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- Gordura corporal, autoconceito físico geral, autoestima e aparência física em estudantes universitáriosPublication . Silva, Sofia; Vicente, Catarina; Amaro, Samuel; Campos, FranciscoO objetivo do presente estudo é caracterizar e comparar os estudantes da UCLM (Campus de Cuenca) praticantes e não praticantes de atividade física desportiva regular, relativamente às dimensões: (1) gordura corporal; (2) auto-conceito físico geral; (3) auto-estima; (4) aparência física. Foi utilizado o Physical Self Description Questionnaire (PSDQ), de Marsh (1996), traduzido e adaptado para a cultura Espanhola (versão reduzida de 20 itens, agrupados em 4 dimensões). Participaram no estudo 266 estudantes, 175 praticantes de atividade física desportiva e 91 não praticantes, com idades compreendidas entre os 18 e os 35 anos (M ± DP = 21,80 ± 3,31). De acordo com a falsidade (gordura corporal, auto-estima) ou veracidade (autoconceito físico geral, aparência física) das respostas aos diferentes itens, é possível verificar que nas 4 dimensões existe uma maior positividade e uma melhor forma de encarar estes problemas pela parte dos praticantes de atividade desportiva [gordura corporal (M=2,27), autoconceito físico geral (M=4,49), auto-estima (M=1,67), aparência física (M=4,37)], havendo mesmo diferenças estatisticamente significativas, entre os dois grupos de participantes, em 3 das 4 dimensões: [gordura corporal (p=0,05), auto-conceito físico geral (p=0,02), auto-estima (p=0,01)].
- Extended School Time: Impact on Learning and TeachingPublication . Cabral Mendes, Pedro; Rebelo Leandro, Cristina; Campos, Francisco; Fachada, Miguel; Paula, Ana; Gomes, RicardoThis paper presents and assesses the effects of an Extended School Time project (ESTp), with a working day of 8 contact hours, that aimed to develop the students as a whole in its academic, artistic, sport, social and human dimensions. Based in active and integrated pedagogical practices, the project promoted the integration of knowledges, curiosity, sense of criticism, creativity, sharing solidarity and the conviviality of students. This project was applied to a 6th grade class with 20 pupils (11.2±0.68 years old). Using a qualitative methodology, 13 semi structured interviews were applied to 3 types of participants: 6 pupils, 5 parents (42.6±4.54 years old) and 2 teachers (60±4 years old), in order to analyze their perceptions regarding the project. Results show that each group valued different aspects of the project. The pupils valued activities that emphasized challenge, communication, creativity, and autonomy, as well as activities of academic continuity. The parents focused mostly on the occupational component of Extended School Time (ESTp), and the teachers on its effects on social and self-development of the pupils. This development was reflected in an improved peer-to-peer relationship and in a greater sense of belonging to school. The convergence verified in this ESTp, between cognition and the artistic, social and sport education, sought to promote the main goal of the School, an instruction that promotes a global (including multicultural and universal) development of the pupils’ capabilitiesThis paper presents and assesses the effects of an Extended School Time project (ESTp), with a working day of 8 contact hours, that aimed to develop the students as a whole in its academic, artistic, sport, social and human dimensions. Based in active and integrated pedagogical practices, the project promoted the integration of knowledges, curiosity, sense of criticism, creativity, sharing solidarity and the conviviality of students. This project was applied to a 6th grade class with 20 pupils (11.2±0.68 years old). Using a qualitative methodology, 13 semi structured interviews were applied to 3 types of participants: 6 pupils, 5 parents (42.6±4.54 years old) and 2 teachers (60±4 years old), in order to analyze their perceptions regarding the project. Results show that each group valued different aspects of the project. The pupils valued activities that emphasized challenge, communication, creativity, and autonomy, as well as activities of academic continuity. The parents focused mostly on the occupational component of Extended School Time (ESTp), and the teachers on its effects on social and self-development of the pupils. This development was reflected in an improved peer-to-peer relationship and in a greater sense of belonging to school. The convergence verified in this ESTp, between cognition and the artistic, social and sport education, sought to promote the main goal of the School, an instruction that promotes a global (including multicultural and universal) development of the pupils’ capabilities
- Relação entre frequência de prática e importância atribuída pelos praticantesPublication . Gomes, Ricardo; Franco, Diana; Dias, Maria; M. L. Martins, Fernando; Damásio, António Sérgio; Campos, Francisco
- Projeto criar+ : escola a tempo inteiro no 2.º ciclo do ensino básicoPublication . Cabral Mendes, Pedro; Rebelo Leandro, Cristina; Campos, Francisco; Fachada, Miguel; Santos, Ana Paula
- Análise das relações interpessoais dos alunos em educação físicaPublication . Ângelo, Elisa; Campos, Francisco; Silva, Elsa; Rama, Luís
- Characterization and comparison of the quality indicators of the group exercise fitness instructor, considering the intervenient, gender and agePublication . Campos, Francisco; Simões, Vera; Franco, SusanaAim: The aim of this study is to characterize and compare the quality indicators of the group exercise fitness instructor, considering the intervenient (owner/general managers; technical managers; trainers; instructors; participants), gender (female; male) and age (<21 years old; 21-30 years old; 31-40 years old; > 40 years old). Material and Methods: 100 interviews were applied (32,54±6,36 years old) and, through the content analysis technique, was reached a theoretical categorical model with 25 categories, grouped into 4 general dimensions. After that, the Chi-square test was used to test the frequency with which the sample participants are divided into the groups of the qualitative variable (intervenient, gender and age) is whether or not identical (Maroco, 2010). Results: Considering the intervenient there are significant differences in image (Professional Quality), sympathy (Relational Quality) and fitness level (Technical Quality). In gender, the significant differences are in gaiety, empathy, availability (Relational Quality), fitness level and technical execution (Technical Quality). Finally, in age, there are significant differences in assiduity, dedication (Professional Quality) and in the empathy (Relational Quality) Conclusion: The organizations (gyms) can and should train their employees (fitness instructors), in order to establish behavioral standards, considering the participants characteristics to, by that, increase their satisfaction and loyalty levels.
