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external, internal and wellness measures
Get PDFAlthough data currently exists pertaining to the intensity in the women’s football match, the knowledge about training is still scarce. Therefore, the aim of this study was to quantify external (locomotor activity) and internal (psychophysiological) intensities, as well as the wellness profile of the typical microcycle from professional female soccer players during the 2019/20 in-season. Ten players (24.6 ± 2.3 years) from an elite Portuguese women soccer team participated in this study. All variables were collected in 87 training session and 15 matches for analysis from the 2019–2020 in-season. Global positioning variables such total distance, high-speed running, acceleration, deceleration and player load were recorded as intensity while Rated Perceived Exertion (RPE) and session-RPE were recorded as internal measures. The Hooper Index (HI) was collected as a wellness parameter. The results showed that internal and external intensity measures were greater in matches compared to trainings during the week (match day minus [MD-], MD-5, MD-4, MD-2), p < 0.05 with very large effect size (ES). In the same line, higher internal and external intensity values were found in the beginning of the week while the lowest values were found in MD-2 (p < 0.05, with very large ES). Regarding
wellness, there was no significant differences in the HI parameters between the training days and match days (p > 0.05). This study confirmed the highest intensity values during MD and the lowest on the training session before the MD (MD-2). Moreover, higher training intensities were found in the beginning of the training week sessions which were then reduced when the MD came close. Wellness parameters showed no variation when compared to intensity measures. This study confirmed the hypothesis regarding internal and external intensity but not regarding wellness.9E1A-F9DD-3EB8 | Filipe Manuel ClementeN/
Influence of psychosocial risks on the quality of life of employees in a higher education institution : a critical perspective
Get PDFAccording to Muchinsky (2000), the activity in which humans are most involved in their lives is work. Thus, there is an increasing trend towards the humanization of work. Consequently, it is imperative to study the best ways to manage human resources in 21st-century organizations. The main objective of this study is to understand the influence that psychosocial risks in the workplace may have on the personal lives of employees in a Higher Education Institution (HEI), through the application of the Portuguese version of COPSOQ II. Both exploratory and confirmatory statistical analyses were conducted on the results to determine if factors related to work could influence aspects of personal life. It was concluded that great importance is given to employment and that factors related to the professional realm can indeed influence dimensions of these employees' personal lives. Among other things, it was observed that, in the case of the analyzed HEI, cognitive demands directly impact job satisfaction,
quantitative demands have direct effects on work-family conflict, and job satisfaction directly influences somatic and cognitive stress. On the other hand, it was found that work-family conflict is primarily influenced by quantitative demands, highlighting the importance of a well-balanced distribution of workload among employees and the definition of concrete objectives.8316-FD77-85EB | Pedro Miguel Fonseca Moreira de Carvalhoinfo:eu-repo/semantics/publishedVersio
Photography as a tool to capture outdoor math: an experience with elementary preservice teachers
No full textThe literature mentions that taking pictures outdoors motivates students for mathematical
learning and understanding. However, we do not yet have enough knowledge about how future
teachers create mathematical tasks in real-life contexts. This paper, that is part of a broader
project centered on active learning of mathematics outside the classroom, describes a study
where elementary preservice teachers capture photos in the environment that allow task design.
In particular, we want to identify which aspects of the environment were privileged by the future
teachers’ mathematical eye to support task design and to understand what are their main
difficulties when designing mathematical tasks. Results suggest that the participants chose
photos privileging elements related with buildings, which mobilized Geometry and Measurement
contents. Participants stated that the use of photography had a positive impact on them,
providing them with a more conscious and “closer look” at everyday objects, developing their
“math eye”, although they expressed that designing high cognitive level tasks is difficult.0D1E-4824-1244 | Ana Cristina Coelho Barbosainfo:eu-repo/semantics/publishedVersio
Epiphitic microbiome of Alvarinho wine grapes from different geographic regions in Portugal
Get PDFGeographic location and, particularly, soil and climate exert influence on the typicality of a
wine from a specific region, which is often justified by the terroir, and these factors also influence the
epiphytic flora associated with the surface of the grape berries. In the present study, the microbiome
associated with the surface of berries obtained from ten vineyards of the Alvarinho variety located in
different geographical locations in mainland Portugal was determined and analyzed. The removal
of microbial flora from the surface of the berries was carried out by washing and sonication, after
which the extraction and purification of the respective DNA was carried out. High-throughput
short amplicon sequencing of the fungal ITS region and the bacterial 16S region was performed,
allowing for the determination of the microbial consortium associated with Alvarinho wine grapes.
