Browsing by Author "Celestino, Tadeu Ferreira de Sousa Celestino"
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- EXCELLENCE IN SPORT: A STUDY CENTERED ON THE LIFE STORY OF 14-TIME WORLD CHAMPION THIERRY GUEORGIOUPublication . Celestino, Tadeu Ferreira de Sousa Celestino; Leonido, Levi; Morgado, Elsa Gabriel; Pereira, AntoninoThis paper seeks to identify the factors and characteristics that determine the development and maintenance of excellence in orienteering, by examining the life of an athlete who has been a world champion 14 times. "Life Stories" were used as a method to collect data. The data was collected by conducting semi-structured interviews and an analysis of various documents. This data was then analyzed using the content analysis method. The results highlight the need for successful interaction between socio-contextual and socio-personal factors over time. Therefore, achieving excellence in orienteering is a multidimensional process that must be understood using a bio-psycho-socioaxiological perspective.
- 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.