Doping constitutes one of the main problems in sports. The importance of sociological research on doping is widely accepted. However, such studies in Cyprus are scarce. The purpose of this study was twofold; first, it aimed to examine the knowledge about doping and the attitudes and perceptions towards sports and doping of high-school student athletes in Cyprus; and second, it aimed to explore whether the knowledge about doping and attitudes and perceptions towards sports and doping vary among student athletes with different characteristics (gender, nationality, engagement with team vs. individual sport, and grade level). The participants of this study were 164 high-school student athletes (16.6 ± 0.9 years old) who study in sports high schools in Cyprus, out of whom 106 were males (65.6%) and 57 (34.8%) females. Data were collected through the use of a questionnaire that was anonymously completed by the participants. A quantitative approach was used for analyzing the data. Descriptive statistics were calculated (i.e., mean, SD, and total scores for knowledge), and non-parametric tests (Mann–Whitney, Kruskal–Wallis) were employed, for comparing responses among different athlete groups on their knowledge, attitudes, and perceptions of doping. The findings reveal that most of the participants lack basic knowledge on doping issues. In terms of their attitudes and perceptions, most of the participants considered doping a serious problem in sports while demonstrating mostly negative attitudes towards doping. Statistically significant differences were found to exist in terms of knowledge among students of different nationalities and high-school grade levels. Also, statistically significant differences were found to exist in terms of attitudes and perceptions towards sports and doping among students of different genders and sport categories (individual vs. team), while differences were also found to exist among students of different nationalities in relation to their attitudes towards sports. The findings have implications for policymaking and educational practices, with the most prevalent need being to design and implement training programs to raise awareness among young athletes about critical features of doping and sports.

The use of virtual reality (VR) in older adults promotes improvements in mobility, strength, and balance. Changes in neuromuscular activation have been found to be associated with these improvements; however, during VR activities, this aspect has not been thoroughly investigated. The aim of this study was to investigate neuromuscular activation among older female adults during VR activities. Sixteen older female adults, with the use of VR, performed dynamic punching movements involving elbow flexion/extension for one minute, and the muscle activation of the bicep brachii was recorded with electromyography (EMG) and normalized to the maximal voluntary isometric contraction of elbow flexion. The one-minute activity was divided into three time phases: 0–10 s, 25–35 s, and 50–60 s. The five highest EMG amplitude values (%) in each phase were selected and averaged. Differences between phases were analyzed using repeated ANOVA (α_adj = 0.017). The EMG amplitude for the first phase was 39.1 ± 2.6%, that for the second phase was 44.8 ± 3.0%, and that for the third phase was 49.6 ± 3.1%. Statistically significant differences were found in all phases, with the first phase demonstrating a lower EMG amplitude (%) compared to the second (p = 0.002) and third phases (p = 0.000). The third phase demonstrated a higher EMG amplitude (%) compared to the second phase (p = 0.025). Engagement in VR activities can have significant effects on neuromuscular activation in older female adults, with our findings revealing a significant increase in the EMG amplitude within one minute of commencing a dynamic and challenging activity such as virtual boxing.

Despite its importance, physical literacy has received scant scholarly attention, notwithstanding the obvious link between physical activity and health promotion (including but not limited to mental health). The purpose of this study was threefold: first, to explore the self-perceived physical literacy, the self-reported physical activity, and the mental health status of adolescents who study in secondary education schools in Cyprus and the potential association of those variables; second, to explore any potential statistically significant gender differences across the variables under examination; and third, to explore whether there is a mediating role of physical activity in the relationship between adolescent Cypriots’ physical literacy and their mental health in the post-quarantine period. A total of 285 students, aged 13–18, from regular middle and high schools in Cyprus participated in this study. Physical literacy was measured using the Perceived Physical Literacy Instrument (PPLI). The Depression, Anxiety, and Stress Scale-21 (DASS-21) was utilized to measure mental health status. Physical activity was measured using the Physical Activity Questionnaire for Adolescents (PAQ-A). Independent sample t-tests were computed to analyze gender differences. The Pearson correlation test was used to compute bidirectional associations between research variables. Structural equation modeling was used to assess structural associations between research variables. The findings revealed statistically significant differences among boys and girls on depression (p = 0.0032), anxiety (p = 0.008), and stress levels (p = 0.003). Statistically significant and negative correlations had been found among PL and depression, anxiety, and stress levels (all p < 0.001), while PL was significantly and positively associated with physical activity (p < 0.001). Despite having only indirect effects on mental health (b = 0.51, T = −10.11, p < 0.001), physical literacy was found to have substantial direct effects on physical activity levels (b = 0.46, T = 8.66, p < 0.001). In addition, physical activity has significant indirect effects on mental health (b = 0.19, T = 5.48, p < 0.001). In summary, physical activity has significantly mediated the associations between physical literacy and mental health. Given these findings, it is important to put strategies in place to build up physical literacy and increase physical activity among Cypriot adolescents.

