: Adding an extra ball led young footballers to explore less space more unpredictably, especially defenders. So, a one-by-one analysis may assist coaches in evaluating each player's tactical response to football training.

Background: Sports Club for Health (SCforH) is among the largest European initiatives that promotes health through sports clubs. The recently developed SCforH online course has never been empirically evaluated. Objective: The aims of this study were to: (i) assess participant engagement in the course and course quality; and (ii) explore differences in the engagement levels and subjective assessments of course quality by stakeholder type, EU residency status, region of Europe, and prior awareness of SCforH guidelines. Methods: The study sample included 840 participants from 34 European countries, who attended the SCforH online course. Using web trigger events, we gathered information on the number of course parts completed and time in course. Course quality was assessed using the 12-item EDUcational Course Assessment TOOLkit (EDUCATOOL) post-course questionnaire, asking about participant's reaction, learning, behavioural intent, and expected outcomes, where scores on the evaluation components were expressed on a scale from 0 to 25 points. The overall evaluation score (0-100 points) was calculated as the sum of evaluation components. Results: The vast majority of participants (92%) completed all 28 parts of the course, and the median time in course was 27.60 min (95% confidence interval [26.93, 28.27]). The medians of all evaluation components were ≥ 20.00, while the median overall evaluation score was 82.50 (95% confidence interval [81.11, 83.89]). Some aspects of course quality were rated slightly lower by residents of EU countries (compared with residents of non-EU countries), participants from Western Europe (compared with Central and Eastern Europe), and students (compared with representatives of sports clubs and associations; p < .05 for all). Conclusions: The level of participant engagement in the SCforH course and quality of the course are high, which demonstrates that this course is an adequate tool for dissemination of SCforH guidelines among various stakeholders in the European sports sector.

Background: Based on the theories of interactional touch and interpersonal relationships, touch can be an important part of the coaching profession. Objective: The research aimed to identify and describe what touch means in the coach-athlete relationship from the coach's perspective. There is widespread ignorance of the law and a lax approach to intimate contact with athletes in the sport environment. The main research question was formulated as follows: What does touch mean in the coach-athlete relationship from the coach's perspective? Methods: This is qualitative research conducted in the form of a multiple case study, whose unit is the case -the coach and their perception of touch in the coaching profession. Five coaches were selected and interviewed in depth in semi-structured interviews. Three men and two women coached floorball, weightlifting, handball, ice hockey and basketball. Three were head coaches, two were conditioning coaches, and their average age was 39. The coaches work in the Czech sports environment and four of them have an average of 8.5 years of experience with national teams. The coaches' statements were analysed using data coding, clustering and pattern capture methods. Results: Two main categories were identified: risk-safety, and intimacy. Both main categories are characterised by the dimension of measure. Risk-safety includes the subcategories: coach self-reflection, form of touch, pressure of touch and location of the touch on the body. Intimacy contains the subcategory of the level of the coach-athlete relationship. A "touch-based coach-athlete relationship model" was created to express the hierarchy and relationships between the main categories and subcategories. Conclusions: The results demonstrated that touch and self-reflection in the coaching profession are important mediators of the coach-athlete relationship. Specific forms of these mediators can be observed in the risk-safety dimension, and the intimacy dimension in the coach-athlete relationship.

The detection of sports talent has been a recurring concern in sports science. It has been found that there is great variability in determining which athletes may perform better in sports. Objective: The objective of the present research was to analyse the influence of anthropometric variables, physical condition, chronological and biological age, and training variables on the possibility of being selected for the regional team competing in the national championship in adolescent volleyball players. Methods: A total of 100 volleyball players (48 boys, age 14.17 ± 1.00 years; 52 girls, age 14.22 ± 1.14 years) participated in the present crosssectional design study and completed a sociodemographic and sports questionnaire. Participants underwent an anthropometric assessment, including basic measurements, skinfolds (triceps, subscapular, biceps, iliac crest, supraspinal, abdominal, thigh and calf), girths (arm relaxed, flexed and tensed arm, waist, hips, middle thigh and calf), breadths (biacromial, biiliocristal, humerus, femur, and bi-styloid), lengths (acromiale-radiale, radiale-stylion and stylion-medio-dactylion); and a height (iliospinale). After that, ∑6 and ∑8 skinfolds, body composition, upper limb length and corrected girths were calculated. Physical fitness was assessed by sit-and-reach, back scratch, long jump, medicine ball throw, countermovement jump, sprint and agility test. The maturity offset was estimated. Statistical analysis included χ 2 , to analyse differences between those selected and not selected, and odd ratio (OR), to assess the possibility of being selected for competing in the national championship as a function of anthropometric, physical fitness and training variables. Results: It was observed that, in the group of boys, higher values in the variables related to bone mass increased the possibility of being selected (OR = 2.17-3.08). Better performance in the physical tests related to power production was a predictor of higher chances of being selected in both groups of boys and girls (OR = 0.48-2.53). In the case of the boys, a more advanced maturation process increased the possibility of being selected (OR = 0.61-1.69). Better perception of the coach in both groups and higher training volume in the case of the boys increased the chances of being selected (OR = 1.75-3.70). Conclusions: Better performance in the physical condition tests is an indicator of a greater probability of being selected in both boys and girls, while the anthropometric variables, a higher biological age, the volume of training and perception of the coach were the only determinants in the group of boys.

