ESEV - DCDM - Artigo em revista científica, indexada ao WoS/Scopus
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- 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.
- Effects of theta-binaural beats auditory stimulation on creativity, psychological well-being and mood states of university students: Pilot studyPublication . Mendes, Liliana; Leonido, Levi; Pereira, Antonino; Morgado, Elsa GabrielThis study investigates the impact of theta-frequency binaural beats (BB) on creativity, mood, and psychological well-being in university students, addressing the growing interest and controversy surrounding this auditory stimulation technique. A quantitative, correlational, quasi-experimental design was employed, involving 26 university students aged 18–54 (96.2% female, 3.8% male). Participants listened to theta BB (6-Hz beat frequency on a 250 Hz carrier) for 20 minutes daily using the Binaural Beats App. Instruments included a sociodemographic questionnaire, the reduced Creative Personality Scale (EPC), the short Profile of Mood States Questionnaire (POMS), and the Psychological Well-Being Manifestation Scale (EMMBEP). Results revealed significant improvements in creativity, psychological well-being, and reduced total mood disturbance after exposure to theta BB. Significant differences in total mood disturbance across assessment moments highlighted the intervention's time-sensitive benefits. The study highlights the potential of theta-frequency BB to enhance psychological well-being, mood, and creativity among university students. These findings contribute to the growing body of evidence supporting the utility of BB as a non-invasive tool for improving mental and emotional states. Theta BB may serve as an accessible and cost-effective method for promoting mental health and fostering creativity in educational and therapeutic settings.
- 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.
- O guarda-redes de andebol como primeiro participante no processo ofensivoPublication . Branco, João; Azevedo, António Manuel Tavares; Mendes Ribeiro Eira, Paulo Alexandre; Ribeiro, RafaelIntrodução: A modalidade de Andebol tem sofrido constante evolução por força de uma multiplicidade de transformações que decorrem das dimensões física e tática, assim como das resultantes de interpretações das componentes da estrutura ou lógica interna do jogo, como é o caso do seu regulamento. Com efeito, assumem-se cada vez mais importantes as ações do guarda-redes, que deixou de estar focado exclusivamente no impedimento do golo e passou a ser o primeiro participante do processo ofensivo da sua equipa, tornando o jogo mais dinâmico e potenciador de novos sistemas ofensivos, de modo a aproximar as equipas do sucesso competitivo. Objetivo: Aferir da importância do guarda-redes na construção ofensiva no Andebol moderno, analisar os momentos de substituição ataque-defesa para a reentrada do guarda-redes, identificar os atletas que efetuam a substituição ataque-defesa para a entrada do guarda-redes com maior frequência em contexto de jogo. Métodos: Recorreu-se à Metodologia Observacional (Anguera et al., 2000; Anguera, 2003) e à Análise Sequencial de Jogo (Sarmento et al., 2013) para observar os comportamentos e ações dos atletas. Para a recolha de opiniões, atitudes e representações dos participantes, recorreu-se à técnica de entrevista (Santos & Lima, 2019) procedendo-se, posteriormente, à análise de conteúdo (Bardin, 2009). O grupo de estudo compreendeu três treinadores a exercer funções nas duas principais divisões do Andebol português e com a mais alta qualificação técnica internacional da European Handball Federation (EHF). Analisaram-se também duas equipas do Campeonato Nacional de Andebol 1 (PO01) e uma terceira formação, do Campeonato Nacional da 2.ª Divisão. Resultados: O momento da substituição para a reentrada do guarda-redes ocorre em função do lado do banco onde se situa a jogada, da zona na qual é finalizada a ação, dos atletas envolvidos na criação da situação de finalização ou na finalização propriamente dita. Conclusão: A substituição ataque-defesa para a reentrada do guarda-redes não é efetuada por um atleta habitualmente pré- definido pelo treinador, mas de acordo com o comportamento defensivo concreto do adversário e do conhecimento cerca das tomadas de decisão dos colegas de equipa. Com efeito, os treinadores deste estudo tendem a criar exercícios que fomentam a otimização do processo de substituição e a saída atempada para que a reentrada do guarda-redes possa restabelecer o desejado equilíbrio defensivo.
