The 5th International Congress of Exercise and Sport Sciences The Academic College at Wingate In Collaboration with The University of Nicosia, Cyprus, and The Olympic Committee of Israel June 7-10, 2018 Book of Abstracts Editors: Devora Hellerstein and Sima Zach Scientific Committee Organizing Committee Prof. Sima Zach (Chair) Dr. Devora Hellerstein (Chair) Prof. Moshe Ayalon Ms. Yara Assenheim Prof. Michael Bar-Eli Dr. Avraham Ben-Zaken Dr. Yitsik Ben Melech Mr. Israel Bibas Prof. Eli Carmeli Dr. Ayelet Dunsky Dr. Udi Carmi Mr. Yarin Dvash Dr. Ayelet Dunsky Ms. Shani Funk Prof. Alon Eliakim Ms. Yael Galili Prof. Fernández Peña Emilio Ms. Yarden Har Lev Dr. Shlomit Guy Dr. Diana Issan Prof. Yeshayahu (Shayke) Hutzler Ms. Miki Ophir Dr. Gili Joseph Mr. Ya’acov Peled Prof. Nicos Kartakoullis Ms. Shelly Shalom Dr. Haim Kaufman Dr. Bosmat Sky Dr. Einat Kodesh Dr. Nili Knopp-Steinberg Prof. Thanos Kriemadis Ms. Despo Stylianou Prof. Dario G. Liberman Dr. Sharon Tsuk Prof. Ronnie Lidor Dr. Orly Yazdi-Ugav Prof. Dubi Lufi Mr. Yigal Zano Prof. Yoav Meckel Mr. Itzik Zitenfeld Prof. Dani Moran Prof. Dan Nemet Prof. Mickey Scheinowitz Prof. Chenxiang Charlie Song Dr. Nili Knopp Steinberg Dr. Ran Yanovich Dr. Orly Yazdi-Ugav Keynote Speakers Prof. Jacqueline Goodway, USA Prof. Daniel Gould, USA Prof. Dieter Hackfort, Germany Prof. Nicos Kartakoullis, Cyprus Prof. Thanos Kriemadis, Greece Prof. Tatiana Ryba, Finland Prof. Zur Shapira, USA Prof. Vish Unnithan, UK Congress Coordinator: Ms. Yael Galili Prof. Stephan Wassong, Germany Graphic Designer: Ms. Shelly Shalom Table of Contents Table of Contents Message from the Editors .................................................................... 4 Keynote Lectures .................................................................................. 5 Oral Presentations ............................................................................. 19 Poster Presentations .......................................................................202 Symposia ...........................................................................................224 Illustrations: Adapted Physical Activity Initiatives .......................236 Workshops ........................................................................................243 Index of Authors ...............................................................................249 Congress Coordinator: Ms. Yael Galili Graphic Designer: Ms. Shelly Shalom 3 A Message from the Editors Dear Readers, This special issue of Betnua (Movement): Journal of Physical Education and Sport Sciences is a publication of the Book of Abstracts from the 2018 International Congress of Exercise and Sport Sciences (ICESS) – The Academic College at Wingate, marking 70 years to the State of Israel and 10 years to the first ICESS at the Academic College at Wingate. This 5th ICESS was organized in conjunction with The University of Nicosia and The Olympic Committee of Israel. The collection of abstracts presented in this issue is related to the following sub-themes within the umbrella topic of “Sport and Exercise Sciences”: Sports Management, Sport Psychology, Physical Education and Sport Pedagogy, Motor Learning, Gender Issues in Sport, Sports Sociology, Sports History, Exercise Physiology, Sports Biomechanics, Genetic Aspects of Sport, Exercise Nutrition, Physical Activity and Sports in the Lifecycle, Olympic Education, Coaching Developments, Competitive Sport, and Sports and Technology. This issue is comprised of 165 abstracts by scholars and professionals from 28 countries around the world. A rich program has been designed comprising nine keynote addresses delivered by the most notable authorities in their particular domain, setting the tone for a fascinating program which also includes oral presentations, poster presentations, symposia, workshops, and exhibits. We would like to sincerely thank all the authors who submitted abstracts, as well as those who attended and contributed to the conference program. We particularly wish to thank The University of Nicosia and The Olympic Committee of Israel for their significant support, contribution, and collaboration. Yours Sincerely, Prof. Sima Zach Dr. Devora Hellerstein Chair, Scientific Committee Chair, Organizing Committee 4 Keynote Lectures Keynote Lectures (Abstracts are presented in alphabetical order of the author’s last name.) 5 Keynote Lectures Promoting Physical Literacy in Early Childhood: Evidence-Based Recommendations from SKIP Jacqueline D. Goodway The Ohio State University, Columbus, Ohio, USA This presentation will take an early years physical literacy approach to promoting actual and perceived motor competence in young children from disadvantaged environments and elucidating the role motor competence