Analysis of α-diversity demonstrated that parcels from the Monção and Melgaço sub-region present
a significantly (p < 0.05) lower fungal diversity and species richness when compared to the plots
analyzed from other regions/sub-regions. The ubiquitous presence of Metschnikowia spp., a yeast
with enologic potential interest in all parcels from Monção and Melgaço, was also observed.4D15-6995-2FDA | Ana Sofia de Sá Gil RodriguesN/
Within-week variations and relationships between Internal and external intensities occurring in male professional volleyball training sessions
Get PDFThe purpose of the study was to test the within-week variations of the internal and external training intensity outcomes organized by days of the week. An 8-month observational period was conducted during the 2020–2021 season. The training sessions and matches of an elite volleyball team were monitored daily. The data comes from 14 players (two setters, five middle blockers, five outside hitters, and two opposites) of an elite team from the Portuguese 1st League (age: 21.7 192.4 4.19 years of age; experience: 6.2 3.8 years; body mass: 85.7 8.69 kg; height: 6.25 cm; BMI: 23.1 1.40 kg/m2). The CR10 Borg scale was applied daily to measure the training intensity. The rate of perceived exertion (RPE) and the session-RPE were extracted as the internal outcomes. The external intensity was measured using an inertial measurement unit (IMU). The number of jumps, height average of jumps (JHA), minimum jump (MJ), maximal jump (MXJ), range jump (RJ), number of jumps (NJ), and training session density (D) were extracted as external intensity outcomes. The results showed that there was a difference between RPE and S-RPE (F (1.98) = 6.31, p = 0.01, 2 = 0.36, and F (1.73) = 28.30, p = 0.001, 2 = 0.72), as well as JHA and NJ (F (2.14) = 4.76, p = 0.02, 2 = 0.30, and F (1.77) = 4.77, p = 0.02, 2 = 0.30) within the microcycle. Whenanalyzing the correlations between internal and external intensity, it was observed that there was a negative correlation between the Maximum Jump (4, 3, and 1 days before the Match day) (r2 = 0.34, r2 = 0.40, r2 = 0.41, respectively) and the Range Jump (3 and 1 days before the Match day (r2 = 0.33, r2 = 0.38, respectively) with the RPE (4 days before the Match day) and Maximum Jump (5, 4, 3, and 1 days before the Match day (r2 = 0.35, r2 = 0.39, r2 = 0.44, r2 = 0.34, respectively) and Range Jump (5, 4, 3, and 1 days before the Match day) (r2 = 0.34, r2 = 0.35, r2 = 0.40 and r2 = 0.36, respectively) with S_RPE (4 days before the Match day). Such findings show that higher internal intensities are correlated with lower external intensities in sessions further away from the game day. Such results could be an important tool for coaches to reflect, plan, monitor, and execute the training unit according to the temporal distance to the competition.9E1A-F9DD-3EB8 | Filipe Manuel ClementeN/
Relationships between fitness status and blood biomarkers in professional soccer players
Get PDFBackground. Physical conditions are recognized to be optimal after the pre-season (PS) phase in professional sports. Given that blood measures may also reveal variations, which in turn, may present associations with fitness changes. Objective. (e aim of this study is to test the changes of blood markers and physical fitness outcomes at the beginning and following the PS phase. Additionally, we aimed also to analyze the associations of training adaptations between blood markers and the physical fitness measures. Methodology. 25 professional male soccer players (28.1 ± 4.6 years old, 2.0 ± 7.8 kg, and 176.7 ± 4.9 cm) were assessed for
hematological and biochemical parameters, and physical fitness measures in the baseline and after the phase of PS. Results. Increases in platelets were observed after the PS phase (p = 0.001, η2 = 0.39). Regarding the biochemical parameters, significant increases between PS were found for creatinine (Cre) (p = 0.001, η2 = 0.66), alkaline phosphatase (ALP) (p = 0.001, η2 = 0.79), C-Reactive Protein (CRP) (p = 0.001, η2 = 0.74), cortisol (C) (p = 0.001, η2 = 0.63), and testosterone (T) (p = 0.001, η2 = 0.76), whereas significant decreases were found for albumin (Alb) (p = 0.004, η2 = 0.29), and calcium corrected (Ca Corr.) (p = 0.002,
