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- Attention in physical education classes: differences between colletive sportsPublication . Santos, Jorge; Petrica, João; Serrano, João; Batista, Marco; Honório, Samuel; Lercas, Afonso Jorge Vicente; Maia, LuisAttention is considered an important mediator variable in the teaching / learning process, because of that, the scientific community made several investigations in order to understand what students are thinking, what strategies are best to captivate their attention and the type of instructions and/or feedback to develop students’ performance in achieving motor skills. In this research we tried to find differences in attentional profiles, of students during the practice of football and basketball at different moments of a Physical Education class. The sample consists of 156 students of both genders (84 females and 72 males), between 12 and 16 years old ( of 3rd Primary School (7th, 8th and 9th grade) to which a questionnaire was applied, ATEST- EF (Petrica 2010). Questionnaire which students had to point out what they were thinking at certain time of the Physical Education class. This was applied in team sports (football and basketball). In descriptive terms we found that students are in general aware of the task, information and behavior, and there are a few differences between the percentages between them, but from the test Chi_Square we found no statistical differences between the different moments of the Physical Education class. We concluded that, in this sample we didn’t verified the importance of attention and students focus in the different moments of team sport’s practice
- Exercise and academic performance : implications of aerobic capacity and hand grip strength in middle-school studentsPublication . Honório, Samuel; Ramos, Luís de Sousa Aguilar; Santos, Jorge; Serrano, João; Petrica, João; Batista, MarcoAbstract: The regular practice of physical exercise has a positive role on mental health and a positive contribution to the development of cognitive function, considered beneficial to academic performance. The present study aimed to analyse the impact of physical exercise on students' academic performance. 227 students participated, of which 112 (49.3%) were male and 115 (50.6%) were female, aged between 10 and 13 years old, from 5th and 6th grades in a Portuguese public school. The Susan Harter Self-Concept Scale validated for the Portuguese population was used, and a descriptive and inferential analysis of the data was conducted to analyse the levels of handgrip strength, aerobic capacity and academic performance. Linear regression analysis was used to interpret the predictive variables and we calculated the magnitude of the effect. The results suggest that the practice of physical exercise enhances the levels of aerobic capacity, handgrip strength and academic performance of students. In addition to physical education classes, the individual sports combined with the team sports present very positive values in relation to the variables described.
- Mobility dependence of children from 1st to 4th grade in portuguese schoolsPublication . Honório, Samuel; Batista, Marco; Martins, Júlio; Serrano, João; Faustino, António; Mesquita, HelenaAbstract. The mobility dependence appears to be associated with less autonomy in children who spend less time playing alone or being with friends in playful situations. Our intention is to study the dependence of mobility of children in the 1st cycle of education in an urban environment with ages between 6 and 12 years old. The sample consisted of 186 children of both genders of which 95 were female and 91 were male. A multiple response questionnaire was used, and the statistical analysis used was descriptive frequency, crosstabs and inferential analysis. Children who practiced more physical activity are those in the 2nd grade: 70.8% (34), below these are the 3rd grade: 67.9% (36), with the 4th grade having 64.8% (35) and finally the 1st grade with 58.1% (18). In total 66.1% (123) engaged in physical activity and 33.9% (63) did not exercise in any sports club or municipal facilities. We have come to some conclusions, with regards to school transportation, almost all students are moving with motorized transportation where the majority cannot go out without family going with them to any activity, and we have also concluded that the female gender is more active than the males.
- Attention in physical education classes: Differences between different individual modalitiesPublication . Santos, Jorge; Maia, Luis; Petrica, João; Serrano, João; Batista, Marco; Honório, SamuelIntroduction: Sport activities demand a focused and polarized attention, as necessary condition to learning process. Described as an essential condition to the learning process, attention is considered a powerful mediating variable, because we can notice its influence on the teaching-learning process, as well as its influence on the teacher’s behaviour, the student’s behaviour and the learning results. According to this fact, the focused attention arises as a fundamental condition to the learning process, since the greater the power to keep the focus on a certain object or task, the better the chance of success. Objective: We intend to know the aspects to which the students pay attention during the different moments of the Physical Education class, in individual sportive activities. Methodology: The sample consisted of 156 students from the 3rd Cycle of Basic Education, of both genders (84 female and 72 male). We applied the questionnaire ATEST-EF (Petrica 2003), in which the students signalized what they were thinking of at certain moments of the Physical Education classes, more precisely of Athletics and Gymnastics classes. The results indicate that there are no significant differences, because after the application of the test of “Chi-Square” to associate the variable “Attention” and the variable “Signal” for the individual activities, we can verify the value of (p= .373). From the analysis performed, we can infer that in relation to students' attention profile study in individual sportsathletics and gymnastics, there are no statistically significant differences.