This pilot study aimed primarily to investigate the association between perceived physical literacy (PL) and participation in organised sports and self-organised physical activity (PA) in female youth athletes and non-athletes. A secondary purpose was to investigate the association between perceived PL and physical fitness among female youth athletes. A convenient sample of 18 female youth soccer athletes (age: 14.56 ± 1.42 years) and 18 female youth non-athletes (age: 14.22 ± 1.22) underwent anthropometric measurements and responded to PL and PA questionnaires. The athletes completed physical fitness tests (e.g., cardiopulmonary, isokinetic, handgrip, and jump tests). The results indicated that the female athletes presented significantly higher scores for perceived PL and self-organised PA compared to the non-athletes. The PL components ‘sense of self and self-confidence’ and ‘knowledge and understanding’ were significantly associated with self-organised PA in both the athletes and the non-athletes, as well as with organised sports. An association was found between the total PL score for the athletes and the squat jump (r = 0.50), flexibility (r = 0.59), and left hamstring (r = 0.51) physical tests. The positive association between the self-perceived PL of female youth and their involvement in both organised sports and self-organised PA may help them fulfil their potential and also value and take responsibility for getting involved in PA for life.

In ultimate games governed by the World Flying Disc Federation (WFDF), all competitors also take on the role of referee. The players discuss disputed calls with each other during the game, and then follow rules designed for these situations to determine how the play continues. The number one rule of the sport is to respect the spirit of the game (SOTG), which encourages competitive play while preserving mutual respect and minimizing the risk of injury. The use of SOTG in ultimate in the framework of self-arbitration as a moral practice aligns well with other tools of critical pedagogy. For this study, the SOTG scores of the WFDF Joint Junior Ultimate Championship (JJUC 2022) were analyzed. A total of 1009 players from 19 countries competed in 434 self-refereed games (29 national teams in the WJUC Under-20 (U20) tournament and 20 teams in the EYUC Under-17 (U17) tournament). All the scores from the individual criteria correlated well with the overall scores, but for the most part, they did not correlate with each other. Our experience with the scoring system has highlighted the importance of participants understanding the meaning of the results and how they may lead to a constructive reflection to improve exceptions, including scores representing fouls and rules knowledge. The findings provide important information for physical education teachers, coaches, and sport consultants and may be of use to design SOTG programs that could foster the experience of sportsmanship and to facilitate the ethical conduct of athletes in either recreative or in competitive contexts.

Background: the aim of this research was to investigate the effects of a period of selected physical activity on improving the fundamental skills of manipulation and locomotion in children with neuropsychological learning disabilities. Methodsː the present research was semi-experimental. A total of 30 students with neuropsychological learning disorders with an average age of 7.76 participated in this research selected by available sampling. The instrument utilized in this research was the test of Gross Motor Skills. After performing the pretest of locomotor and manipulative skills, the participants were classified homogeneously into experimental and control groups. The experimental group, in addition to taking part in their routine classes at school, also participated in twelve 45-min sessions (three sessions per week) in the Spark program. The control group took part in only their own routine classes. By the end of the 12th session, a posttest was performed. The data were analyzed through covariance analysis in SPSS 22. The significance level was considered as p<0.05. Results: the results showed that in the variables of locomotion (running (P<0.001), hopping (p=0.001) and long jump (p=0.001), as well as manipulative variables (kicking (P<0.001), overhead throwing (P<0.001) and catching (p=0.0001) there was a significant difference between the experimental and control groups. Based on the main differences, the experimental group displayed better performance compared to the control group. Conclusion: overall, it can be stated that a 12-session course based on a selected physical activity can result in improved locomotor and manipulative skills in children with neuropsychological learning disorders.