η2 = 0.32). Moderate correlations were found between albumin and the 5-meter linear sprint split (r = –0.44 (95%CI: –0.71; –0.05)) and CRP (r = –0.48 (95%CI: –0.74; –0.10)). Moderate correlations were found between VAMEVAL and hemoglobin (r = 0.44 (95% CI: 0.05; 0.71)). Conclusions. (e overall physical fitness measures improved after the PS phase. Also, significant variations (decreases/increases) were observed for the case of biomchemical and hematological outcomes. Coaches should carefully consider the adaptative changes observed in blood parameters as the changes in whole organism and metabolism after specific critical
phases as the PS in professional players. (us, optimal management of stimulus/recovery can be warranted to minimize illness and injury rate and to follow the direction and dynamics of adaptative changes.9E1A-F9DD-3EB8 | Filipe Manuel ClementeN/
Comunicação e aprendizagem de ciências: um estudo com crianças do 5º ano de escolaridade
No full textA importância da comunicação para a aprendizagem dos alunos é inegável e mostra-se crucial
para o seu desenvolvimento intelectual e pessoal. Também na área de Ciências Naturais o
insucesso dos alunos está muitas vezes associado a dificuldades relacionadas com a utilização
da linguagem, e mais especificamente da linguagem científica, na comunicação oral e escrita.
O presente estudo, desenvolvido numa turma de 5º ano de escolaridade, centrou-se nessa
problemática, tendo como objetivos estimular a comunicação oral e escrita dos alunos na
disciplina de Ciências Naturais e, simultaneamente estudar as dificuldades de linguagem que
apresentavam.
Optou-se por uma metodologia qualitativa, privilegiando-se como métodos de recolha de dados
a observação participante, as notas de campo, a análise dos documentos produzidos pelos
participantes, o questionário, a entrevista em grupo e as gravações áudio e vídeo. Foram criadas
cinco tarefas relacionadas com os conteúdos lecionados, que incorporavam as vertentes da
expressão oral e escrita que constituíram o foco de análise.
Os dados recolhidos evidenciam dificuldades dos alunos em comunicarem as suas ideias e
utilizarem linguagem científica. No que respeita à oralidade, o desempenho dos alunos não era
satisfatório, pois, apesar de participarem ativamente, nem sempre compreendiam o objetivo
das discussões e mostravam dificuldades em argumentar e em explicar o seu raciocínio aos
colegas. No que concerne à escrita, as dificuldades prendiam-se sobretudo com a utilização de
conectores de discurso diversificados, a seleção de verbos de ação adequados e a utilização dos
termos científicos. Gradualmente os alunos foram incorporando alguns termos científicos no
seu discurso demonstrando compreender a linguagem utilizada.
Os resultados indiciam que a aposta em tarefas orientadas para a verbalização e clarificação de
linguagem e de termos científicos contribui para a melhoria da capacidade de expressão oral e
escrita dos alunos e para a comunicação em sala de aula. ABSTRACT: The importance of communication for students' learning is undeniable and crucial to their
intellectual and personal development. In the area of Natural Sciences, student failure is often
associated with difficulties related to the use of language, and more specifically scientific
language, in oral and written communication.
The present study, developed in a 5th grade class, focused on this problem, aiming to stimulate
oral and written communication of students in the discipline of Natural Sciences and
simultaneously study the language difficulties they presented.
A qualitative methodology was used. Data collection was based on participant observation,
analysis of documents produced by the students, survey and group interview, and audio and video recordings. Five tasks related to the contents were created, which incorporated the oral
and written expression aspects that were the focus of analysis.
The collected data evidence the students' difficulties in communicating their ideas and using
scientific language. Regarding orality, students, although actively participating, showed
difficulties in arguing and explaining their reasoning to colleagues. Concerning writing, the
difficulties were mainly related to the use of diversified discourse connectors, the selection of
appropriate action verbs, and the use of scientific terms. Gradually the students start to express
their ideas more clearly and to incorporate some scientific terms into their speech
demonstrating understanding the language used.