plays in leading a physically active lifestyle and maintaining a healthy weight. Many vulnerable (poor, urban environments) children enter the early childhood years with significant delays in critical fundamental motor skills that are the prerequisites to later sports and physical activity. This is compounded by significant barriers (lack of built/home environment, access, minimum income, role models) in their communities to being physically active. In spite of these delays and barriers, such young children reveal positive perceptions of their motor competence, an asset that can be used in intervention. The 'Successful Kinesthetic Instruction for Preschoolers' (SKIP) motor skill intervention was developed to address these deficits and counter the negative developmental trajectories of these children. Situated in dynamic systems theory and Newell’s constraints, the overarching purpose of SKIP is to promote actual and perceived motor competence, enhance motivations to be active, develop knowledge of their body’s response to activity, and more recently, to promote physical literacy. In all SKIP interventions, we started by considering the child constraints, then manipulated environmental constraints to design high quality tasks aligned to a child’s developmental level to positively influence actual and perceived motor competence and physical literacy. Within this presentation, I will chart the evolution of SKIP reporting data from a number of studies and highlighting lessons learned along the way. I will start with the expert-led direct-instructional approaches leading to more mastery-oriented, child- centered approaches to SKIP. From this work, we recognized the need for more translational research. Thus, I will summarize our most recent work where we have collaborated with teachers to deliver T-SKIP/SKIP Cymru/INDO -SKIP and an integrated FMS-reading literacy (RaMMP) intervention to children across the world. I will conclude with implications for physical educators, future early intervention research, and the importance of promoting actual and perceived motor competence during this critical window of development. 6 Keynote Lectures Coaching Life Skills in Young Athletes Daniel Gould Michigan State University, East Lansing, Michigan, USA From the time of the ancient Greeks sport has been viewed as a mechanism for developing young people psychologically and preparing them for adult life. This holds true today as leadership, teamwork, confidence and resiliency are common examples of the types of life skills ascribed to youth sport participation. But does sport participation develop life skills? Coakley (2011) has argued that this is not the case and he contends that the belief that life skills are developed via sport participation is actually based more on myth than fact. What does the research say? And, if sport does develop life skills, when and under what conditions does this occur? This presentation examines the research on using sport to promote life skills in children and youth. Life skills are defined as ‘those internal personal assets, characteristics and skills such as goal setting, emotional control, self-esteem, and hard work ethic that can be facilitated or developed in sport and are transferred for use in non- sport settings’ (Gould & Carson, 2008). The sport psychological research on promoting life skills through sport is reviewed with an emphasis on factors influencing life skills development in young athletes. Research shows that life skills can be developed through sport and physical activity both implicitly and explicitly. Effects are not always positive. Most reviewers of the evidence, however, conclude that more consistent and positive results come when life skills are explicitly fostered and taught (Gould & Westfall, 2014). Life skills, then, are best viewed as being ‘intentionally taught’ versus as being ‘caught’ from mere sport participation. Example programs designed to promote life skills in children and youth through sport participation are discussed, as are theoretical explanations for how life skills are developed and influence young people. Finally, specific coaching strategies and policies that can be used to promote life skills in children and youth through sport are examined as well as strategies for insuring that life skills transfer from sport to other life contexts (Pierce et al., 2016). It is concluded that sport and physical activity contexts have great potential for fostering life skills. However, sport is not a panacea for the development of life skills. Life skills are most likely developed in young athletes when they are systematically fostered and taught by caring, competent adults who use both direct and indirect strategies for doing so. 7 Keynote Lectures References: Coakley,