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- ANXIETY LEVELS ANALYSIS IN SWIMMERS DURING PRE-COMPETITIONPublication . Tomás, João; Azevedo, António; Mendes Ribeiro Eira, Paulo AlexandreIntrodução: O desporto revela uma variedade de facetas, contornos, sentidos, atividades, vivências, comportamentos e atitudes. Compreende situações que dizem respeito ao jogo e ao ambiente e contexto que rodeiam as competições: pressão dos técnicos, dirigentes, familiares e dos adeptos que detêm elevadas expetativas quanto à prestação das suas equipas. Objetivo: Analisar os níveis de ansiedade pré-competitiva e a autoconfiança em jovens nadadores. Métodos: O grupo de estudo é composto por todas as turmas de natação competitiva de um Health Club da cidade de Viseu. Recorreu-se à versão traduzida e validada do Competitive State Anxiety Inventory 2 para a recolha de dados e para o seu tratamento, descritivo e inferencial, com o software Statistical Package for the Social Sciences. Resultados: Verificou-se que: (1) os níveis de ansiedade variam de acordo com o género, idade, experiência e nível da competição; (2) os atletas mais jovens e com menor experiência competitiva apresentam maiores níveis de ansiedade somática e cognitiva (3) os níveis de autoconfiança variam significativamente de acordo com a experiência competitiva dos atletas; (4) as meninas apresentam maiores índices de ansiedade e menores de autoconfiança, assim como os atletas mais jovens. Conclusão: As perceções de ansiedade e autoconfiança são influenciadas pelas experiências e expectativas sociais, pelo que, à medida que os atletas amadurecem, adquirem competências e habilidades que lhes permitem reduzir os estados de ansiedade précompetitiva e, paralelamente, desenvolver os níveis de confiança
- Can Physical Education contribute to Emotional Development? An action-research study with preschool childrenPublication . Beatriz Figueiredo; Mendes Ribeiro Eira, Paulo Alexandre; Azevedo, AntónioA escola desempenha um papel crucial no desenvolvimento das crianças por meio da Educação Física, que utiliza o corpo como principal ferramenta de aprendizagem. Nesse processo, decorre uma interação constante entre o cérebro e o corpo, evidenciando a conexão entre o desenvolvimento emocional, cognitivo e motor da criança. O presente estudo visa aferir o contributo da Educação Física no desenvolvimento emocional das crianças, através da análise das emoções expressas em contexto de jogo motor ao ar livre. A metodologia adotada é de natureza qualitativa, com características de investigação-ação (intervenção prática em contexto real) e desenvolveu-se numa instituição pertencente à rede pública de Educação Pré-Escolar localizada na periferia da cidade de Viseu, envolvendo crianças com idades compreendidas entre três e seis anos. Consistiu em intervenções focadas na promoção e no desenvolvimento de competências emocionais através de jogos ao ar livre. Posteriormente, realizaram-se entrevistas semiestruturadas com as respetivas educadoras de infância. Através da interação com o grupo de amigos, as crianças desenvolveram capacidades para controlar e expressar as suas emoções. As educadoras tribuíram importância significativa ao desenvolvimento emocional das crianças, mencionando que é a base da aprendizagem e que exploram as emoções de forma contínua e transversal, integrando-as em todas as áreas de conteúdo. Reconheceram a relevância da Educação Física para o desenvolvimento emocional das crianças, por meio do jogo. Salientaram que, no brincar ao ar livre, as crianças fortalecem laços emocionais entre si, o que promove um ambiente de aprendizagem saudável e colaborativo
- Perception of students' motivations in gymnastic activities in physical education classesPublication . Lourenço, Carla; Tatiana Rocha; Azevedo, AntónioIntroduction: Gymnastics encompasses a diverse spectrum of practices considered fundamental for students’ education process, promoting their physical, cognitive, social, and emotional development in an integrated manner. Nonetheless, its adoption in the school context falls short compared to other modalities. Objective: This study aimed to investigate the reasons behind the lack of enthusiasm for gymnastic activities, examining students' preferences and experiences through the analysis of their perceptions. Methodology: The study group consisted of a total of 232 participants from a school cluster located in Oliveira de Azeméis, from the 5th, 7th, and 10th grades, to ensure the representativeness of the early years of each study cycle, specifically the initial, intermediate, and final stages. An adapted version of the questionnaire by Silva and Ferro (2016) was used for data collection, as well as version 29 of the IBM Statistical Package for the Social Sciences (SPSS) for data analysis. Results: Age did not significantly influenced the enjoyment of gymnastic activities; a significant association was noted between gender and the enjoyment of the practice, as well as between gender and the perception of gymnastics as a feminine modality; there was a significant association between the appreciation of gymnastics in the school context and its practice outside of it, as well as with the perceived difficulty in its execution. Conclusions: Understanding these factors is crucial for developing effective strategies that promote gymnastics in schools, ensuring that students can benefit from its advantages.