The results indicate that the focus on tasks oriented to the verbalization and clarification of
language and scientific terms contributes to the improvement of students' oral and written
expression skills and to improve communication in the classroom.C917-B3FD-1A62 | Maria Luísa Vieira das Nevesinfo:eu-repo/semantics/publishedVersio
Manipulative materials for learning and teaching geometry
No full textA utilização de materiais manipuláveis é sugerida por vários autores como sendo uma mais valia na
construção de conceitos matemáticos. Assim o desenvolvimento do pensamento geométrico dos
estudantes pode ser mais facilmente conseguido através de tarefas desafiantes que recorram a
materiais manipuláveis diversificados. Deste modo é crucial que os (futuros) professores
desenvolvam as aptidões necessárias para utilizar materiais na sala de aula, numa perspectiva de
ensino e aprendizagem mais dinâmica e desafiadora. Pretende-se neste artigo relatar algumas
experiências de sala de aula, baseadas em tarefas geométricas exploradas com recurso a materiais
manipuláveis, onde é dada grande ênfase à resolução de problemas e à experimentação, realizadas
durante um estudo com futuros professores do ensino básico (3-12 anos). Os resultados mostram
que os futuros professores envolveram-se nas tarefas propostas e construíram conhecimento
geométrico em relação aos conteúdos abordados através dos materiais manipuláveis. ABSTRACT: The use of manipulative materials is suggested by several authors as an asset in the development of
mathematical concepts. Thus the development of students’ geometric thinking can be easily
achieved through challenging tasks that make use of diverse manipulative materials. It is crucial
that (future) teachers develop the skills needed to use manipulative in the classroom with a more
dynamic and challenging perspective of teaching and learning. In this paper we intend to report
some classroom experiences, conducted with future teachers from basic education (3-12 years),
based on geometry tasks explored, with manipulative materials, when problem solving and
experimentation are privileged. Result show that the future teachers were involved in the proposed
tasks and constructed geometric knowledge related to the approached contents through the
manipulative materials.0D1E-4824-1244 | Ana Cristina Coelho Barbosainfo:eu-repo/semantics/publishedVersio
Exploring generalization with visual patterns: tasks developed with pre-algebra students
No full textEste artigo refere-se a um estudo desenvolvido com 54 alunos do 6.º ano de escolaridade. O principal objectivo passava por analisar o seu desempenho na resolução de tarefas que envolviam a generalização de padrões visuais. De forma a compreender este problema centramo-nos nas seguintes temáticas: tipo de estratégias de generalização utilizadas; dificuldades que emergiram do seu trabalho; e o papel da visualização no seu raciocínio. Neste artigo são apresentados alguns resultados relativos à implementação de duas tarefas. ABSTRACT: This paper refers to a study developed with fifty-four 6th grade students. The main goal was to analyse their performance when solving tasks involving the generalization of visual/figural patterns. In order to better understand this problem we focussed on the following features: type of generalization strategies used; difficulties that emerged from students’ work; and the role played by visualization on their reasoning. On this paper we present some results related to the implementation of two tasks.0D1E-4824-1244 | Ana Cristina Coelho Barbosainfo:eu-repo/semantics/publishedVersio
Intervenção dos enfermeiros especialistas em enfermagem de reabilitação na promoção da autonomia dos idosos de um ACES
Get PDFRelatório de Estágio de Natureza Profissional no âmbito do Mestrado em Enfermagem de Reabilitação apresentada na Escola Superior de Saúde do Instituto Politécnico de Viana do CasteloINTRODUÇÃO: O conceito de autonomia é multidimensional, sendo a sua promoção/manutenção um direito fundamental da pessoa e um dever dos profissionais de saúde, nomeadamente dos enfermeiros. Acredita-se que o esclarecimento e a reflexão em torno deste conceito melhorariam a qualidade dos cuidados de enfermagem, tendo o Enfermeiro Especialista em Enfermagem de Reabilitação, um papel primordial na manutenção/promoção da autonomia, sendo o idoso a faixa etária com maior vulnerabilidade e fragilidade.
OBJETIVO: Identificar a perceção dos Enfermeiros Especialistas em Enfermagem de Reabilitação, de um Agrupamento de Centros de Saúde de Portugal, quanto à implementação das intervenções promotoras da autonomia nos cuidados que prestam aos idosos.