- Influence of the vegan diet on sports performancePublication . Sousa, PatríciaBeing healthy is a prerequisite for becoming a successful athlete. Most scientific evidence strongly associates a well-planned Vegan diet with health, successful body weight control, a preventive measure and, in some cases, the end and reversal of some of the most common noncommunicable chronic diseases. However, despite the solid health benefits of these diets, Vegan athletes are often confronted with prejudices for unfounded doubts and motives. Through the analysis of existing literature, the objectives of the present study were to explore the various advantages and risks of the Vegan diet for the health of sportsmen and women, whether in the context of competition or not and analyse the influence of this type of diet on the sports performance of athletes, when compared to omnivorous athletes. As can be seen, the literature on this topic is quite scarce and, apparently, performance is not boosted depending on the type of diet adopted. With this knowledge intended to demonstrate that vegan diets are compatible with sports performance, thus being able to encourage athletes and their families, coaches and health and sports experts to have a more open mind when an athlete expresses their desire to adopt a Vegan diet. Keywords: Vegan Diet, Sports performance, Athletic performan
- Self-perception of dual career barriers and athletic identity in student-athletes with disabilities according to disability type and level of professionalizationPublication . Maciá-Andreu, M. J.; Vaquero-Cristóbal, R.; Meroño, L.; Abenza-Cano, L.; García-Roca, J. A.; Cánovas-Álvarez, F. J.; Díaz-Aroca, A.; Capranica, L.; Stanescu, M.; Pereira, A.; Doupona, M.; Mendes, F.; Figueiredo, Abel; Isidori, E.; Sánchez‑Pato, A.; Leiva‑Arcas, A.The objective of this study was to analyze the perceived barriers to dual career success and athletic identity of student-athletes according to disability type and level of professionalization. The final sample consisted of 203 student-athletes with disabilities from five European countries. The questionnaires used were ESTPORT, EBBS and AIMS. Depending on disability type, it was found that student-athletes with hearing and physical impairment showed the highest difficulty in reconciling sports and studies (p = 0.001); that student-athletes with a hearing impairment showed the highest score in the barrier ‘the cost of education is high’ (p = 0.023); that student-athletes with a physical impairment had the highest scores in the barrier ‘Exercise tires me’ (p = 0.013); that student-athletes with cerebral palsy showed the highest scores in the barrier ‘I do not have enough university/educational institution support’ (p = 0.014) and ‘Exercise facilities do not have convenient timetables for me’ (p = 0.001). Depending on sports professionalization level, semi-professional student-athletes showed the highest values in the barrier ‘the university/educational institution is far from my training center’ (p = 0.040); while professional student-athletes had the highest score in the barrier ‘exercise takes too much time from family responsibilities’ (p = 0.034). In most of the variables related to identity as athletes, professional student-athletes showed the highest values, followed by semi-professional athletes (p = 0.043- < 0.001). In conclusion, the self-perception of barriers is quite relevant, with differences arising from disability type and level of professionalization, whereas the identity as an athlete is only different according to the level of professionalization.
- Mistreatment behaviours in the Athlete-coach relationshipPublication . Marracho, Philippe; Coelho, Eduarda Maria Rocha Teles de Castro; Pereira, Antonino; Nery, MiguelThis qualitative study aimed to describe the nature of mistreatment behaviours in the Athlete-coach relationship, in the region of Trás-os-Montes e Alto Douro, Portugal. For our study, we interviewed 12 athletes of federated sports. We focused on young athletes, aged 13-18 years old, who practiced a collective, combat, or individual sports discipline. The data was then studied through content analysis. In the case of athletes as victims, there were no mistreatment behaviours in the Athlete-coach relationship. However, as observers, the athletes have reported forms of abuse in the Athlete-coach relationship, such as verbal emotional abuse and denial of attention and support. As preventative measures for mistreatment behaviours, the athletes mentioned supervision and even the dismissal of the coach. Respondents stress the need to deepen the topic for the strategies to be effective. They emphasize the need to sensitize clubs for the protection of athletes, through investigations in the area under study, for fighting and preventing mistreatment behaviour in sports practice.
- Artistic-Cultural Perspectives in Technical-Professional Training at UTFPR-BrazilPublication . Auzani, Adriana Santos; Fernandes da Silva, Levi Leonido; Pereira, Antonino; Morgado, Maria GabrielIn this research, we intend to study the role of art in the creative process, in engineering courses at the Universidade Tecnológica Federal do Paraná, as a technological innovation factor. This qualitative research is characterised as a method for adopting a naturalistic and descriptive perspective. The sample is composed of students and graduates (10); teachers, coordinators and directors of Education of the Pato Branco Campus (10); Dean (1); Entrepreneurs (4). In the analysis and discussion of results from semi-structured interviews, we opted for Content Analysis, having in perspective the Theory of Social Representations of Moscovici (1978). Among the main conclusions, we highlight the valorisation of creative, interpersonal and communicative skills as fundamental competences in the formation of an engineer. It is also highlighted that the role of art in engineering can enhance creativity and constitute a factor of technological innovation. This can promote the imagination and the capacity for necessary and fundamental abstraction in the design of engineering projects and the communicational plan. The integration of art in formal training, at the moment, does not constitute an institutional option, nor does it contribute to a significant dialogical relationship between curricular activities and extracurricular artistic activities.
- Art Education: Two Decades of Creation, Evaluation and Application of an Interdisciplinary Method of Artistic LiteracyPublication . Leonido, Levi; Pereira, Antonino; Mendes, Liliana; Rodrigues, João Bartolomeu; Morgado, Elsa Maria GabrielThe Interdisciplinary Method of Musical Literacy, Education and Artistic Awareness (MILMESA) is developed and applied essentially in higher education (artistic, cultural and teacher training courses), promoting effective endogenous (interarts) and exogenous interconnection (artistic and other non-artistic areas) of an inter and pluridisciplinary matrix, as well as assuming itself as a privileged vehicle of relationship and extension to the community in the frame of the making of artistic-cultural and pedagogical-didactic events in the European, Luso-Brazilian, Luso-African and Hispanic American territories. It was created, tested and evaluated in five consecutive quadrennia (2002–2023), being regularly adapted, adapted and added to according to the observed realities, evolving into the deepening of new concepts and models of intervention in these domains (e.g., Expressive and Proximal Didactics). Using the ethnographic method and the case study, and having the source of data collection as the document analysis of written and iconographic or visual sources (n = 1386) and participant observation, this study aimed to describe and analyse the application and evolution of MILMESA in terms of education and extension to the community. It was concluded that there was a need to promote, with greater regularity and scope, greater technological interaction via digital platforms and social networks, within the framework of the participation of external specialists (e-DEP) and the very experience of MILMESA’s experiences and initiatives, giving it a more meaningful and participatory range.