- Um retrato de movimento na escola a tempo inteiro em Portugal: estudo de caso sobre a Escola Senhora da PiedadePublication . Faustino, António; Serrano, João; Duarte-Mendes, Pedro; Paulo, Rui; Honório, Samuel; Batista, Marco; Petrica, JoãoOs resultados do Programme for International Student Assessment (PISA) promoveram uma reflexão sobre o tempo e curricula escolares em diferentes países, levando ao aparecimento da “escola em tempo integral” como forma mais apropriada para melhorar os resultados escolares dos alunos. Objetivo: Perceber como é que o movimento e o jogo são desenvolvidos na “escola em tempo integral”, através de um “retrato de movimento na escola”. Métodos: Para responder ao objetivo enunciado optámos por um estudo do tipo exploratório descritivo analítico efetuado numa escola da cidade de Castelo Branco. Foram usados como métodos para recolha dos dados: a observação (nos espaços exteriores e interiores), a análise documental (projeto educativo, plano anual de atividades e regulamento interno) e entrevistas semiestruturadas (ao diretor do agrupamento, a alunos e professoras). As entrevistas foram todas gravadas para posterior análise. Resultados: A apresentação dos resultados obedece a uma triangulação dos dados recolhidos. Constatamos que a escola tem uma estrutura do tempo escolar em blocos de 90 minutos; mas pouca possibilidade para o aluno de organizar o seu tempo de aprendizagem de maneira autónoma; um ensino orientado ao professor; um ensino cognitivo, sem movimento, com muito tempo para os alunos permanecerem sentados; separação entre o ensino de manhã e da tarde. Variedade de ofertas de movimento com uma perspetiva de sentido orientada ao desporto; uma cooperação estreita com parceiros externos, mas também com outro pessoal pedagógico da escola. Separação entre uma área escolar interna como uma aréa imóvel (sem movimento) e uma área escolar externa como uma área móvel. Os professores relatam um ensino móvel, os alunos nunca vivenciam um ensino móvel, mas também não foi observado qualquer ensino móvel. Conclusões: A escola estudada tem espaços, no entanto a forma como está configurado o espaço interior, bem como o mobiliário usado, as normas impostas e a gestão e abordagem das matérias escolares são claramente condicionadoras do movimento das crianças, havendo possibilidades de movimento e um tempo privilegiado de jogo essencialmente durante os intervalos escolares e atividades extraescolares.
- Effects of swimming and water walking on body composition and spirometric values in young childrenPublication . Honório, Samuel; Duarte-Mendes, Pedro; Batista, Marco; Serrano, João; Paulo, Rui; Oliveira, João Filipe Moiteiro Dias de; Petrica, João; Santos, JorgeAquatic activities have been recommended as frequent practices due to the physical properties of water with improvements in body composition of young. Objective: To study if there are differences in body composition and spirometric values in children who practice swimming complemented with water walking and those who only practice swimming. Methodology: 28 individuals (6 to 12 years) were divided into two groups: swimming group (SG: n=9) and swimming complemented with water walking group (SWWG: n=19) in three different moments with 6 weeks between them. For body composition a bio-impedance scale was used and an anthropometric tape for the waist circumference. For spirometric values: forced vital capacity (FVC), forced expiratory volume in 1 second (FEV1) and even peak expiratory flow (PEF) a Cosmed Microquark spirometer was used. For statistical procedures the SPSS (20.0) program for descriptive statistics, the Shapiro Wilk test for testing the normality, inferential statistics (non-parametric Mann-Whitney tests, Friedman's Anova), and for the effect size the d-Cohen test. Results: Regarding the inter-group analysis (comparison between the SG and SWWG) we observed that there were significant differences in weight (p=0,004), forced expiratory volume in 1 second (FEV1: p=0,025) and peak expiratory flow (PEF: p=0,033). Concerning intra-group differences (improvements in the SG and SWWG), the SWWG showed significant improvements in weight muscle mass (p=0,029), fat mass (p=0,002), percentage of water (p=0,018),, body mass index (BMI: p=0,000), body percentiles (p=0,000), forced vital capacity (FVC: p=0,003) and forced expiratory volume in 1 second (FEV1: p=0,008). We have concluded that the practice of swimming and water walking have benefits with differences in the analysed group variables, however, the two activities complemented (swimming and water walking) present improvements much more significant.
- Supervisão Pedagógica em NataçãoPublication . Honório, Samuel; Batista, Marco; Serrano, João; Petrica, João; Santos, Jorge; Rocha, JoãoEm termos de práticas de ensino, a prática pedagógica supervisionada, é efetivamente uma sólida estratégia de formação, onde a competência dos formadores supervisores e o tipo de relações supervisivas que se estabelecem neste processo são determinantes. Os autores abordados consideram que o processo de Supervisão pode ser considerado como um processo de resolução de problemas, em que o observador e o observado desenvolvem formas de resolução de tarefas através de estratégias técnico-didáticas adequadas num contexto afetivo-relacional adequado envolvido numa atmosfera favorável. São vários os fatores que determinam e influenciam diretamente o ensino da natação: A relação professor-aluno em natação depende da sua capacidade ou habilidade em comunicar com os seus alunos; Criar um ambiente seguro, com um domínio exímio dos conteúdos técnicos, uma estratégia de ensino adequada a cada situação de aprendizagem são a chave para o tipo de trabalho que se pretende em natação. A modalidade específica da natação requer procedimentos e intervenções específicas que se prendem essencialmente com a transição para o meio aquático, ou seja, dotando os professores de capacidades interventivas na modalidade, cujos padrões técnicos e metodologias de ensino se tornam necessárias para dominar e promover um ensino de sucesso.
