Percorrer por autor "Esteves, Pedro Tiago"
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- Emotional intelligence mediates the relationship between sport type and social anxiety in adolescentsPublication . Fernandes, Helder Miguel; Costa, Henrique; Esteves, Pedro Tiago; Fonseca, Teresa de Jesus; Honório, Samuel; Rodrigues, Aristides M. Machado; FrontiersBackground: Adolescence is a developmental period marked by heightened social anxiety vulnerability. Organized sport may protect mental health, but the psychological mechanisms linking sport type to social anxiety remain unclear. Objective: This study examined whether specific emotional intelligence dimensions mediate the association between sport type and social anxiety among adolescents, and whether sex or age moderates these relationships. Methods: The sample comprised 1036 adolescents (603 girls and 433 boys), aged 12-17 years. Participants completed self-report measures assessing sport participation (no sport = 684; individual 24 = 156; and team = 196), emotional intelligence, and social anxiety. Mediation and moderated mediation analyses were conducted using bootstrapped regression models. Results: The use of emotion emerged as the most consistent mediator between sport participation and lower levels of social anxiety. Both individual and team sports were indirectly associated with lower fear of negative evaluation, reduced social avoidance and distress through a greater use of emotion. Team sport participation also showed a direct positive association with fear of negative evaluation, indicating inconsistent mediation. Sex showed no significant moderation effect. Age influenced certain direct and indirect pathways, with team sport participation showing a transient positive association with fear of negative evaluation during early adolescence, buffered by stable protective indirect effects of use of emotion across ages. This is a provisional file, not the final typeset article. Conclusions: These findings indicate that sport participation types were indirectly 34 associated with lower social anxiety in adolescents through adaptive use of emotion, while also suggesting that team sport contexts may amplify evaluative pressures that increase fear of negative evaluation during early adolescence.
- Improving motor competence of children: the “Super Quinas” intervention program in portuguese primary schoolsPublication . Rodrigues, Luis; Cordovil, Rita; Costa, Júlio; Seabra, André; Guilherme, José; Vale, Susana; Luz, Carlos; Flôres, Fábio; Lagoa, Maria; Almeida, Gabriela; Lopes, Vítor; Mercê, Cristiana; Esteves, Pedro Tiago; Santos, Sara; Correia, Vanda; Serrano, João; Mendes, Rui; Matos, Rui; Loureiro, Vânia; Neto, CarlosThe objective of this study was to describe the effects of an extra hour of a structured motor program on the motor competence (MC) of children 6–10 years old.. Design: The need for movement interventions to enhance MC among school-aged children has gained vital importance in the last years, given the negative secular trends reported. Hence, the Portuguese Football Federation organized an intervention program on MC to be implemented on the extracurricular time of the Portuguese primary schools: the Super Quinas program. Methods: Thirty-nine schools from all of Portugal were assigned to intervention and control condition, with a total of 1034 children (6–10 y old) completing all the program (77.7%). The Super Quinas intervention comprised of 1 hour of activity per week, led by a physical educator teacher during extracurricular activities for 12 wees. MC was assessed using the Motor Competence Assessment (MCA) before and at the end of the program (January and April 2023). Normative results of the MCA were used to compare changes between pre and posttest according to experimental or control condition. Results: Results showed a general improvement (P ≤ .001) for all subscales (Locomotor, Manipulative, Stability) and total MCA. More importantly, the experimental group showed significant and positive differences, when compared with the control group, in the Stability (P = .007), Manipulative (P = .015), and total MCA results (P = .018) after controlling for gender, age, and baseline effect. Conclusions: The Super Quinas intervention program proved that adding 1 hour of structured movement program to the regular primary school schedule can lead to greater development of MC in school-age children.