Wioletta Śląska-Zyśk

(1) Background: In rugby, players are divided into two primary formations: the scrum and the backs (attack line), which differ significantly in terms of their roles, as well as their physical and cognitive demands. Scrum players are predominantly engaged in frequent physical contact and power-based activities, whereas backs are required to respond rapidly to dynamically changing game situations, demonstrating greater agility and decision-making speed. The purpose of this study was to analyze the reaction times of rugby players, taking into account their playing positions. (2) Methods: The study involved 30 athletes, all members of the Polish national under-20 rugby team (15-a-side). Data were collected during a training camp conducted four weeks prior to the U20 European Championships held in Prague. Reaction time was assessed using the Witty SEM system. (3) Results: The findings revealed that backs achieved superior results in simple reaction tests, while third-row and forward players performed better in complex reaction tests. (4) Conclusions: Reaction time differentiates players according to their positional roles and corresponds with the specific demands of those roles. Backs are required to respond to stimuli more rapidly, as they are primarily responsible for initiating offensive actions and organizing the defensive line.

Background: Cheerleading is an emerging and increasingly popular sport among girls. The figures performed during routines require a high level of balance from the athletes. The aim of the study was to analyze the impact of participation in cheerleading classes on body balance in girls during early adolescence. Methods: A total of 35 female cheerleaders from the Power Stars Sząbruk Club (Poland) were divided into three age groups: 8–9 years (n = 15), 10–11 years (n = 11), and 12–14 years (n = 9). Balance assessment was performed using the E.P.S R/1 pedobarographic platform. The Kruskal–Wallis test with Bonferroni post hoc correction was used to analyze intergroup differences in foot load distribution and balance parameters. Results: The analysis revealed statistically significant differences in the pressure on the forefoot area of the right foot (p = 0.007) between the 8–9 and 12–14 age groups, and in the balance level between the youngest group (8–9 years) and the oldest group (12–14 years) at p = 0.028, as well as between the middle group (10–11 years) and the oldest group (p = 0.004). Conclusions: Participation in cheerleading classes may influence the increase in balance, particularly in terms of the distance of center of pressure (C.O.P.) shifts and the average speed of these shifts. In adolescence, muscle development is crucial, and when closely linked with motor coordination, it helps maintain body stability.