- Physical activity practice and healthy lifestyles related to resting heart rate in health sciences first-year studentsPublication . Honório, Samuel; Batista, Marco; Silva, RaquelThe expression of "lifestyles" describes a frame of expressed behaviours, usually in the form of patterns of consumption, that defines how an individual or social group fits into society. It presents as a focus of interest by researchers in this field, who classically favour the study of alcohol consumption, tobacco, eating habits and physical activity. The aim of this study was to identify the relationship between physical activity and healthy lifestyles, especially in terms of eating habits, tobacco, alcohol consumption, resting habits and resting heart rate in Health Sciences first-year students. A total of 177 students of both genders participated, of which 31 (17.5%) were male and 146 (82.5%) were female, with a mean age of 20.20 years, from 18 to 30 years. The data collection instrument used was the Healthy Lifestyle Questionnaire (EVS), using S.P.S.S. 21.0 for descriptive statistics and the Cronbach's alpha to evaluate the internal consistency of the questionnaires. A level of significance was adopted with a margin of error of 5% for a probability of at least 95% using the Kolmogorov-Smirnov technique and Mann-Whitney test for comparisons between practitioners’ students and genders. The results obtained demonstrate more favourable results in all variables in students practicing physical activity with significant differences in eating habits and Resting Heart Rate. In terms of gender there were significant differences in all variables except for eating habits. We conclude that physical activity students present more favourable results in terms of lifestyles combined with lower Resting Heart Rate values considered as positive factors in terms of quality of life.
- Sistemas de fornecimento e gastos de energia no exercício físico : uma revisãoPublication . Honório, Samuel; Santos, Jorge; Serrano, João; Petrica, João; Rebelo, Miguel; Vieira, Fernando; Batista, MarcoMuitas atividades desportivas, recreativas e ocupacionais requerem uma libertação de energia moderada a intensa e contínua. O fracionamento aeróbio de carboidratos, gorduras e proteínas fornece energia para o exercício devido à fosforilação do difosfato de adenosina (ADP) em trifosfato de adenosina (ATP). Um desequilíbrio energético anaeróbio-aeróbico se instala na ausência de um ritmo estável (steady rate) entre a fosforilação oxidativa do ADP em ATP e a energia necessária para o exercício. Quando há um desequilíbrio, a acidez dos tecidos aumenta e eventualmente manifesta-se um estado de fadiga. Dois fatores influenciam a forma como os indivíduos são capazes de manter um elevado nível de atividade física com o mínimo de fadiga: a capacidade e integração dos sistemas fisiológicos para fornecer oxigénio e a capacidade de fibras musculares específicas ativadas durante o exercício para gerar ATP aeróbica.
- Physical Exercise related to student’s academic performancePublication . Honório, Samuel; Batista, Marco; Santos, Jorge; Vandoni, MatteoAcademic performance is a topic of extreme relevance given the fact that it influences many other areas of children's and adolescents' lives. Academic performance is defined as a concrete assessment of the knowledge obtained by students. In practice, it refers to the results of assessment evaluations that teachers apply in the school context. The evaluation is then a classification that is attributed to the works and tests carried out for the school context and that informs students, parents, teachers and the community in general of the learning acquired by the student. The purpose of evaluation is to certify, assess and verify the degree of achievement of these objectives. It can also be added that the objective of this evaluation is to summarize the performance of the students, in a group of strategies and learning objectives and that it was designed so that it is possible to make decisions about the results of those evaluated. Academic performance is then the externally evaluated result achieved by the student. Several variables have been associated with school results, that is, academic performance, self-esteem, self-concept, parents' education as well as their involvement in the children's lives, and the sociocultural context in which the child or adolescent is inserted. In this sense, physical exercise has been reported to increase academic performance, assertiveness, confidence, emotional stability, intellectual functioning, memory, perception, positive body image, self-control, well-being and efficiency at work. Physical exercise can help children to achieve higher academic performance levels and postulate that while high-intensity, short-term exercise promotes mental and intellectual functioning, long-term strenuous exercise can inhibit the subject's performance, unless he possesses high physical aptitudes. The practice of physical exercise in schools promotes an increase in muscle tension, which is a facilitating element in the performance of various psychological tasks. In their study, subjects submitted to physical exercise show faster acquisition and evolution of meaningless syllables and a greater ability in terms of learning/memorizing associated pairs, greater accuracy in solving simple mathematical problems and greater efficiency in a test perceptive color naming than subjects who perform the same tasks under normal conditions. Some studies suggest, however, that exercise can help students improve their academic performance through a variety of approaches and strategies, considering that when someone feels good physically, they are able to function at a higher level academically.