- Physical self-description and sport participation, by gender, of university studentsPublication . Campos, Francisco; Marques, Mariana; Silva, Sofia; M. L. Martins, Fernando; Simões, Vera; Franco, SusanaUniversity students, who are regular sport participants, showed a superior and more positively physical selfdescription in body fat, general physical self-concept and self-esteem perception (Silva, Vicente, Amaro, & Campos, 2016). In another study with university students, in order to investigate what they think about their own physical appearance (Silva, Saenger, & Pereira, 2011), it was concluded that 63% of male and 67% of female students presents dissatisfaction, although for contradictory reasons (female students were dissatisfied due to overweight; male students were dissatisfied due to the thinness index). Considering this, based on the presented studies, the aim of this research is to characterize and compare sport participants by gender - students of the Cuenca Campus of the Universidad Castilla La Mancha (Spain) - according 4 (four) dimensions of their physical self-description: (1) body fat; (2) general physical self-concept; (3) self-esteem; (4) physical appearance. It was applied a reduced version of the Physical Self-Description Questionnaire (PSDQ), translated to Spanish (Tomás, 1998). The data were collected from 175 university students (22,00±3,41 years old), regular sport participants (at least once per week): 86 females (21,15±1,99 years old) and 89 males (22,82±4,18 years old). After the application of the ANOVA one-way test is possible to confirm, comparing the male with the female sport participants, that there are no statistical significant differences in the dimensions: body fat (F=0,001; p=0,973); self-esteem (F=0,186; p=0,667); physical appearance (F=0,748; p=0,388). In contrast, there are statistical significant differences in general physical selfconcept dimension (F=4,269; p=0,040), having the male participants a higher mean of answer values (M=4,643).
- Livro de resumos do 3º Forum REDESPP : desporto para um futuro sustentável - território e comunidadesPublication . Damásio, António Sérgio; Martins, Artur; Rebelo Leandro, Cristina; M. L. Martins, Fernando; Campos, Francisco; Dias, Gonçalo; Mendes, Pedro; Gomes, Ricardo; Melo, Ricardo; Mendes, Rui
- Jogos aquáticos de cooperação em hidroginásticaPublication . Campos, Francisco; Ângelo, Elisa; Ferreira, Ruben; Abrantes, Bruno
- Motivos para o abandono da prática de atividade desportiva no ginásio IPCPublication . Campos, Francisco; Ângelo, Elisa; Abrantes, Bruno; Ferreira, Ruben; Melo, RicardoSão várias as investigações que permitem perceber quais aos motivos de abandono da prática em atividades de fitness. A especificidade do serviço prestado pelo Ginásio IPC faz com que seja bastante importante a análise destes trabalhos, tal como a sua adaptação a este contexto específico. Pelo referido, são objetivos deste estudo: (1) identificar os principais motivos de abandono da prática desportiva no Ginásio IPC; (2) perceber se existem intenções de retorno e, caso não existam, identificar os motivos para essa desistência definitiva; (3) solicitar recomendações com o intuito de melhorar a qualidade do serviço prestado. Foram aplicadas, via telefone, entrevistas a utilizadores que abandonaram a prática após os meses de abril, maio e junho de 2015 (n=116). Após aplicação da técnica estatística análise de conteúdo, é possível verificar que os principais motivos para abandono estão relacionados com a falta de tempo (50.86%) e o final do ano letivo (29.31%). Dos ex-utilizadores entrevistados, 95 (81.90%) mantêm a intenção de regressar à prática desportiva na mesma organização (Ginásio IPC). Em relação às principais recomendações para melhoria do serviço prestado, destaque para a melhoria da qualidade da instalação física (38.10%) e dos equipamentos utilizados (21.43%). Os resultados permitem uma reflexão acerca da temática em estudo e a definição de medidas a implementar de forma a aumentar a qualidade percebida, satisfação e fidelização dos praticantes, coadunando o serviço prestado com os objetivos do Gabinete de Desporto IPC.