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Relationship between Objective and Subjective Fatigue Monitoring Tests in Professional Soccer
Get PDFStudying fatigue is challenging because it is influenced by physiological, psychological,
and sociological states. Fatigue can be assessed objectively or subjectively, but the literature has
difficulty understanding how an analytical test relates to a response via a questionnaire. Thus, the
purpose of this study was to evaluate the relationships between objective fatigue variables (Squat
Jump (SJ) and Countermovement Jump (CMJ)) measured on day-2 to the game and subjective
fatigue (Rating Perceived Exertion (RPE) measured on day-3 to the game and Hooper Index (HI)
measured on day-2). The sample comprised 32 professional football players from the First Portuguese
League aged 25.86 ± 3.15 years. The Spearman correlations and regression analyses were used to
study the relationships between the variables. The results showed statistically significant (p < 0.05)
but small correlations (0.113–0.172) between several objective metrics and the subjective metrics
evaluated. In addition, we found two weak models with statistical significance (p < 0.05) between
the dependent objective variables (contact time, height, and elasticity index) and the HI (R
2 = 3.7%)
and RPE (R
2 = 1.6%). Also, nine statistically significant (p < 0.05) but weak models were observed
between the subjective dependent variables (HI and RPE) and contact time (R
2 = 1.8–2.7%), flight
time (R
2 = 1.1–1.9%), height (R
2 = 1.2–2.3%), power (R
2 = 1.4%), pace (R
2 = 1.2–2.1%), and elasticity
index (R
2 = 1.6%). In conclusion, objective and subjective fatigue-monitoring tests in professional
soccer do not measure identical but rather complementary aspects of fatigue, and therefore, both
need to be considered to gain a holistic perspective.info:eu-repo/semantics/publishedVersio
Autonomia e flexibilidade curricular entre a autonomia decretada e a autonomia construída. Um estudo de caso numa escola básica e secundária da Região Autónoma da Madeira
Get PDFNas últimas décadas, as políticas curriculares têm-se debatido com a primeira das
questões curriculares clássicas, o que deve a escola ensinar?
A contemporaneidade das políticas curriculares portuguesas inspirou-se no discurso das
políticas internacionais, emergentes de processos globalizantes, que recomendam às escolas
uma maior autonomia curricular e pedagógica, articulada com a definição das aprendizagens
essenciais. Cabe às escolas, a partir do currículo nacional, construir um projeto curricular
contextualizado que garanta aprendizagens significativas por parte de todos os alunos.
Em Portugal, a partir de 2016, foi implementado um conjunto de iniciativas políticas,
que retomam as dimensões de gestão flexível do currículo iniciadas nos anos 90, com o
propósito de garantir a igualdade de acesso à escola pública e de promover o sucesso educativo
de todos os alunos ao longo da escolaridade obrigatória.
Esta investigação, na área do Currículo e Inovação Pedagógica, assume-se de natureza
qualitativa centrada em um estudo de caso único, uma escola pública dos 2.º e 3.º ciclos do
ensino básico e ensino secundário da Região Autónoma da Madeira, na qual se procurou
compreender os processos de apropriação da Autonomia e Flexibilidade Curricular. Em termos
metodológicos, utilizam-se como técnicas de recolha de dados a análise documental, as
entrevistas semiestruturadas e o inquérito por questionário e como técnicas de análise e
interpretação dos dados a análise de conteúdo, o tratamento estatístico e a triangulação dos
dados.
Constatou-se um distanciamento entre o que é prescrito no plano normativo e o que é
concretizado na escola, ao nível das práticas, ou seja, entre a autonomia decretada e a autonomia
construída. As decisões relativas ao currículo, à avaliação e às práticas pedagógicas devem ser
assumidas numa lógica de promoção da autonomia substantiva da escola, dos docentes e dos
alunos. Exige-se uma reestruturação da gramática escolar e dos perfis dos professores e dos
alunos, corresponsáveis e coautores de processos de aprendizagens flexíveis, com vista à
concretização de uma escola pública justa, inclusiva e democrática.In the last decades, curriculum policies have struggled with the first of the classical
curriculum questions: what should school teach?
The contemporaneity of the Portuguese curricular policies was inspired by the discourse
of international policies, emerging from globalizing processes, which recommend greater
curricular and pedagogical autonomy to schools, articulated with the definition of essential
learning. It is up to schools, based on the national curriculum, to build a contextualized
curriculum project that guarantees meaningful learning for all students
Since 2016, a set of political initiatives was implemented in Portugal, which resume the
dimensions of a flexible curriculum management started in the 90’s. These aim at reassuring
equal access to the public school to all, as well as promoting educational success to all students
throughout compulsory schooling.
This research in Curriculum and Pedagogical Innovation, is of qualitative nature
centered on a single case study: a public school for the 2
nd and 3rd cycles of Basic Education
and Secondary Education in the Autonomous Region of Madeira. It was sought to understand
the processes of ownership of Curriculum Autonomy and Flexibility. In methodological terms,
document analysis, semi structured interviews and survey by questionnaire are used as data
collection techniques and content analysis, statistical treatment and data triangulation are used
as data analysis and interpretation techniques.
A gap was found between what is set in the normative plan and what is implemented by
the school in terms of practices, therefore between decreed autonomy and built autonomy.
Decisions concerning curriculum, assessment and pedagogical practices must be taken
considering a logic of promoting the school, teachers, and students’ substantive autonomy. The
restructuring of school grammar, the profiles of teachers and students, co-responsible and co authors of flexible learning processes is required, to achieve a fair, inclusive, and democratic
public school
Educação, trabalho, desenvolvimento comunitário e práticas sociais
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A creche, serviço de educação e de cuidados promotor do desenvolvimento das crianças, do seu efeito em questões de igualdade, de inclusão social e de equidade
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Escola e comunidade: uma parceria essencial a uma educação de qualidade
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Projeto de extensão em pediatria: relevância na formação do aluno de medicina e sua aplicabilidade para a população
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Emerging technologies to promote fans interaction in football events: a systematic review
Get PDFReview question / Objective: The search terms used for this
review were constructed using the PICOS framework: (1)
population were people in general of both genders and any
age, (2) studies based on digital technologies used in football
sportive events, (3) comparisons made in the domains of
motivation, interaction, satisfaction and interest, (4) data
reporting the use of digital tools (studies with no results
reported will be considered, besides not having outcomes), (5)
Intervention studies with a pre and post-test design,
descriptive studies, theorical studies, and protocol proposals,
and (6) articles written in English, Spanish or Portuguese.
Condition being studied: Our concern is with the acceptance
of the fans returning to the stadium with normality after a
pandemic period. In addition, we also want to understand
what kind of interactive applications are already on the
market or with their well defined protocols that intend to
increase fan interaction at live games, increasing their
motivation to go to the stadium and to have accurate and
updated live information.info:eu-repo/semantics/publishedVersio