Background: Cerebral palsy is a sensory and motor disease that affects control of posture and movement. Children with cerebral palsy show dysfunction in the body such as spasticity, decreased muscle strength, and selective control of movement that may limit functional activity and participation in daily life. Objective: The purpose of this study was to investigate the effect of positive normative feedback on the learning of a throwing task in children with spastic hemiplegic cerebral pals. Methods: Twenty-four children with cerebral palsy aged 8-10 years participated in an experimental design with acquisition-retention test. The children received positive or negative normative feedback after each practice of learning of throwing task. The positive feedback group received feedback after each block 20% higher than the average score of each block, whereas the negative feedback group received feedback 20% lower than the average score after each block. The control group received normal feedback. A retention test without any feedback was run 48 hours after the practice phase. Statistical tests including one-way analysis of variance and follow-up tests were used to analyze the data. Results: The results showed both in the acquisition stage (p = .001) and retention test (p = .001), the positive normative feedback group had better performance compared to the two other groups. Conclusions: The results demonstrated that positive normative feedback has a significant motivational effect that enhances the learning of a throwing task in children with cerebral palsy.

Background: In Greek scientific literature, no other studies using emotional intelligence as a personal trait were found. Objective: The aim of this study was to explore the validity and reliability of the Trait Emotional Intelligence Questionnaire -Short Form in a Greek educational context. The internal consistency as well as the levels of emotional intelligence, along with the gender as a factor that differentiates emotional intelligence have also been examined. Methods: The sample of the study consisted of 306 (for exploratory factor analysis) and 415 (for confirmatory factor analysis) students who attended the 7 th , 8 th , and 9 th grades of high school. The selection of the sample was randomly performed. The scale consists of 30 questions and four factors. The statistical analysis of the data included descriptive statistics, exploratory and confirmatory factor analysis, reliability analysis using Cronbach's α and discriminant/ convergent validity, and t-test for independent samples. Results: The results of the confirmatory factor analysis demonstrated that the hypothesized model produced a significant χ 2 (1026.58), normed fit index (.96) and comparative fit index (.97). The root mean square error of approximation (.78) was also considered to assess the degree extent to which the model of fit of. Composite reliability (≥ .948) and average variance extracted (≥ .751) of all dimensions of the Trait Emotional Intelligence Questionnaire -Short Form demonstrated an acceptable reliability coefficient. Conclusions: From the analysis of the results, we came to the following conclusions. The Trait Emotional Intelligence Questionnaire -Short Form constitutes an instrument credible enough to measure the emotional intelligence of high school male and female students. Gender is a differentiation factor for Total emotional intelligence, Self-control, and Well-being factors.

Background: In elite soccer, many teams routinely use positional games (PGs) in their practice sessions, striving to simulate competition situations, although some debate exists about the application's usefulness. Objective: The main aim of this descriptive study was to compare the physical demands among three different formats of PGs within the competitive profile. Methods: A descriptive study was conducted with 19 Argentinian professional soccer players (age 23.7 ± 4.7 years, body mass 73.6 ± 7.0 kg, height 177.2 ± 5.6 cm). External load was monitored by GPS (Catapult) during typical practice sessions with PGs designs (7 vs. 7 + 1 Floater [F], 9 vs. 9 + 2F + 2 goalkeepers [GK], 10 vs. 10 + 1F + 2GK) and during 10 official matches. Data on total distance (TD), player-load (PL), HILR (distance covered at speed > 14.9 km/h per minute), HSSL (distance covered at speed > 19.9 km/h per minute), number of runs during HILR and HSSL, very high-intensity accelerations (> 3.5 m/s 2 ; VHIA) and decelerations (< -3.5 m/s 2 ; VHID) and maximal speed (MS) were measured. In addition, rates of perceived exertion (RPE) were also monitored. Results: The mean values of TD and PL were similar to those of match status in every format. With respect to HILR and HSSL, the average values were significantly lower than those obtained in matches for 7 vs. 7 + 1F and 9 vs. 9 + 2F + 2GK formats (p < .001). The MS was the other variable in the study that differed notably from the values obtained during matches in each format (p < .001). The VHIA values were significantly higher than matches in 7 vs. 7 + 1F, while VHID presented statistical differences in both formats, 7 vs. 7 + 1F and 10 vs. 10 + 1F + 2GK. Regarding RPE, 10 vs. 10 + 1F + 2GK was the only format without statistical difference in comparison with matches (p < .001). Conclusions: The findings suggest that smaller-sized PGs could be used to stimulate intensity in terms of acceleration/deceleration demands, whereas larger-sized PGs are the optimum format to reach a similar performance in a competitive situation.