- The road to expertise in U-20 football world champions: A multi-method approachPublication . Sarmento, Hugo; Martinho, Diogo; Pereira, Filipa; Pereira, Antonino; Araújo, DuartePortugal’s “Gold Generation,” one of the country’s most talented groups of football players, won two U-20 World Championships in 1989 (Riyadh) and 1991 (Lisbon). This study aimed to holistically describe the development of a successful generation of Portuguese national football players and retrospectively examine the factors underlying their success. Participants included 31 of the 34 world champions, the head and assistant coaches, and seven additional influential stakeholders. Guided by an ecological dynamics framework, a multi-method design was used. Data were collected through semi-structured interviews and document/website analysis, and examined using qualitative (NVivo 11.0) and quantitative (SPSS 24.0) procedures. From this analysis, we proposed the “Ecological Model of Development for the Portuguese Football Gold Generation” (EMDPFGG). Findings suggest that this generation’s success resulted from the players’ talent, combined with the active leadership and holistic vision of head coach Carlos Queiroz, and favourable sociocultural conditions in Portuguese football and sport sciences. Queiroz recognized the opportunities offered by the Portuguese sociocultural context and acted on them across both macro- and micro-levels of development, influencing training, organization, and long-term player growth. Overall, the results support the idea that coaches who challenge the status quo of training methodologies, and guide athletes toward higher performance, adopt ambitious, updated, and holistic perspectives on the constraints that shape the game, including physical, technical, psychological, cultural, and organizational factors. Such comprehensive approaches can overcome the reductionism that characterizes many scientific studies and practical applications that focus only on isolated aspects of football performance.
- Artificial intelligence, ethics and sports: a narrative reviewPublication . Oliveira, Sofia; Morgado, Elsa; Leonido, Levi; Pereira, AntoninoArtificial intelligence (AI) is currently being increasingly utilised in various contexts within society. In this regard, several tools employing this same technology are also used in sports. This study had two main objectives: to identify the potentialities of AI usage in high-performance sports for athletes, coaches, and referees/judges, and to understand the ethical issues that its use may cause. To achieve this, a narrative review was conducted through research in the databases PubMed, ResearchGate, B-On, and RCAAP in March and April of this year, resulting in a total of 11 studies. The data obtained indicate that the tools used in high-performance sports indeed offer a series of benefits to the three groups of sports agents mentioned earlier. However, their use can also lead to ethical problems, such as a loss of privacy and data security, as well as the possible creation of inequalities between athletes and/or sports teams, among other concerns. The use of AI in high-performance sports is quite advantageous, but considering the potential issues it may raise, it is necessary to establish well-defined limits and criteria for its use, so that its benefits can be maximised without compromising the ethical values of sport.
- Impact of a combined physical exercise and sensory stimulation program on the quality of life of institutionalized older adults: A qualitative study from the perspective of healthcare professionalPublication . Marinho, M.; Coelho, E.; Afonso, C.; Pereira, Antonino; Mourão Carvalhal, M.; Fonseca, S.; Corresponding author: Fonseca, S..The search for effective non-pharmacological interventions for institutionalized older adults has intensified, particularly those capable of meaningfully enhancing their well-being and quality of life. However, scientific evidence regarding the combined use of physical exercise and sensory stimulation in this population remains limited, leaving an important gap in geriatric practice. This qualitative, exploratory, and longitudinal study aimed to explore healthcare professionals’ perceptions of the impact of a combined physical exercise and multisensory stimulation program on institutionalized older adults living in a residential care facility in Vila Real, Portugal. Ten older people (aged 79–98 years) and eight healthcare professionals participated in the 12-week intervention. The program integrated adapted physical exercise with olfactory, auditory, and visual sensory stimulation. Semistructured interviews were conducted with healthcare professionals at the end of the program. Data were analyzed using content analysis, which revealed eight thematic categories: Innovative therapy; Motivation and participation; Motor and sensory stimulation; Satisfaction and well-being; Alertness and sleep; Reminiscence; Self-esteem and usefulness; and Overall well-being and quality of life. Professionals consistently reported improvements in mood, engagement, cognitive alertness, motor activation, sleep regulation, reminiscence, social interaction, and perceived usefulness among participants. They further noted that the integration of sensory stimulation with physical exercise provided a meaningful therapeutic experience that promoted active participation and enhanced the daily functioning of older adults. These findings highlight the potential of multisensory, movement-based interventions as an effective non-pharmacological strategy for improving the well-being and quality of life of institutionalized older people. Future studies should explore long-term effects, include larger and more diverse samples, and integrate older adults’ perspectives to strengthen evidence for implementation in geriatric care settings.