METODOLOGIA: Trata-se de um estudo de natureza quantitativa, descritivo-correlacional. A amostra é não probabilística por conveniência e participaram no estudo 18 Enfermeiros Especialistas em Enfermagem de Reabilitação que trabalham nas Equipas de Cuidados Continuados Integrados de um Agrupamento de Centros de Saúde de Portugal. A recolha de dados foi realizada com o preenchimento de um questionário online, onde foi aplicada a Escala de Autoavaliação da Promoção da Autonomia dos Idosos.
RESULTADOS: As dimensões que a amostra perceciona investir mais são o “Desenvolvimento de intervenções avaliativas na área do autocuidado” (M= 3.69, DP= 0.69), a “Capacitação do Cuidador” (M= 3.50, DP= 0.66), o “Desenvolvimento de intervenções emocionais, sociais e de autocuidado” (M= 3.34, DP= 0.634) e o “Desenvolvimento de intervenções físicas e cognitivas” (M= 3.25, DP= 0.79). As dimensões que a amostra perceciona investir menos são o “Desenvolvimento de intervenções de atividades instrumentais de vida diária” (M=2.12, DP= 0,67) e o “Desenvolvimento de intervenções avaliativas nas áreas emocionais, cognitivas e sociais” (M= 2.74, DP= 1.06). Observou-se também uma correlação negativa moderada e estatisticamente significativa (r= -0.554, p<0.05) entre a dimensão “Desenvolvimento de intervenções de atividades instrumentais de vida diária” e o Tempo total de experiência profissional como Enfermeiro, pelo que, estes resultados sugerem que os enfermeiros com mais anos de experiência profissional promovem menos este item.
CONCLUSÃO: Os Enfermeiros Especialistas em Enfermagem de Reabilitação parecem dar mais importância às intervenções avaliativas do autocuidado e da capacitação dos cuidadores, e menos importância às intervenções de atividades instrumentais de vida diária e às intervenções avaliativas nas áreas emocionais, cognitivas e sociais. Todavia, desenvolvem intervenções para a promoção da autonomia em todas as suas dimensões.INTRODUTION: The concept of autonomy is multidimensional, being its promotion/maintenance a fundamental right and a duty of health professionals, namely nurses. It is believed that clarifying and reflecting on this concept would improve the quality of nursing care, with the Specialist Nurse in Rehabilitation Nursing playing a key role in maintaining/promoting autonomy, being the elderly the most vulnerable age group.
OBJECTIVE: To identify the perception of Specialist Nurses in Rehabilitation Nursing, from a Group of Health Centers in Portugal, regarding the implementation of autonomy-promoting interventions in the care they provide to the elderly.
METHODOLOGY: This is a quantitative, descriptive-correlational study. The sample is non-probabilistic by convenience and participated 18 Specialist Nurses in Rehabilitation Nursing working in Integrated Continuous Care Teams from a Group of Health Centers in Portugal. Data collection was done by filling out an online questionnaire, where the Self-Assessment Scale of Elderly Autonomy was applied.
RESULTS: The dimensions that the sample perceives to invest the most are "Development of evaluative interventions in self-care" (M= 3.69, DP= 0.69), "Caregiver Empowerment" (M= 3.50, DP= 0.66), "Development of emotional, social, and self-care interventions" (M= 3.34, DP= 0.634), and "Development of physical and cognitive interventions" (M= 3.25, DP= 0.79). The dimensions that the sample perceives to invest the least are "Development of interventions for instrumental activities of daily living" (M=2.12, DP= 0,67) and "Development of evaluative interventions in emotional, cognitive, and social areas" (M= 2.74, DP= 1.06). A moderate, statistically significant negative correlation (r= -0.554, p<0.05) was also observed between the dimension "Development of interventions for instrumental activities of daily living" and the Total Time of Professional Experience as a Nurse, therefor, these results suggest that nurses with more years of professional experience promote this item less.
CONCLUSION: Specialist Nurses in Rehabilitation Nursing seem to attach more importance to evaluative interventions in self-care and caregiver empowerment, and less importance to interventions in instrumental activities of daily living and evaluative interventions in emotional, cognitive, and social areas. However, they develop interventions to promote autonomy in all its dimensions