ESECB - Artigos em revistas com arbitragem científica
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- Body composition, strength and muscle power indices at the different competitive levels of FutsalPublication . Rebelo, Miguel; Marques, Catarina; Crisóstomo, Rute; Silva Batista, Marco Alexandre; Paulo, Rui; Duarte-Mendes, Pedro; HONÓRIO, SAMUEL; Serrano, JoãoObjective: The aim was to verify the differences in physical condition (body composition, power and muscle strength) in futsal players from three competitive levels. Methodology: Sixty-eight (24.26 ± 4.63 years old) Portuguese futsal players participated in the study, divided into: elite, sub-elite and amateur. We used the bioimpedance, the countermovement jump and the isokinetic dynamometer to assess physical condition, and the Kruskal-Wallis test to compare variables between groups. Results: There were no differences in body composition between groups. Elite players had higher countermovement jump heights than amateur players (p < 0.001). There were significant differences in the isokinetic muscle strength of the knee flexors, with the elite players showing more strength than the amateur players (p = 0.047). Discussion: The results of the research should be contrasted with those of other research found in the literature. Conclusions: The elite players had higher physical condition parameters (more lower limb power and more flexor muscle strength) compared to the amateur players. We would point out that all groups had a high probability of lower limb muscle injury (H/Q ratio < 60%) at this stage of the sports season, alerting training professionals to the importance of individualised physical condition analysis.
- Evaluation Models in Physical Education in PortugalPublication . Santos, Jorge Manuel Folgado; Silva Batista, Marco Alexandre; Rebelo, Miguel; Serrano, João; Petrica, Joao; HONÓRIO, SAMUEL; Marques, Adilson; Gouveia, Élvio RúbioEvaluation in physical education encompasses three stages: initial, formative and summative. The initial assessment diagnoses the level of knowledge and skills of students and can be identified as a starting point. Formative assessment is continuous and occurs throughout the teaching–learning process, providing constant feedback and allowing adjustments in teaching to better meet students’ needs. Summative assessment (final evaluation) occurs at the end of a stage, with the aim of measur‑ ing progress and acquisition of skills throughout the process. They not only measure students’ performance but also guide the development of their physical and cognitive capabilities in a more efficient and personalized context.