- Rethinking School Inclusion: A Comparative Analysis of Decree-Laws No. 3/2008 and No. 54/2018 in Portugal Based on UNESCO ReportsPublication . Morgado, Elsa Gabriel; Pereira, Antonino; Gouveia, Luís Borges; Rodrigues, João Bartolomeu; Leonido, LeviThis article proposes a comparative analysis of Decree-Laws No. 3/2008 and No. 54/2018, legal instruments that define the models for supporting inclusive education in Portugal. By linking national regulatory developments with data and recommendations from UNESCO’s monitoring reports (GEM Reports), this research assesses the structural and conceptual changes underlying Portuguese education policy. The research follows a qualitative approach, of an exploratory and interpretative nature, using comparative document analysis as the central method. The results reveal a transition from a model focused on categorizing students with special educational needs (SEN) to an approach focused on universally meeting the needs of all students. The Discussion and Conclusions and Recommendations highlight the need to strengthen teacher training, pedagogical leadership, and monitoring based on disaggregated data, as recommended by UNESCO.
- Technology-Mediated Education: impact of AI on the main distance learning modalitiesPublication . Morgado, Elsa; Leonido, Levi; Pereira, Antonino; Gouveia, Luís BorgesBackground/purpose. Artificial Intelligence (AI) and distance learning (EaD) have profoundly transformed education, redefining teaching methodologies and learning dynamics. When integrated into educational environments, these technologies facilitate equitable access to knowledge, enable personalized learning, and enhance pedagogical flexibility. E-learning, blended learning (b-learning), and mobile learning (m-learning) exemplify technology-mediated instructional modalities that empower learners and educators to engage in innovative knowledge construction, transcending geographical barriers. This study critically examines the impact of AIdriven digital platforms on distance learning and their implications for pedagogical efficacy. Materials/methods. A quantitative research design was employed to evaluate the benefits and challenges associated with AI-integrated digital platforms in distance education. Data were collected through an online survey administered to education professionals from three Portuguese-speaking regions with significant engagement in digital learning: Portugal (Europe), Brazil (Latin America), and Angola (Africa). The survey assessed perceptions regarding the extent to which AIenhanced platforms influence pedagogical practices and learning outcomes. Results. Analysis of 230 validated responses revealed substantial insights into the role of AI-driven platforms in education. Findings indicate that these technologies foster accessibility, support individualized learning pathways, and enhance instructional adaptability. Additionally, the study identifies key areas for improvement in the integration of AI-driven platforms within pedagogical frameworks to optimize educational efficacy. Conclusion. The findings highlight the transformative potential of AI and digital platforms in distance education, emphasizing their capacity to enhance learning experiences and promote knowledge democratization. Nevertheless, the study underscores the necessity for ongoing optimization of these technologies to fully harness their pedagogical benefits and address existing limitations.
- The Impact of Dual-Career Support Systems on Perceived Barriers Among European Student-Athletes with DisabilitiesPublication . Alejandro Leiva-Arcas; Raquel Vaquero-Cristóbal; Lourdes Meroño; María José Maciá-Andreu; Juan Alfonso García-Roca; Lucía Abenza-Cano; et al.; Pereira, Antonino: The aim of this study was to compare the socio-demographic, sporting characteristics and perceptions of student-athletes with disabilities of perceived barriers according to the state system of dual career support. Two hundred and twelve student-athletes with disabilities from two European countries with state centralisation in dual career-related education competences (n = 97) and three European countries with a laissez-faire system (n = 115) participated in this research. The perceptions of dual-career student-athletes (ESTPORT) questionnaire, the exercise benefits/barriers scale (EBBS), and the athletic identity measurement scale (AIMS) were used for data collection. Student-athletes in countries with laissez-faire systems perceived the difficulty of combining family care (p = 0.024; ES = 0.31), the time required to practice sport (p = 0.005; ES = 0.38), as well as the limitation of timetables (p < 0.001; ES = 0.52) and places that make sport practice possible (p < 0.001; ES = 0.73) as barriers. In conclusion, when a country’s educational system does not have structured support systems for dual careers, student-athletes perceive more barriers, regardless of their sporting level.
- Physical Education Teachers’ Representations of Their Training to Promote the Inclusion of Students with DisabilitiesPublication . Celestino, Tadeu Ferreira de Sousa Celestino; Jales Ribeiro, Esperança; Morgado, Elsa Gabriel; Leonido, Levi; Pereira, AntoninoSchool inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 ± 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts.